moccther-practice-based-learning-handbook

Introduction

Welcome to the Queen Margaret University Occupational Therapy Practice-based Learning Handbook.

This handbook offers a comprehensive overview of the MSc Occupational Therapy (pre-registration) program, detailing the processes associated with practice-based learning It serves as a valuable resource for occupational therapy students, practice educators, and organizations facilitating practice-based learning experiences Key information covered in the handbook includes essential guidelines and resources to enhance the learning journey.

• Timing of practice-based ;earning for the programme

• Learning outcomes for each practice-based learning module

• Details of the practice-based learning assessment process

• Practice-based learning procedures and guidelines

Practice-based learning is essential for the educational and professional growth of occupational therapy students It allows them to acquire new knowledge and skills while applying, consolidating, and reflecting on what they have learned in a university setting.

The effectiveness of practice-based learning relies on strong collaboration among occupational therapy learners, practice educators, host organizations, and Queen Margaret University For comprehensive information and resources related to practice-based learning, visit Queen Margaret University's dedicated support website.

Queen Margaret University appreciates your participation in this collaborative effort and is optimistic that practice-based learning will be a rewarding and enriching experience for all involved.

Practice-based learning pattern

Master of Occupational Therapy practice-based learning experience

Each practice-based learning module is designed with specific learning outcomes established by the University, which connect with both past and future studies as well as earlier modules As learners advance through the program, the complexity of these outcomes increases, with each practice-based experience serving as a foundational element for future learning.

Practice-based Learning 1 provides learners with their initial experience in a real-world practice setting, where they gain essential knowledge and skills for effective functioning During this phase, learners engage in observation, practice, and reflection on their performance They actively interact with service users, applying their knowledge while honing their professional reasoning abilities.

The focus of Practice-based Learning 1 includes opportunities to:-

• gain an understanding of occupational therapy in one practice context;

• establish the foundations for safe, effective and ethical professional practice;

• establish the foundations of continuing professional development;

• establish the foundations of effective professional communication;

• initiate the development of professional skills, attitudes and values;

• reflect upon and evaluate personal performance;

• exploring how the major concepts and principles of occupational therapy relate to practice;

• gain exposure to service users with a range of health conditions and social circumstances;

• examine the relationship between occupational performance, health and well- being;

• observe and, where appropriate, participate in work in an inter professional / multi agency setting.

Practice-based Learning 2 empowers students to integrate knowledge from their university studies and previous experiences in PBL1 This module focuses on active participation in real-world practice settings, highlighting the importance of the occupational therapy process, effective problem-solving, and strong communication skills.

The focus of PBL2 includes opportunities to:-

• experience an area practice significantly different from that encountered in PBL1;

• participate in safe and effective service delivery;

• further develop appropriate professional skills, attitudes and values;

• actively participate in inter professional and multi-agency working;

• reflect on and evaluate personal performance;

• continue to evidence professional development.

The third practice-based learning module enhances learners' understanding of practical skills, allowing them to work more independently alongside their practice educator This collaboration fosters a sense of shared responsibility for delivering active services, promoting both personal growth and professional development.

This practice-based learning experience will enable learners to:-

• gain a greater degree of autonomy in the work setting;

• actively participate in all aspects of service delivery;

• demonstrate an analytical approach to all aspects of service delivery;

• explore how research findings might be integrated into practice;

• reflect on and evaluate personal performance;

• continue to reflect and build evidence of professional development.

In this final practice-based learning module, learners must showcase their competence across all areas of practice, demonstrating the necessary knowledge, skills, and attitudes essential for current and future professional success.

This practice-based learning module will enable learners to:-

• work as independently as possible at pre-registration level;

• assimilate and synthesis knowledge and skills prior to completion of studies;

• provide evidence of independence in all aspects of learning;

• effectively integrate research findings into practice;

• enhance the development of an analytical approach to all aspects of practice;

• realistically evaluate effectiveness of interventions;

• effectively contribute to multi professional and inter agency working;

• reflect on and evaluate professional performance.

Responsibilities during practice-based learning

Learner responsibilities

Students must always be aware of their responsibilities in practice-based learning, as neglecting these duties can negatively impact their experiences and educational outcomes This oversight may result in failure and potentially lead to the termination of the practice-based learning module.

Prior to practice-based learning it is expected that the learner will:

• Have adequate funding arrangements in place to support attendance at practice-based learning

• Monitor their Learner e-mail accounts and respond promptly to any enquiries from their School/Division.

• Attend all practice-based learning briefings and/or participate in all mandatory preparatory activities as required by the School/Division.

To ensure a smooth start to practice-based learning, complete the OT Learner Advance Information for Practice Educators Form and submit it to the Practice Education Co-ordinator at least six weeks prior to the beginning of your placement.

• Read all documentation provided by the University for practice-based learning including assessment requirements, procedures, and regulations

• Read all information provided, or recommended by host organisations.

• Revise relevant taught information, and skills in preparation for practice- based learning.

At the start of the practice-based learning and throughout practice-based learning, learners must:

Always adhere to the Health and Care Professions Council's Guidance on Conduct and Ethics for Students (HCPC 2016) and the College of Occupational Therapists' Code of Ethics and Professional Conduct (COT 2015a).

• Be punctual at all times, and dressed appropriately for the practice-based learning setting and the work involved.

• Reflect the status of a team member and respectfully engage with other members of staff at the setting as appropriate.

• Discuss, and develop a negotiated Learning Agreement with the practice educator.

• Plan a programme of experience with the practice educator which takes into account opportunities offered by the setting

Students should promptly reach out to their Personal Academic Tutor if they encounter any significant issues during their practice-based learning, particularly those concerning their welfare, personal safety, or overall well-being.

• Respond to email communication at the midway point of their practice-based learning when PAT initiates contact

If you encounter any unaddressed health and safety concerns related to the practice-based learning provider, including issues affecting the safety or well-being of service users or caregivers, it is essential to report these to the University.

• Contact the University if circumstances related to their practice-based learning changes such as site, and/or duties, and/or practice educator.

• Abide by the rules and regulations regarding health and safety and other working practices and procedures of the practice-based learning provider.

• At all times, follow the procedures of the practice-based learning setting, and Queen Margaret University regarding absence and sickness.

• Be fully prepared for supervision sessions and contribute to the supervision process in a critically reflective and professional manner.

• Contribute towards and actively participate in the midway review, and final evaluation of their performance displaying openness to, respect and acknowledgement of other people’s ideas

Engaging in practice-based learning experiences fosters both personal and professional growth It is essential to compile relevant evidence for your Continuing Professional Development Portfolio and to discuss these items with practice educators when applicable.

At the end of the Practice-based Learning, learners must:

• Complete the Learner Evaluation of practice-based learning Form and share this with practice educators, ensuring the practice educator has time to discuss any points as necessary

• Submit original signed copies of the Practice-based Learning Assessment Form, and Learner Evaluation of Practice-based Learning Form to the

University School Office within 5 working days of the end of the experience

• Complete the practice-based learning Resumé Form and add this to their portfolio.

Practice Educator responsibilities

Practice Educators (PE) are essential for the professional growth of occupational therapy students, as they are seasoned therapists who oversee the evaluation of practice-based learning outcomes.

Prior to the Practice-based Learning starting, the practice educator:

• Undertakes appropriate practice educator training.

To enhance your understanding of occupational therapy, explore the dedicated sections on the University’s Practice-based Learning Support website This resource offers valuable information and support tailored for nursing and allied health programs, ensuring that students have access to essential tools for their learning journey.

The OT Learner Advance Information for Practice Educators Form helps identify and address the diverse learning needs of students, taking into account factors such as declared disabilities and specific cultural backgrounds.

Before beginning practice-based learning, learners are provided with essential information, including an overview of the service, clear directions and travel details, recommended reading materials, and any additional helpful resources.

• Prepares an induction for the student’s first day.

• Formulates the outline of an appropriate Learner diary/ plan to be added to and developed during practice-based learning.

At the start of the Practice-based Learning and throughout the practice educator:

During the induction process, the student undergoes a Learner identity check and reviews their Practice Education Passport They are introduced to essential resources, including relevant literature, policies, and books, while also receiving a tour of the facilities, including lockers and the library Additionally, the induction covers emergency procedures for situations such as fire or cardiac arrest, and provides important contact details for emergencies and reporting sickness absence.

• Ensures learner has practice educator’s contact number(s).

• Ensures learner always has a named member of the multidisciplinary team to refer to.

• Collaborates with the learner to develop a programme which reflects their learning needs as identified in the negotiated learning agreement and identify learning opportunities in the practice setting.

• Plans a programme of experience which takes into account practice-based learning opportunities, and the above.

• Schedules formal supervision with the learner This must be documented in supervision notes and stored appropriately.

Schedule the dates and times for the midway and final reports with the learner, ensuring they receive these reports in a timely manner Additionally, notify the University Professional Practice Tutor if the learner demonstrates performance equivalent to an A/A* standard during either the midway or final evaluation.

• Respond to email communication at the midway point of their practice-based learning when PAT initiates contact

• Monitors the learner’s attendance throughout the practice-based learning Signs off on a weekly basis time cards verifying number of hours completed by the learner.

• Informs the University immediately if the learner has an authorised or unexpected absence from Practice-based learning which lasts for more than

• Inform the learner’s Personal Academic Tutor as soon as possible if any concerns arise regarding the learner’s well-being, behaviour and/or quality of performance over all.

• Uses feedback in the Learner Evaluation of Practice-based Learning Form as an integral part of a constructive evaluation process.

Personal Academic Tutor responsibilities

• Offering support throughout the practice-based pearning, responding to initial requests for advice and support from practice educators and their learners, normally within 24 hours (PAT’s working days)

• Initiates email contact with PEs and learners at midway point of the practice- based learning experience and responds as required.

When addressing significant concerns about a student's performance, well-being, or professional behavior, it is essential to negotiate a suitable action plan This involves maintaining ongoing communication with both the practice educator and the learner to ensure that any issues are effectively addressed and resolved.

• Maintaining accurate records of the nature and time of all contacts with the student, practice educator, and host organisation using the Link Lecturer Report Form

• Alerting the Professional Practice Tutor, and Programme Leader to any concerns arising about a student’s well-being, professional behaviour, or performance during a practice-based learning.

Practice Education Co-ordinator responsibilities

The Practice Education Coordinator is vital in promoting a culture that views practice-based learning as a valuable activity, enhancing staff professional development and aiding in recruitment efforts within the service.

Practice Education Co-ordinators’ responsibilities include

• Collaborating with the University to identify new practice-based learning opportunities alongside new service delivery developments.

• Coordinating the returns for University requests for practice-based learning offers where possible, within the timescale identified.

• Bringing to the attention of the University as soon as possible potential difficulties arising which may result in the cancellation of a practice-based learning

• Coordinating responses to learners’ Advance Notification for Practice

• Ensuring staff acting in their capacity as practice educators have adequate training, and demonstrate ongoing commitment to their professional role.

• Offering support to practice educators as required.

• Bringing to the attention of the University any issues creating difficulty on practice-based learning which may not be reported by the practice educator, or student.

• Taking cognisance of comments made in each Learner Evaluation of

Practice-based Learning Form using these as an integral part of a constructive evaluation process.

• Attending and participating in meetings, workshops and other events associated with practice-based learning.

Professional Practice Tutor responsibilities

The Professional Practice Tutor (PPT) plays a crucial role in coordinating, developing, and reviewing practice education within the occupational therapy pre-registration curricula Key responsibilities of the PPT encompass overseeing the educational framework to ensure effective learning experiences for students.

Practice-based Learning governance and development

• Collaborating with host practice-based learning providers to ensure that academic, regulatory, and professional bodies’ standards relating to practice- based learning are effectively and consistently implemented

To promote the sustainability of practice-based learning in occupational therapy education, Queen Margaret University's School of Health Sciences actively engages with local, regional, national, and international networks This collaboration enhances the visibility and effectiveness of allied health profession programs within the curriculum.

• Contributing towards the organisation, and delivery of the School of Health Sciences annual programme of inter-professional education and training events for experienced, and new practice educators.

• Planning comprehensive, diverse practice practice-based learning profiles for each pre-registration occupational therapy learner

• Monitoring and assessing learner engagement with the specified components of Practice Education Passport required for each practice-based learning module.

Collaborating with disabled learners is essential to identify and implement reasonable adjustments and accommodations outlined in their Individual Learning Plans This process includes effectively communicating these adjustments to host practice-based learning organizations and practice educators when appropriate, ensuring that all parties are informed and can support the learners' needs.

• Organisation and delivery of workshops on learner responsibilities during practice-based learning including strategies for assuming responsibility for own learning

Co-ordinating University contact and support mechanisms for all practice-based learning stakeholders

Effective planning and implementation of various mechanisms are essential for the distribution and cascading of information and documentation to host organizations, practice-based learning coordinators, practice educators, personal academic tutors, and learners.

• Bringing to the attention of the Programme Leader any concerns arising about a student’s well-being, behaviour, or performance during a practice -based learning.

Evaluating each student's progress and practice-based learning grades, as recommended by practice educators, is essential This process involves moderating performances that meet the equivalent of A/A* standards during both mid-term and final assessments.

• Fielding and responding to any complaints from learners, Practice Educators, and host organisations about practice-based learning

• Participating in and taking cognisance of feedback from all practice-based learning stakeholders, using this as an integral part of a continuous improvement process.

Placement administrator responsibilities

• Forwarding practice-based learning offers request forms to the occupational therapy practice-based learning co-ordinators network on an annual basis.

• Co-ordinates and collates all returned offers forms

• Collating and distributing practice practice-based learning documentation packs to learners.

• Fielding queries about practice–based learning.

• Collating all practice-based learning assessment paperwork returned by learners to the University

• Distributing relevant information throughout the year to the practice-based learning co-ordinators network.

Pre-placement support officer responsibilities

• Checking and countersigning Protection of Vulnerable Groups Scheme Record membership applications (ensuring that all have been received prior to commencing practice-based learning).

• Organising and co-ordination of Health Clearance Appointments prior to learners commencing practice-based learning.

• Ensuring that all allied health professions learners have purchased

Professional Indemnity Insurance prior to commencing practice-based learning.

• Organising provision of name badges and NHS Scotland Uniforms to learners.

• Collating the data for the practice-based learning Agreement weeks offered (within NHS Scotland) and providing this to NHS Education for Scotland (NES).

• Provide secretarial support to the Health Science Practice Practice-based Learning Committee.

Organisation of practice-based learning

Allocation of practice-based learning

Each January, the Placement Administrator sends out practice-based learning request forms to the network of practice-based learning coordinators, seeking offers for the upcoming academic year These forms are submitted electronically and must be returned to the University by the end of April The administrator compiles the received offers by practice-based learning block and enters them into the database In case of a shortfall in offers, the University will directly contact network members to request additional practice-based learning opportunities.

Learners are prohibited from arranging their own practice-based learning experiences Instead, there is a designated allocation process for practice-based learning To participate, learners must fill out a practice-based learning planning form and submit it to an electronic drop box located in the Hub.

While individual learner needs are acknowledged, not all requests can be met due to the dynamic and complex nature of practice-based learning availability With ongoing changes in services, it is challenging to predict the specific practice-based learning opportunities that will be accessible during the program Consequently, learners can only be assigned to the existing practice-based learning options.

Practice-based learning allocations are typically finalized 12 weeks prior to the commencement of each learning block and are subsequently posted on the Hub Once the allocations for each module are completed, the practice-based learning coordinators' network is informed via email.

All practice-based learning experiences are allocated to learners by the Professional Practice Tutor with due regard to the practice-based learning Allocation Process

• Fairness and appropriateness to each learner/cohort in the allocation process

• Ensuring that every learner has a well-rounded, and balanced practice-based learning profile at the point of applying for registration to the Health and Care Professions Council

• Individual learning needs including health-related, and disability issues

• Previous practice-based learning experience/location

• Learner’s term time, or home address

Learners will not be assigned to a service where a conflict of interest regarding their performance assessment exists It is the learner's responsibility to inform the Professional Practice Tutor about their situation before being placed in practice-based learning.

Once a practice-based learning experience is assigned, it is considered an integral part of the student's curriculum Unjustly refusing this allocation may be interpreted as rejecting the curriculum provided Students cannot challenge their practice-based learning assignments based on factors such as time constraints, travel issues, or financial limitations.

Allocation of practice-based learning to learners with religious and/or cultural observances

A learner's identity, including their religious and cultural practices, significantly influences teaching, learning, and assessment It is essential for universities and practice-based learning providers to implement policies and guidance that promote diversity and inclusion, as mandated by statutory requirements.

(Scottish Parliament 2012; Great Britain Parliament 2010)

These policies include a commitment to:-

• promoting equal opportunity and diversity during employment;

• ensuring all employees are treated fairly and valued equally;

• valuing religious and cultural needs and practices, and meeting these where possible.

Learners may have particular religious or cultural needs in terms of requests which may appear to “conflict” with existing working requirements in the practice setting Such issues may include:-

• health and safety issues relating to dress code;

• request for flexible working related to religious/belief-related festivals;

• adjustments for prayer time, and space.

Whilst it may not always be possible to accommodate every learner’s religious or cultural observance, every effort will be made to find a mutually agreeable solution

Learners are typically assigned practice-based learning opportunities that align with their individual learning needs, unless there are exceptional circumstances that could negatively affect their experience or the effectiveness of their practice-based learning.

• In these exceptional circumstances, negotiation between the learner, the University, and practice-based learning provider is essential

Established policies for employed staff also extend to learners engaged in practice-based learning It is essential to discuss the religious and cultural needs of these learners to ensure they are acknowledged and addressed during their practical experiences.

Agreements between learners and practice-based learning providers should be established either before or at the beginning of the practice-based learning as part of the induction process It is essential to review and discuss these agreements with the learner at the midpoint of the practice-based experience.

Allocation of practice-based learning to disabled learners

Queen Margaret University is dedicated to promoting equality and fostering a culture of diversity and inclusion The university believes that disabled learners should have access to the same variety of practice settings as their non-disabled peers, ensuring they can effectively demonstrate their achievement of learning outcomes in practice-based modules This commitment encompasses a wide range of impairments, including sensory impairments, mental health issues, specific learning difficulties like dyslexia, and chronic conditions such as diabetes and epilepsy.

Disabled learners are strongly encouraged to consult with the Professional Practice Tutor regarding their Individual Learning Plan, which is coordinated with the University Disability Adviser This discussion focuses on any required support or adjustments to help them achieve the learning outcomes for each practice-based learning module Typically, learners initiate this meeting by submitting an annual self-declaration of Fitness to Practise Form to the practice-based learning area in the Hub.

Practice-based learning encompasses various relationships, rights, and responsibilities among students, universities, and practice-based learning providers, with some aspects being legal and others negotiable The university recognizes that not all details regarding a student's disability or health are pertinent to practice-based learning providers, and typically, such information is shared strictly on a need-to-know basis.

Reasonable adjustments in practice-based learning hinge on learners disclosing their disabilities or health conditions It is essential for learners to communicate their specific needs to the practice-based learning provider through the Occupational Therapy framework.

The Learner Advance Information for Practice Educators Form facilitates communication between the University and practice-based learning providers, ensuring that necessary support and adjustments are arranged for learners This collaboration is essential for helping students achieve the learning outcomes required during their practical experiences.

Students are encouraged to promptly inform their Personal Academic Tutor, Programme Leader, and Practice Educator about any changes in their health status The University is committed to implementing reasonable support measures for disabled learners Therefore, it is crucial for students to communicate any concerns with staff as soon as possible.

Practice-based Learning locations

Practice-based learning is available across mainland Scotland and certain island areas, where learners engage in hands-on experiences within services that have formal agreements established between the University and practice-based learning providers.

Given the extensive geographical distribution of practice-based learning, it is anticipated that each learner will engage in significant daily travel, typically up to 1.5 hours each way, to reach their learning site This may also involve relocating to temporary accommodation during their training period.

Certain learners have unique needs that can often be best met by engaging in practice-based learning at a designated location.

• Learners with young/school age children, or with other family responsibilities e.g sole carer of a disabled relative;

According to the Equality Act (2010), a disabled learner is defined as an individual who needs a practical learning experience within a reasonable traveling distance This requirement will be detailed in their Individual Learning Plan, which is developed in collaboration with the Disability Adviser at Queen Margaret University.

In typical situations, the allocation for practice-based learning is determined by guidelines that generally limit daily travel to around 80 miles from the student's permanent home or term-time address, taking into account individual circumstances and the availability of practice-based learning opportunities.

Learners may have the chance to engage in practice-based learning in Europe through partnerships established by the Division via Exchange Agreements However, participation in this opportunity requires a thorough selection process overseen by the Professional team.

Practice Tutor, Programme Leader and where appropriate, Exchange Co-ordinator.

Practice-based learning experiences

Each practice practice-based learning experience encompasses working with people who are experiencing different occupational issues Experiences normally include working with:-

• Statutory, independent, private and third sector settings

• Urban and rural, local or international settings

• Settings where there is no occupational therapy provision

• Non-frontline settings e.g strategic and leadership roles, research

• People of different ages across the life course;

• Individuals, or groups, and communities from different socio-economic, and cultural perspectives;

• People who have recently acquired, and/or long standing occupational needs;

• People living with health conditions affecting different aspects of physical, and psychosocial functioning;

• Marginalised individuals, or groups and communities (e.g people seeking asylum, homeless individuals).

Learners develop skills in effective service delivery within inter professional, multi- agency contexts This may include both established and emerging services within the public, independent, and third sectors

Learners engage in practice-based learning across various settings to gain relevant educational experiences that prepare them for the realities of modern and future practices These settings encompass community services such as intermediate care teams and rehabilitation teams, as well as resource centers, care homes, educational institutions, workplaces, third-sector organizations, and hospital environments, including both inpatient and outpatient services.

Learners must submit their OT Learner Advance Information for Practice Educators Form, along with an introductory email, to the designated practice-based learning coordinator or specific site at least six weeks before the commencement of their practice-based learning.

Hosts are requested to provide as much notice as possible for any cancellations of practice-based learning offers, allowing time to find suitable alternatives for students For NHS sites, it is essential to adhere to the cancellation process outlined by the PPA.

Change to practice-based learning after allocation

Practice-based learning allocations are fixed and not subject to negotiation Changes to these allocations are rare and generally discouraged Additionally, learners are prohibited from swapping their assigned practice-based learning opportunities with fellow peers.

Typically, program teams refrain from engaging in third-party communications regarding assigned practice-based learning It is the learner's responsibility to address any reasonable and relevant concerns directly with their Professional Practice Tutor.

Personal preference is not considered a valid reason to request a change in practice- based learning All allocated practice-based learning experiences are deemed relevant and will offer appropriate learning opportunities.

Financial hardship does not qualify as a legitimate reason for requesting changes to practice-based learning Students are encouraged to view the expenses associated with practice-based learning as an essential aspect of their program and should plan accordingly in advance.

Learners can request a change in their practice-based learning allocation only for extenuating circumstances that were not mentioned on the initial planning form These circumstances may include health or well-being changes that necessitate reasonable adjustments, as well as significant personal issues like bereavement that impact the type of practice-based learning It is essential to provide relevant supporting evidence to the Professional team when making such requests.

Practice Tutor (e.g medical certificate) before any such request can be considered Evidence that is subsequently proven to be false is brought to the attention of the Programme Leader.

Requesting a change to a practice-based learning allocation does not guarantee that it can be made.

Practice-based learning travel and accommodation expenses

Students participating in practice-based learning away from their home area or term-time address may need to secure temporary accommodation due to the distance for daily travel Queen Margaret University does not provide accommodation for this purpose, so learners are responsible for arranging their own temporary housing Resources for finding accommodation are available in the Hub within the practice-based learning area.

Learners enrolled in the 2-year accelerated program may qualify to reclaim expenses related to practice-based learning, such as additional accommodation or travel costs, from the Student Awards Agency Scotland (SAAS) However, it is important to note that there is currently no direct financial support provided for these travel or accommodation expenses.

Students receiving awards from SAAS can claim reimbursement for travel and accommodation costs related to practice-based learning It is essential for learners to keep all receipts and submit them to SAAS, noting that claims are subject to the travel component already included in the Standard Maintenance Allowance For additional details, please visit the SAAS website at http://www.saas.gov.uk/index.htm.

• International and self-funding learners are not eligible to claim for expenses from SAAS.

Information about the University Student Funding Service is available here: https://www.qmu.ac.uk/study-here/student-services/student-funding-service/

Practice-based learning hours

To comply with the standards set by professional organizations, it is essential for every learner to complete at least 1000 hours of assessed practice-based learning by the end of their training (RCOT, 2019; WFOT, 2016).

Learners are required to align their working hours with those of their practice educators, which can differ across services, typically ranging from 8:00 am to 5:00 pm Some services operate seven days a week, necessitating potential evening and weekend attendance for practice-based learning Therefore, learners should not presume that their schedule will be limited to Monday through Friday during daytime hours only.

Absence of a written record of the appropriate number of hours may result in a learner having to complete extra practice-based learning hours prior to graduation

If challenges occur in fulfilling practice-based learning hours, both practice educators and learners should promptly inform the PPT to create a collaborative and effective action plan.

Each learner maintains a personalized practice-based learning profile, tracked by the practice-based learning administrator, which records their accumulated hours and experiences throughout their education At the end of the program, the PPT verifies each learner's practice-based learning hours to ensure they meet the eligibility requirements for their award.

Practice-based Learning study time

Each learner in the program is required to have a designated half day of personal study each week, totaling 3.5 hours, scheduled in agreement with their practice educator This study time is counted as part of the overall practice-based learning hours.

Working relationship between learner and practice educators

During practice-based learning, learners collaborate closely with their practice educators, who prioritize the needs of service users while also managing various responsibilities Acknowledging these duties can foster a productive working relationship It is crucial for learners to prioritize the safety and well-being of service users over personal interests, such as grades, academic commitments, job prospects, or individual benefits (HCPC 2016).

Practice educators work closely with learners to define how the university's learning outcomes for each practice-based learning module will be met They assist learners in creating a clear plan for achieving these outcomes through the formulation of a Learning Agreement.

Learners typically benefit from weekly formal supervision sessions in addition to informal guidance from their practice educator If these formal sessions are not provided, it is essential for the learner to proactively request them.

Practice educators assess learner’s performance on practice-based learning using the University grade descriptors for undergraduate programmes (QMU 2015b) Practice educators are responsible for the assessed outcome.

Models of supervision during practice-based learning

Various supervision models, both traditional and innovative, are utilized in practice-based learning These diverse approaches facilitate a flexible, sustainable, and responsive organization of learning experiences This adaptability allows the Subject Area to cater to learner needs while also addressing certain community requirements.

Each learner is assigned a dedicated practice educator who designs tailored learning experiences and offers direct supervision and role modeling during the placement The level of supervision and the responsibilities assigned to the learner can differ based on the practice environment and the learner's experience level.

A practice educator oversees multiple learners, fostering an environment of peer and self-directed learning where students collaborate and support one another Acting as a resource, the educator guides learners, monitors their performance, and encourages them to take on greater responsibilities with service users This approach enhances teamwork and problem-solving skills while promoting a sense of shared ownership in the learning experience.

The collaborative education model in the workplace allows multiple team members to share the responsibility of training a learner This can involve pairing an experienced practice educator with a newcomer or collaborating between practice educators from different organizations, all while aligning the training with the patient journey from tertiary to social care This approach is particularly beneficial for part-time practitioners or those balancing clinical duties with management responsibilities.

In project-focused models, learners engage in projects or take on key roles in developmental activities related to prevention, health promotion, supported self-management, or service development at the group or community level These models can incorporate various supervision methods, such as face-to-face or long-arm supervision by an occupational therapist Additionally, learners often collaborate in pairs during placements, enhancing the benefits of peer-assisted learning.

Long-arm supervision involves an experienced practice educator who operates remotely from the learner(s) while maintaining a professional connection with the placement organization An on-site mentor offers daily support and contributes to supervision and assessment as needed Learner(s) may engage with the host organization on a full-time or part-time basis, spending the remainder of their week with the long-arm practice educator in their service.

Learning agreement

Learners collaborate with their practice educators to create a learning agreement for each module, which serves as a foundational document outlining the agreed-upon learning objectives, assessment methods, and timelines This agreement fosters a shared commitment to the learning process and provides a framework for weekly supervision sessions During these sessions, the learning agreement is reviewed, allowing for the evaluation of learning outcomes and the identification of specific goals related to core occupational therapy skills for the upcoming week This partnership ensures a shared responsibility for the learning experience, aiming for successful outcomes.

Learning Agreements serve as the foundation for personalized learning experiences The Subject Area kindly asks that Practice-based Learning providers and educators avoid assigning pre-set weekly objectives to learners.

Reflective diary

Reflective diaries play a crucial role in the learning process, allowing learners to engage in self-reflection and prepare for supervision sessions with their practice educators These diaries emphasize particular aspects of practice, serving as a valuable tool for learners to plan and organize their work effectively.

Practice-based Learning portfolio

Learners engage in professional development by creating a practice-based learning portfolio, utilizing a template designed by the program team This portfolio not only allows learners to showcase their achievements but also encourages reflection on their learning journey By mastering this process, learners are equipped to use portfolios for documenting their ongoing professional development after completing their studies, as highlighted in COT (2015a) and HCPC (2012c).

Complaints handing procedure

The University has implemented a Complaints Handling Procedure (QMU 2018) which can be found here: https://www.qmu.ac.uk/media/6651/qmu-complaints-procedure.pdf

Complaints relating to practice-based learning, this should be discussed with the Programme Leader, Personal Academic Tutor or Professional Practice Tutor in the first instance.

Checking Learner Identity and attendance monitoring throughout practice-based Learning

Identity checking

To ensure a smooth start to practice-based learning, learners must verify their identity by presenting their QMU matriculation card on the first day to the practice educator(s) If the matriculation card does not suffice for identity confirmation, alternative official photo identification, such as a passport or driving license, may be utilized In cases where the student's identity remains unverified, the practice educator is required to promptly contact the PPT for assistance.

After verifying the matriculation card and confirming the student's identity, the practice educator must sign the declaration at the conclusion of the practice-based learning assessment report form This form should then be submitted to the University according to the standard procedures detailed in Section 17 of this handbook.

Attendance monitoring

All learners must notify their practice-based learning site and the University if they are unable to attend on any specific day To document their absence, learners should fill out an absence form through the QMU student portal.

If a learner experiences an authorized or unplanned absence from practice-based learning exceeding 48 hours, it is essential for the practice educator to promptly notify Pamela Knox, Placement Administrator at the School of Health Sciences This can be done via email at otplacement@qmu.ac.uk or by calling 0131-474-0000 and following the automated voice instructions.

Attendance must be monitored throughout practice-based learning and all absences must be recorded by practice educator(s) in the appropriate sections of the TimeCards and Assessment Report Form.

Learner absences from Practice-based Learning

The University acknowledges that many students engage in paid work while pursuing their studies However, it is crucial that such employment does not negatively impact their performance during practical learning experiences Students are expected to align their schedules with the working patterns of their placement sites, and they should understand that host organizations may not offer flexibility in this regard.

All requests for planned absences from practice-based learning must be discussed with the University, and such absences may only be approved in exceptional circumstances.

Learners do not have the right to negotiate holidays, or other leaves of absence during practice-based learning directly with their Practice Educators.

Learners must adhere to the attendance and sickness absence policies of the host organization and are required to familiarize themselves with these guidelines during their first week of practice-based learning.

If a learner is absent for three or more consecutive working days, it is crucial for them to communicate with their Personal Academic Tutor to evaluate how this absence may affect their ability to meet the module learning outcomes.

Absences from practice-based learning for 5 working days or more must be supported by a medical certificate

Failure by learners to inform the practice educator, and the University that they are not attending practice-based learning will be regarded as unprofessional behaviour.

Learner withdrawal/ removal from practice-based learning

Withdrawing from practice-based learning without prior consultation with the Practice Educator and the University's approval typically results in a failure of the practice-based learning module However, in cases of extenuating circumstances, such as serious illness or sudden family bereavement, a mutually agreed course of action can be established.

Practice Educators have the authority to promptly remove a learner from the area when deemed necessary The practice-based learning site must report this incident to the University as soon as possible, and the learner is obligated to inform their Personal Academic Tutor immediately following such an event.

Preparing learners for practice-based learning

Hub

The University’s virtual learning environment, The Hub, provides dedicated support for all practice-based learning modules This platform offers learners clear deadlines and time frames for completing preparatory tasks and activities related to their practice-based learning.

Practice Education Passport

The Practice Education Passport is evaluated on a pass/fail basis by the Practice Placement Team (PPT) to ensure that each learner has completed all mandatory preparation tasks and training prior to engaging in practice-based learning Learners participate in various educational formats, including practical workshops, discussion groups, seminars, e-learning packages, and independent study It is essential for each learner to upload relevant documents and certificates to their PE Passport workbook in EPortfolio, maintaining accurate records of all completed tasks and activities Ultimately, it is the student's responsibility to present the Passport evidence to the Practice Educator during the induction phase of their practice-based learning.

Protection of Vulnerable Groups scheme

Learners engaging in practice-based learning with children and vulnerable adults are required to register with the Protection of Vulnerable Groups Scheme (PVG) It is essential for each learner to complete the application form, submit the required documentation, and cover the associated costs before their first practice-based learning experience The University is responsible for checking and countersigning all PVG membership applications, ensuring that they are processed before the start of practical training.

Further information on the PVG Scheme is available at: https://www.disclosurescotland.co.uk/disclosureinformation/pvgscheme.htm

Failure to have a Protection of Vulnerable Groups Certificate in place will result in the deferral of practice-based learning.

Health clearance checks

In 2008, the Scottish Government mandated that all new healthcare workers with direct patient contact must complete a Standard Health Clearance Check prior to starting their roles This requirement also applies to students in the School of Health Sciences, who must undergo this check before participating in practice-based learning.

Health Clearance Checks are conducted on the QMU campus, where students are screened for Tuberculosis (TB), Hepatitis B, and Mumps, Measles, and Rubella (MMR) These initial checks and any necessary follow-up appointments are organized by the University Pre-Placement Support Officer Attendance at these checks is mandatory, and students may need to cover the associated costs The University reviews its Health Clearance Check policy annually.

Every learner must attend their initial Health Clearance Check appointment in order to progress to progress to practice-based learning

Professional indemnity insurance

Learners must obtain professional indemnity insurance to advance to practice-based learning, a requirement that can be fulfilled by joining the relevant professional body Information regarding this process is provided during the program's induction Additionally, the University Pre-Placement Support Officer oversees a database to confirm that all learners have acquired the necessary insurance.

Failure to have an active Professional Indemnity Insurance Policy in place will result in the deferral of a practice-based learning.

Insurance cover for motor vehicle use during practice-based learning

Learners utilizing their personal vehicles for practice-based learning must ensure they have confirmation from their insurers regarding adequate coverage for all costs and claims, absolving the University and practice-based learning provider of any liability It is essential that the vehicle is roadworthy, with valid road tax and MOT (if applicable) A copy of the insurance policy certificate should be kept in the practice-based learning Passport for inspection Additionally, learners are prohibited from transporting service users, their family members, or carers in their own vehicles under any circumstances.

Insurance cover for overseas practice-based learning

When a learner embarks on practice-based learning abroad, the University provides travel insurance It is essential for the learner to inform the Finance Office about their travel details, including the destination and duration, to receive the Insurance Policy Number and Emergency Contact Information.

Dress code/uniforms and name badges

The Scottish Government provides the official National Health Service uniform to all learners before they begin their practice-based learning The Pre-Placement Support Officer oversees the fitting of uniforms and the issuance of name badges, with these arrangements starting during the induction week.

Learners must adhere to the policies established within their specific service environments Practice educators will inform learners of these expectations prior to the commencement of their practice-based learning While some practice settings may mandate a uniform, others may allow for smart casual attire.

Learners are encouraged to adhere to the NHS Scotland Dress Code (2010), which emphasizes the importance of professional attire For optimal comfort and ease of movement, it is recommended that they wear suitable clothing More details can be accessed at the official NHS Scotland website.

In settings where name badges are worn, these must be visible at all times; some settings may also require an additional security pass.

Uniforms worn during practice-based learning should be clean and changed daily Cardigans and sweatshirts for warmth must match the uniform color and should be removed when interacting with service users Footwear should be clean, in good repair, and consist of low-heeled, closed-toed, rubber-soled, non-pervious shoes, with black or navy being preferred In certain settings, clean trainers made of non-pervious material are acceptable Socks should be plain and coordinate with the uniform color.

In settings where uniforms are not mandated, learners should be mindful of how their attire affects service users Opting for neutral and modest clothing minimizes the risk of provoking negative reactions While trendy logos and phrases may be appealing, they can carry inappropriate connotations Additionally, clothing should not be overly revealing, such as being too tight or short, and underwear must remain concealed to maintain professionalism.

When wearing a scarf or veil, it is essential for learners to ensure that the garment allows for clear communication and safe movement Additionally, scarves and veils should be replaced daily for hygiene and effectiveness.

Most practice-based learning sites implement policies on wearing jewelry to ensure the safety of both learners and service users These policies typically allow for religious and cultural expressions, permitting items such as a plain band ring, a simple bangle, or a necklace worn close to the skin Generally, one smooth metal stud earring per lobe is acceptable, while body piercings and tattoos may raise concerns in certain settings and might need to be removed or concealed.

Watches are permissible however these may need to be removed throughout the course of the day

To maintain professionalism in practical work settings, it is essential to keep hair tied back and away from the face, ensuring it does not interfere with tasks Additionally, nails should be kept clean and short, with the prohibition of nail polish, artificial nails, or extensions to uphold hygiene standards during practice-based learning.

In many instances learners will be working in close proximity to service users therefore personal hygiene is an important consideration

A learner whose attire is considered inappropriate by the practice educator or senior staff may be required to leave the practice setting and will be marked absent until they return dressed suitably This absence may result in a deduction of practice-based learning hours.

Students must prioritize personal safety and infection control while also embodying the values of their University and professional program Adhering to the policies and guidelines set by their practice-based learning providers is essential for a successful educational experience.

Promoting a safe working environment

Every learner must complete mandatory education and training upon a range of health and safety issues before the first practice-based learning begins, including:

• Public Protection (Child and Adult Protection)

• Information governance, and informed consent

• Selected elements of the Scottish Infection Control and Prevention

Educational Pathway (SIPCEP) Web link:https://community.learnprouk.com/

Preparation for Practice-based Learning workshops

Interactive workshops at the University equip learners for effective practice-based learning Facilitated by the PPT, these workshops concentrate on essential topics relevant to each aspect of practice-based education.

• Review of the University learning outcomes for each practice-based learning, and exploration of how these will facilitate the integration of theory and practice;

• Professional conduct during practice practice-based learning ;

• Learning styles and the learning cycle;

• Reviewing Assessment Form for each practice-based learning;

• Preparation for, and review of self-evaluation on practice-based learning;

• Developing and using Learning Agreements during practice-based learning ;

• Developing, and using a professional development portfolio.

The Preceptor Education Programme (PEP) for Health Professionals and Learners offers an interactive online study complementing workshops, consisting of nine modules that each take approximately 30 minutes to complete, including a reflective component Upon finishing each module, learners can download certificates of completion to keep in their practice education passport For more information, visit www.preceptor.ca/.

6.11 Codes of Ethics and Standards of Practice

Prior to Practice Practice-based Learning 1 each Learner is provided with printed copies of:

• College of Occupational Therapists Code of Ethics and Professional

• NHS Education for Scotland Quality Standards for Practice Placements http://www.nes.scot.nhs.uk/media/323817/qspp_leaflet_2008.pdf

And links to electronic copies of:

• QMU Occupational Therapy PracticeEducation Handbook

• Health Professions Council Standards of Conduct Performance and Ethics

• Health Professions Council Guidance for Learners on Conduct and Ethics

• Health Professions Council Standards of Proficiency: Occupational Therapist

Obtaining service users’ consent to occupational therapy

Obtaining consent from service users for occupational therapy is essential in professional practice Students are encouraged to adhere to the HCPC Guidance for Students on Conduct and Ethics (2016) and the COT Code of Ethics and Professional Conduct (2015a) to ensure ethical standards are met.

Throughout practice-based learning, learners are advised to ensure that:-

• service users have been informed that they are a learner

• service users have given their permission for any assessments and interventions to be carried out by the learner

In situations where service users are unable to provide consent, such as young children or adults with diminished capacity, a responsible adult—typically a parent, guardian, or authorized representative—will be required to give consent on their behalf It is essential that this consent is documented accurately and clearly in the individual's care records.

Learners will become aware of local policies about this and experience considering and implementing consent and mental capacity issues through practice-based learning experiences.

Confidentiality issues during practice-based learning

Confidentiality is a fundamental right for all individuals and is essential for fostering trust between healthcare professionals and their clients Service users expect that their privacy will be respected and that learners will conduct themselves appropriately in this regard.

Learners must follow the guidance set forth by the regulatory body (HCPC 2016; HCPC 2012a) and the professional body (COT 2015 a), while also adhering to the NHS Scotland Code of Practice on Protecting Patient Confidentiality (NHS Scotland 2012) For more details, refer to the official document available at https://www.beithhealthcentre.co.uk/wp-content/uploads/2016/03/Code_of_Confidentiality.pdf.

Service user case notes and records are the property of the practice-based learning provider and must be securely maintained in both physical and electronic formats Paper records should remain within the setting, and any written work produced by learners during their practice-based learning must be treated as confidential and stored appropriately.

Students are required to uphold confidentiality during practice-based learning, ensuring that discussions, presentations, and written assignments protect the identities of service users, staff, and the hosting organization It is essential to obtain permission for using case material in accordance with the policies and guidelines set by the practice-based learning provider.

People using occupational therapy services

In keeping with the above principles it is required that any written work or other such work submitted by learners as part of theirs studies must preserve people’s identity

In order to ensure this any work must not refer to:-

• Person’s name, address, or date of birth;

• Any identifiable image of the service user;

• Community Health Index (CHI) number, or other identifiable code;

• Rare conditions where a small population may allow identification.

This can be achieved by anonymised, or pseudonymised information and clearly marking it as such.

Learners should avoid mentioning specific staff members or particular practice-based learning areas in any documents or assignments submitted to the university Instead, it is recommended that they refer to practice-based learning in general terms, such as “community rehabilitation team” or “vocational rehabilitation service.”

Practice educators play a crucial role in the assessment process, ensuring that students' written work for practice-based learning meets high standards Recognizing that learners are in a developmental phase, providing formative feedback is vital for guiding them toward good practice Additionally, practice educators must promptly report any actual or potential breaches of security or confidentiality to the university.

Practice Educator Preparation

Queen Margaret University (QMU) collaborates with various Higher Education Institutions (HEIs) across Scotland to provide Practice Educator Training The university offers a diverse array of educational and training opportunities, including single training days held at QMU and practice-based learning locations throughout Scotland, as well as Masters level modules These offerings are detailed within the Facilitating Practice-based Learning Framework.

Single training days are conducted at QMU and various practice-based learning sites across Lothian, Fife, Forth Valley, and the Borders These sessions are customized to meet local requirements and are organized in partnership with NHS Education Scotland's Practice Education Leads (PELs).

Facilitating Practice-Based Learning Framework

The educational framework features four modules, each designed with different levels of academic depth and complexity, allowing participants to build on their existing skills and knowledge It offers flexible entry and exit points based on individual experience, enabling movement between modules to cater to learners' needs Available at both undergraduate and postgraduate levels, the framework also provides opportunities for further study through the MSc in Professional and Higher Education at QMU.

Contact mechanisms with and support for learners during practice-based learning

Practice Education handbook

The Practice Education handbook, which is available from the beginning of the programme, covers a range of issues and topics relating to practice-based learning

It also contains the e-mail addresses and contact telephone numbers for the occupational therapy team, and other University staff involved in supporting practice practice-based learning.

Personal Academic Tutors

Personal Academic Tutors (PAT) serve as the primary contact for a specific group of learners and practice educators during practice-based learning They provide essential support by reaching out to learners and practice educators at the midpoint of the learning experience and promptly addressing initial requests for guidance and assistance, typically within 24 hours on working days.

Support is available through face-to-face meetings, email, telephone, Skype, or video conferencing If a student's performance raises concerns during practice-based learning, a visit can be scheduled at the request of the practice educator or the learner, and multiple visits may occur if necessary The Practice Assessment Team (PAT) documents all communications and follow-up actions agreed upon with practice educators and learners Completed reports are retained in the student's file, and the Practice Placement Tutor (PPT) or Programme Leader is kept informed of any issues.

Hub

The Hub practice-based learning Area offers a comprehensive collection of valuable resources for learners, including web links, accommodation options for practice-based learning, handbooks, assessment forms, reflection templates, and reading materials.

Drop–in practice-based learning sessions

The university hosts drop-in sessions organized by the PPT during practice-based learning periods, encouraging learners to participate and discuss their successes and challenges These sessions provide a supportive environment where the PPT facilitates discussions and offers guidance, fostering peer-to-peer support among learners.

Midway contact on practice-based learning

At the midpoint of each PBL module, PATs will reach out via email to individual PEs and students to assess the progress of their experience and determine if any university support is needed If support is necessary, it will be customized to address the specific circumstances of each individual.

Complaints and problems on practice-based learning

Learners facing challenges in practice-based learning or needing to address concerns with academic staff should first reach out to their Personal Academic Tutor (PAT) or the Practice Placement Tutor (PPT) for assistance.

Where an incident occurs outside of normal working hours, where there is an urgent need to contact the university, please telephone: (0131)-474-0000 When prompted ask for reception.

Counselling Service and Wellbeing Service

Learners facing personal challenges during practice-based learning are urged to seek support through the Counselling Service or the Wellbeing Service for assistance and guidance.

Practice-based learning debriefing workshops

Practice-based learning debriefing workshops, led by the PPT, occur at the end of each module, providing learners with a chance to connect their practical experiences with their academic studies Participants are encouraged to utilize the practice-based learning Resume Tool to assess their personal and professional growth, engage in discussions on pertinent topics, and prepare for upcoming practice-based learning opportunities These sessions incorporate the Career Development Framework (RCOT 2018) to enhance the learning experience.

Individual debriefing meetings are offered by the PPT to learners who have experienced challenges, ill health, or have failed the module.

Contact mechanisms with and support for Practice-based Learning providers and practice educators

Developing new Practice-based Learning sites

The university provides valuable guidance for services evaluating the potential for practice-based learning opportunities for occupational therapy students from QMU For additional details, please reach out to the Occupational Therapy Professional Practice Tutors at the university.

Practice-based learning support web site

A Practice-Based Learning Support website is available for organisations and

Practice educators play a crucial role in supporting QMU occupational therapy learners, and our website is dedicated to simplifying their responsibilities It offers valuable resources, including links to essential websites focused on practice-based learning and electronic access to all necessary handbooks and forms for practice educators This platform is designed to enhance the experience of both educators and learners in the field.

Occupational Therapy Home Page can be found at: https://www.qmu.ac.uk/current- students/practice-based-learning/nursing-and-allied-health-programmes-pbl- information/

Regional occupational therapy practice educator forums

Collaborative links have been formed with occupational therapy practice educators' forums across Scotland, allowing PPTs to participate in meetings and contribute to events This engagement fosters information exchange between the university and practice educators, promoting the sharing of best practices in the field.

Individual support

A student's Practice Assessment Tutor (PAT) is readily available to address any questions and provide support during practice-based learning Students can request meetings through various formats, including face-to-face, video conferencing, or Skype The PAT serves as the primary point of contact throughout the practice-based learning experience, ensuring that requests for information or advice are typically responded to within 24 hours on working days.

Where an incident occurs outside of normal working hours, where there is an urgent need to contact the University, please telephone: (0131)-474-0000 When prompted ask for reception.

Learning outcomes for practice-based learning

Practice Education Passport

This module allows learners to showcase their completion of essential learning activities and tasks necessary for practice-based learning Detailed information about this module can be found in sections 6.2 to 6.11 of the handbook Assessment for this module is conducted on a pass/fail basis by the PPT.

Practice-based Learning 1 (PP1)

PBL1 provides learners with their initial experience in a practical learning environment, allowing them to acquire essential knowledge and foundational skills In this setting, learners engage in observation, practice, and reflection on their performance When suitable, they actively participate with service users, applying their knowledge and enhancing their professional reasoning abilities.

PBL1 is of six weeks duration, full time and is located in Year 1, Semester 2 By the end of PBL1 learners should have successfully completed in the region of 225 hours

(30 days equivalent) of practice-based learning.

On completion of this module the learner will be able to:

1 With guidance, display professional behaviours congruent with the Health and Care Professions Council Standards of Conduct, Performance and Ethics, and the Royal College of Occupational Therapists Code of Ethics and

2 Describe the contribution of occupational therapy within the context of the workplace, identifying the major factors that may influence service provision.

3 With guidance, work collaboratively with others and effectively utilise communication skills with service users, occupational therapy colleagues and team members

4 With guidance, carry out interviews with service users and accurately document /report information about their occupational needs

5 With guidance, observe service users and identify key issues which may be influencing their health, occupational engagement and occupational performance.

6 With guidance, identify and implement personal and professional goals and targets.

Practice-based Learning 1 recommended reading list

ALSOP, A., 2014 Continuing professional development in health and social care: strategies for lifelong learning 2nd ed Chichester: Wiley Blackwell.

COLLEGE OF OCCUPATIONAL THERAPISTS 2015 Code of Ethics and

Professional Conduct London: College of Occupational Therapists.

DUNCAN, E.A.S., ed 2020 Foundations for practice in occupational therapy 6th ed. Edinburgh: Churchill Livingstone/Elsevier.

HEALTH AND CARE PROFESSIONS COUNCIL 2016 Guidance on conduct and ethics for learners London: Health and Care Professions Council

HEALTH AND CARE PROFESSIONS COUNCIL 2013 Standards of Proficiency: Occupational Therapist London: Health and Care Professions Council.

JASPER, M., 2013 Beginning reflective practice 2nd ed Australia: Cengage

POLGASE, T & TRESEDER, R., 2012 The occupational therapy handbook: practice education Keswick: M &K Update.

ROBERTS, G.,W & MACHON, A., 2015 Appreciative healthcare practice: a guide to compassionate person-centred care Keswick: M & K Update.

Practice-based Learning 2 (PBL2)

Practice-based learning 2 enables learners to integrate knowledge from their university studies and prior experiences from PBL1 This hands-on learning approach allows them to actively engage in real-world practice settings, focusing on the occupational therapy process, enhancing problem-solving skills, and improving communication abilities.

PBL2 is of six weeks duration, full time and is located in Year 1, at the end of

Semester 2 for the MSc (accelerated) programme, and Year 2, end of semester 2 for the 4 year route By the end of PBL2, learners should have successfully completed in the region of 225 hours (30 days equivalent) of practice-based learning

On completion of this module the learner will be able to:-

1 Practice within an ethical framework congruent with the Health and Care Professions Council Standards of Conduct, Performance and Ethics, and the Royal College of Occupational Therapists Code of Ethics and Professional Conduct.

2 Recognise and discuss change, developments and policies that impact upon the practice setting.

3 Establish and maintain collaborative partnerships with team members including service users and carers in aspects of service provision.

4 With guidance, apply assessment tools and strategies effectively to analyse, prioritise and document service users’ occupational needs and goals

5 With guidance, use activities and occupations with a range of service users, analysing the potential of these to facilitate change within a therapeutic process

6 Evidence personal and professional reflection and goal setting.

COLLEGE OF OCCUPATIONAL THERAPISTS 2015 Code of Ethics and Professional Conduct London: College of Occupational Therapists.

HEALTH AND CARE PROFESSIONS COUNCIL 2016 Guidance on conduct and ethics for students London: Health and Care Professions Council

JASPER, M., 2013 Beginning reflective practice 2nd ed Australia: Cengage Learning

POLGASE,T & TRESEDER, R., 2012 The occupational therapy handbook: practice education Keswick: M &K Update.

ROBERTS, G.,W & MACHON, A 2015 Appreciative healthcare practice: a guide to compassionate person-centred care Keswick: M & K Update.

ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS 2018 Embracing risk;enabling choice Guidance for occupational therapists London: Royal College ofOccupational Therapists.

The third practice-based learning module empowers learners to enhance and solidify their knowledge and skills, fostering greater autonomy as they collaborate with their practice educators (PEs) They take on a co-worker role, sharing responsibility for all facets of service provision Through active participation in the supervisory process, learners engage in self-analysis and reflection, allowing them to accurately assess and effectively modify their own behavior.

PBL3 is a nine-week module in the MSc (accelerated) program, positioned in Year 2, Semester 1, while for learners in the four-year MSc program, it occurs in Year 3, Semester 1 By the conclusion of the PP3 module, students are expected to have completed approximately 337.5 hours, equivalent to 45 days, of practice-based learning.

On completion of this module learners will be able to:

1 Practice within an ethical framework congruent with the Health and Care Professions Council Standards of Conduct, Performance and Ethics, and the Royal College of Occupational Therapists Code of Ethics and Professional Conduct

2 Appraise the impact of local and national initiatives on inter-agency working in practice contexts.

3 Display a person centred approach to practice to optimise the occupational therapy process to facilitate change with a range of individuals/ groups/ communities/ populations.

4 Justify the selection of standardised/non standardised assessment tools and document comprehensive assessments of individuals’/ groups/ communities/ populations occupational needs and goals.

5 Confidently articulate professional reasoning processes used to prioritise goals, manage, modify and evaluate appropriate interventions with a range of individuals/ groups/ communities/populations.

6 Critique the evidence base for occupational therapy in an identified area of practice relevant to the practice-based learning setting.

7 Prepare, produce and maintain concise, accurate and logical records and reports.

8 Critically appraise personal learning and performance and plan for continuing professional development

COLE, MB., and J CREEK, J, eds 2016 Global perspectives in professional reasoning Thorofare, NJ: Slack Incorporated,

HEALTH AND CARE PROFESSIONS COUNCIL 2016 Guidance on conduct and ethics for students London: Health and Care Professions Council.

HIGGS, J., JENSEN, GM., LOFTUS, S & CHRISTENSEN, N eds 2019 Clinical reasoning in the health professions Edinburgh, Elsevier.

ROBERTSON, L., ed 2012 Clinical reasoning in occupational therapy:

Controversies in practice Chichester: Wiley Blackwell.

ROYAL COLLEGE OF OCCUPATIONAL THERAPISTS 2017 The Career

Development Framework: Guiding Principles for Occupational Therapy London:

Royal College of Occupational Therapists.

Development Framework: Guiding Principles for Occupational Therapy

Implementation Guide London: Royal College of Occupational Therapists.

THEW, M et al 2011 Role Emerging Occupational Therapy Oxford: Wiley Blackwell.

Practice-based Learning 4 (PBL4) serves as the culminating module before graduation, where students take on the responsibility of managing a small caseload with minimal supervision.

PBL4 is a full-time, ten-week module offered in Year 2, Semester 2 of the MSc (accelerated) program and in Year 4, Semester 2 of the four-year MSc program By the conclusion of the PBL4 module, students are expected to have completed approximately 375 hours, equivalent to 50 days, of practice-based learning.

On completion of this module learners will be able to:

1 Practice within an ethical framework commensurate with the Health and Care Professions Council Standards of Conduct, Performance and Ethics, and Royal College of Occupational Therapists Code of Ethics and Professional Conduct.

2 Integrate knowledge and skills to work effectively with individuals/ groups/ communities/ populations with multiple and/or complex needs.

3 Contribute effectively to professional/inter professional/ inter-agency working;

4 In collaboration with relevant stakeholders, use appropriate strategies to identify issues and develop a proposed action plan.

5 Design appropriate programmes and implement these in collaboration with individuals/ groups/ communities/ populations.

6 Evaluate the effectiveness of the programmes reflecting on the outcome of the decisions made and take appropriate actions with a view to developing or improving practice.

7 Autonomously prepare and produce concise, logical and accurate records, reports and documents.

8 Critically reflect on personal learning and generate a personal development plan for addressing post registration development.

FAZIO, F.S., 2017 Developing occupation-centred programs for the community 3rd ed Upper Saddle River, N.J.: Pearson/Prentice Hall.

HEALTH AND CARE PROFESSIONS COUNCIL 2016 Guidance on conduct and ethics for students London: Health and Care Professions Council.

KRONENBERG, F., POLLARD, N & SAKELLARIOU, D., eds 2016 Occupational therapy without borders 2nd Ed: integrating justice with practice Edinburgh:

NUSSBAUM, M.C., 2013 Creating capabilities: The Human Development Approach Cambridge, MA: Harvard University Press.

Development Framework: Guiding Principles for Occupational Therapy London: Royal College of Occupational Therapists.

Development Framework: Guiding Principles for Occupational Therapy

Implementation Guide London: Royal College of Occupational Therapists.

TOWNSEND, E & POLATAJAKO, H., eds 2013 Enabling occupation II: advancing an occupational therapy vision for health, well-being, and justice through occupation 2nd ed Ottowa: Canadian Association of Occupational Therapists.

Guidance for learners and practice educators: Fitness to practise

University Fitness to Practise Panel

The University is responsible for ensuring that students and graduates of its pre-registration healthcare programs are fit to practice This concept of fitness to practice encompasses the necessary skills, knowledge, character, and health required for individuals to perform their professional duties safely and effectively.

This means the university needs to consider whether learners:

• have a declared long-term health condition or disability which could prevent them from practising safely without supervision;

• have any criminal convictions or cautions which could make them unsuitable for registration;

• have demonstrated that they can maintain the standards of conduct expected of a health and care professional.

Students in regulated professions, such as those in the occupational therapy pre-registration program at QMU, must adhere to high standards of conduct and ethics throughout their education Their behavior, both within and outside of the practice environment, can affect their fitness to practice, as outlined by the Health and Care Professions Council These regulations are in place to ensure that students' actions uphold the trust that service users and the public place in their profession.

When the university identifies concerns about a student's behavior, it may initiate Fitness to Practise (FtP) proceedings In cases of serious issues, a FtP Panel can be formed, possessing the authority to enforce various sanctions, such as mandating the student to suspend their studies or withdraw from the program.

Fitness to practice policy: https://www.qmu.ac.uk/media/3973/fitness-to-practise- policy.pdf

Monitoring learners’ fitness to practice

Fitness to practise is monitored through the following procedures:

2 Each applicant must join the Protection of Vulnerable Groups Scheme

1 Learners are required to declare whether or not they have a conviction or caution as part of the annual matriculation process.

2 Learners are required to work within the framework of the Health and Care Professions Councils Guidance on Conduct and Ethics for Learners (HCPC

2016), and the COT Code of Ethics and Professional Conduct (COT 2015a), and the University policies (QMU 2012a, QMU 2017).

3 Learners are required to complete an annual Self- declaration of Fitness to Practise Form prior to each practice practice-based learning.

4 Records of absence will be kept for each learner noting the duration and the reasons for absence Learners must inform both the PE, and university of any absences from practice-based learning A supporting medical certificate must be obtained to cover absences of five working days or more.

5 All learners are expected to adopt a responsible attitude towards attendance at classes and practice-based learning.

Guidance for learners and practice educators: How to work with a Learner who develops

Learner self-declaration of health prior to practice-based learning

Prior to each practice-based learning commencing learners complete a Self-

Declaration of Fitness to Practise Form confirming there has been no change to their physical or psychological health which could impact upon performance or safety of self or others

• Any learner experiencing ill health and/or personal issues prior to a practice- based learning should make an appointment to meet with either the PAT and/or the PPT

The learner and PAT/PPT can work together to create a plan that ensures appropriate measures and reasonable adjustments are implemented throughout the practice-based learning experience.

Programme Leader, Disability Advisor, Student Support and the practice- based learning site as required.

After consulting with the learner, the Programme Leader may suggest that they seek a medical assessment to determine their readiness for practice-based learning The learner is required to obtain a supporting medical certificate and submit it to the Programme Leader.

If a learner is unable to start their practice-based learning due to health issues, their participation will be deferred They will be allowed to resume practice-based learning once they are in good health, provided they receive confirmation of their fitness to practice from a medical professional.

What to do if a learner develops a health issue during practice-based learning

Learners experiencing a health issue that affects their performance or safety during practice-based learning should promptly discuss their situation with their Practice Educator (PE) and Personal Academic Tutor (PAT) or Practice Placement Tutor (PPT).

After consulting with all relevant parties, the student may be recommended to visit a medical practitioner to acquire a medical certificate that confirms their current health status, which should then be submitted to the University.

Practice-based learning may be halted if a learner's health is compromised, with the possibility of resuming once they are confirmed fit to practice by a medical professional.

The PAT or PPT documents discussions on the Link Lecturer Report Form, ensuring that a copy of the report is stored in the student's file for future reference.

Guidelines for learners and practice educators: How to work with a learner who is

Expected professional behaviours during practice-based learning

Professionalism is a meta skill that encompasses situational awareness and contextual judgment, highlighting that true professionalism lies in knowing when to act rather than just what to do The practice educator plays a crucial role in enhancing students' awareness of these important aspects of professionalism.

Throughout practice practice-based learning it is expected that learners, at all times will:-

• Respect everybody including people referred to occupational therapy, and their carers, peers, all staff, and other practice and university colleagues

• Behave in a professional, and ethical manner

• Maintain proper and effective communications with every one

• Behave in an appropriate and non-disruptive way

• Disclose to the university any information which may affect their good character, health, and performance

• Communicate effectively and take responsibility for any planned, or unplanned absence

• Uphold the reputation of the profession, and the university.

Examples of unprofessional behaviours

Examples deemed to be evidence of unprofessional behaviours include but are not limited to:-

• Adverse reactions and/or inappropriate behaviours relating to individuals referred to occupational therapy, and/or specific client groups

• Angry feedback to PE, arguing with PE about grade awarded for practice- based learning

• Offensive, undermining, slanderous inappropriate communications about peers, service users, staff, and other colleagues, practice-based learning provider, and/or the university

• Attitudes such as disloyalty, dishonesty, intolerance, irresponsibility, lack of commitment, lack of initiative, unreliability

• Breach of confidentiality, misuse of confidential material relating to a service user

• Boundary violations with service users, and/or colleagues

• Deliberate misuse of equipment or materials, or monies of the practice-based learning site

Deliberate falsification of facts, such as lying or attempting to defame colleagues and service users, poses serious ethical concerns This includes making false claims for practice-based learning expenses, misrepresenting attendance at practice-based earning sessions, and falsely asserting participation in activities with service users Such actions undermine professional integrity and can have significant consequences for individuals and organizations alike.

• Failure to carry out agreed actions without explanation

• Failure to recognise factors, and respond to issues affecting health and well being as a health care student, and to take appropriate steps to minimise harm to self and others

• Unsatisfactory standards of record keeping

• Inappropriate dress and appearance for practice-based learning

• Incapacity for practice-based learning due to the influence of alcohol, or use or possession of illegal substances

• Persistent absenteeism without good cause

• Regular and/or repeated lack of focus of attention to learning on practice- based learning due to anything that has an effect on performance, for example undeclared ill health

• Repeated failure to respond to feedback from appropriate others in relation to performance and behaviour.

Points of guidance for failure, and/or early termination of Practice-based Learning on

• Discuss with the learner the issues causing concern giving specific verbal feedback, and agree appropriate actions Agree review date

• Refer the learner to the appropriate criteria on the assessment report form;

• Document that such a discussion has taken place in the learner’s supervision record;

• No further action will taken unless the behaviour continues to be repeated.

To address any lingering concerns regarding professional behavior, it is crucial for the PE to engage the student's PAT or PPT in all discussions related to the learner's conduct.

The PAT or PPT will collaborate with the PE to evaluate the incident's nature and record the PE's concerns on the Link Lecturer’s Report Form This process will reference the relevant assessment criteria and applicable sections of the HCPC Guidance on Conduct and Ethics for Learners (2016) and the COT Code of Ethics and Professional Conduct (2015) A copy of the completed Link Lecturer’s Report will be stored in the learner’s university file.

All parties involved will assess the gravity of the situation to decide on necessary actions If the behavior or incident is notable yet not severe, specific goals and an action plan will be created in collaboration with the learner and the PE, along with establishing a review date.

An improvement period is established to ensure that any progress made is maintained over time At the conclusion of this period, the learner will be informed whether their improvement meets the required standards or if additional steps are necessary.

To ensure learners have a fair chance for improvement, the duration of the improvement period will be established based on several key factors: the time required for the learner to achieve meaningful progress, the need for Performance Evaluators to conduct a thorough assessment of the improvement, the potential for recurrence of issues, and any other relevant individual circumstances.

During the assessment process, Practice Educators (PEs) should consistently refer to the relevant criteria and meticulously document their observations of the learner's behavior and performance Additionally, any discussions regarding the learner's conduct during practice-based learning must be recorded in the supervision record by the PE.

This stage is for those behaviours that either cannot be, or have not been resolved through the processes previously outlined.

The issues that have arisen and consequent actions taken are referred to the

The Programme Leader will address the situation by reviewing documented evidence alongside the Head of Division, if necessary If deemed appropriate, the University may collaborate with the practice-based learning site staff to remove the learner from the program.

The PE must complete the Practice-based Learning Assessment Form, documenting all issues arising during practice-based learning We ask that the completed

Assessment Form is returned to the University within 5 working days of the student’s removal from the practice-based learning setting

If a concern about professional suitability persists after local resolution attempts by the Programme Leader and Head of Division, additional measures will be taken in accordance with the Queen Margaret University Fitness to Practise Policy.

Guidance for learners and practice educators: Delegation and health and safety in the workplace

Lone working in the community

During practice-based learning, learners may need to conduct unaccompanied home or community visits It is essential for them to adhere to local and departmental policies while ensuring compliance with workplace safety procedures for lone working.

Professional educators should carefully evaluate the selection of home or community visits for learners to undertake independently This evaluation should consider the learners' abilities and experience, the nature of the visit, and the level of responsibility involved.

• Before making unaccompanied visits, learners must be given the opportunity to experience community visits with the PE and/or other staff

• Before the visit the PE should discuss and explore anticipated issues with the learner so that they are aware of the level of responsibility they are required to take

• After the visit the PE and the learner should discuss and reflect on the experience.

What to do if a learner witnesses, or is involved in an incident affecting safety or well-

• The PE and/or learner follow local policy related to incident reporting and health and safety.

The PE facilitates the learner's growth by viewing the situation as a valuable learning opportunity However, if disciplinary actions become necessary, the Queen University Fitness to Practise policy (QMU 2012b) will be taken into account.

• The PE and learner inform the service manager of the practice-based learning site and complete relevant documentation.

• The PE/ service manager, and the learner should inform the student’s PAT of the incident immediately by e-mail (HCPC 2013).

• The PAT discusses any action required with the PE/ service manager and informs the PPT/ Programme Leader.

• The PAT documents that such a discussion has taken place using the Link Lecturer’s Report Form A copy of this report will be retained in the learner’s file at the university.

Raising and escalating concerns about safety or well-being of service users or carers

users or carers during Practice-based Learning

Key Points Take immediate or prompt action Protect confidentiality

Refer to whistleblowing policies Keep an accurate record of your concerns and actions taken

If you are unsure about whether, or how, to raise a concern at any stage, you should seek advice from your QMU Professional Practice Tutor or

*Independent confidential advice is available from your professional body, trade union or

PCaW  Students can also speak with their personal academic tutor.

 Public Concern at Work (www.pcaw.org.uk)

1 Internally to a higher level (Senior Practitioner)

2 Contact your QMU Professional Practice Tutor or Programme Leader

If unable to do this for any reason OR Concern not addressed adequately and/or immediate risk to others

1 Internally with your Practice Educator

2 Wth your QMU Professional Practice Tutor or Programme Leader

If there is an immediate risk of harm, report your concerns without delay to the appropriate person or authority

I have concerns about the safety or wellbeing of people in my care or in the environment in which I work

Adapted from BSc Hons Nursing Guidance

Guidance for learners and practice educators: Acceptable use of social media, information

Using social media

The university recognizes the importance of social media platforms like Facebook, Twitter, LinkedIn, and Instagram in facilitating communication and information sharing (Crowe & Mclean, 2013) Nonetheless, there have been instances of social media being misused or excessively engaged with during practice-based learning, highlighting the necessity for guidelines that promote responsible usage.

Health and social care professionals risk jeopardizing their registration by sharing inappropriate comments about service users and colleagues, as well as posting explicit material The Health and Care Professions Council emphasizes the importance of maintaining professionalism online.

(2017), and the College of Occupational Therapists (COT 2015d) have both produced statements/briefings on the use of social media These can be found at:

• https://www.hcpc-uk.org/resources/guidance/guidance-on-social-media/ https://www.rcot.co.uk/promoting-occupational-therapy/using-social-media

The HCPC notes in its Guidance on Conduct and Ethics for Learners, “You must make sure that your behaviour does not public confidence in your profession” (HCPC

2016, p10) This means that conduct on-line, and conduct in the real world should be judged in the same way and should be at a similar high standard

You should be very careful about the information you post on-line You should remember that:-

• The law around defamation and harassment, and confidentiality applies wherever you may be;

• Anything posted on-line to a social networking site is in the public domain, even with the strictest privacy settings;

• The more your personal life is exposed through social networking sites, the more likely it is this could have a negative impact;

• What may be considered as “letting off steam” about a situation at practice- based learning could potentially be seen by another person as unprofessional behaviour

The following points are offered as guidance:-

• Make use of appropriate etiquette when posting materials to social networking sites Act responsibly at all times upholding the reputation of the profession, and QMU

• Protect your own privacy Think through the kinds of information you want to share and with whom, and adjust your privacy settings

• Observe practice-based learning providers’ bullying, harassment and dignity polices when posting on-line (including e-mail, and text messaging) with colleagues, and peers

• Do not post information to social networking sites that may lead to the identification of service users

• Do not make disparaging remarks about the practice-based learning, service users, or employees on a social networking site Even when anonymised these are likely to be inappropriate.

The university encourages the use of social media among learners but emphasizes that inappropriate use will be taken seriously Instances of online harassment or content that violates professional conduct will be addressed similarly to other misconduct cases.

Guidance for learners and practice educators: Supervision during collaborative or project-

On-site mentor responsibilities

• Review university practice-based learning documentation and practice-based learning provider information prior to the learner(s) starting

• Prepare the team and others for the learner’s arrival

• Receive information prior to practice-based learning from learner and respond accordingly

• To provide/ oversee induction processes including relevant policies, and procedures as stated in the Practice-based Learning Agreement between the Practice-based Learning provider and Queen Margaret University

• Provide onsite supervision for the learner

• Ensure there is a named person whom the learner can refer to in the absence of the on-site mentor

• Oversee the learner’s programme informed by their Learning Agreement and the university learning outcomes for the practice-based learning module

• Communicate with the OT practice educator on a regular basis (at least once a week)

• To provide regular informal supervision and support to the learner either individually, or with the fellow learner if in pairs

• Contribute to the mid-way, and final assessments of the learner’s performance

• Complete paperwork and evaluate the experience as required

• Maintain communication with university PPT throughout practice-based learning

Learner responsibilities

• To be self-directed in identifying their own leaning needs using the Learning Agreement, whilst collaborating with the OT PE and on-site mentor on its development

• To record reflections and share these with OT PE and on-site mentor as appropriate

Before taking any action, it is essential to discuss task delegation with a suitable staff member This ensures that the individual assigned the task possesses the necessary knowledge, skills, experience, and information to perform the duties safely and effectively.

• To ensure that any project or individual pieces of work are concluded within the timeframe of the practice-based learning, or are sustainable

• To seek out support and guidance related to any aspect of practice-based learning if there are any uncertainties or risk related to service users, staff or themselves

• Undertake all agreed contacts and communication relating to supervision

• Complete paperwork and evaluate the experience as required

Practice-based learning agreements are established through negotiations between the university and the practice-based learning provider, outlining the guiding principles for delivering effective practice-based learning Additionally, long-arm occupational therapy (OT) practice educators and on-site mentors are encouraged to participate in training events organized by the university to enhance their skills and effectiveness.

Guidance for learners and practice educators: practice-based learning assessment process

Mid way review (formative assessment)

The midway review involves a discussion between the practice educator (PE) and the learner, focusing on progress related to specific university learning outcomes in each practice-based learning module This review serves to guide future actions for both the PE and the learner throughout the remainder of the practice-based learning experience It is essential to identify and document areas needing further development and prioritize them in the "development plan" section of the assessment form.

During the mid-way review, specific grades are typically not assigned; instead, written feedback is recorded on the assessment form This feedback aims to help learners understand their strengths and weaknesses, allowing them to adjust and enhance particular aspects of their performance before finishing their practice-based learning.

It is expected that learners will prepare for the midway review by completing the

The "learner’s comments" section plays a crucial role in fostering professional judgment among learners by promoting self-assessment This process encourages learners to reflect on their practices and recognize the evidence that demonstrates their progress towards the goals outlined in their Learning Agreement.

Midway review comments must be signed, and dated by both PE and learner.

Final evaluation (summative assessment)

The final evaluation must be finalized at least one day prior to the conclusion of the practice-based learning, allowing for a discussion with the learner This process enables the learner to review the evaluation report before signing and submitting it to the Practice Educator (PE).

When completing the final evaluation, PEs should consult the University Grade Descriptors, which are detailed from A* to G in the practice-based learning assessment forms It is crucial to consider how well the practice-based learning site has allowed learners to demonstrate the relevant criteria and to set realistic expectations based on their current stage in the program.

Mark a cross on each horizontal line to indicate the learner’s level of performance for each of the criteria.

Where a particular criterion is not applicable to the setting, or where the learner has not been assessed on a particular criterion, then N/A should be inserted in the grid

We ask that PEs document the reason(s) for lack of opportunity in the “PE comments” section.

To successfully complete practice-based learning, students must meet all University learning outcomes Achieving an overall pass grade requires passing every criterion associated with each learning outcome.

PEs must provide written comments in the “final evaluation “section along with a suggested development plan for future practice This must be signed and dated by the PE.

Learners must prepare for the final evaluation, by completing the “learner’s comments” Comments must be signed and dated by the learner.

Final evaluation: service user feedback

To enhance professional practice, it is essential for learners to document service user comments in the designated section Considering the service user's perspective on their performance is highly encouraged, although participation remains voluntary Prior to seeking feedback from a service user, learners must consult with their PE to ensure proper protocol is followed.

Compiling the assessment form

The following list of points is intended to assist PEs in the compilation of the assessment forms

1 Individualised and relevant , demonstrating attention to the particular development needs of the learner, rather than comparing with or generalising to other learners

2 Goal-directed, providing assistance and increased understanding of what is expected or required, with a focus on the needs of the service users and relationship to the learning goals of the student At the mid-way appraisal learning objectives may need modification or new ones developed It is helpful to summarise the key points in the PEs comments section in the form of a development/action plan.

3 Behaviour-focused, rather than personality focused Feedback that refers to what the learner does, allows scope for change

4 Respectful, demonstrating mindfulness of acceptable boundaries, respecting confidentiality and using language that is non-judgemental.

5 Balanced, comment on strengths and what the learner did well with areas of weakness or that require further growth Written feedback should be constructive and structured so that learners are clear about specific aspects of their performance requiring further development and/or improvement

6 Collaborative , inviting learner involvement and agreement in identifying strengths and weaknesses, in seeking solutions, reaching conclusions and formulating plans for future action, facilitating self-evaluation

7 Change focused (non-evaluative), exploring specific strategies to maintain strengths and improve weaknesses and facilitating a problem-solving approach that highlights the consequences both positive and negative of particular behaviours or actions Encourage improvement with practical and specific suggestions and evidence required from the learner to demonstrate further achievement

8 Factual (not generalised), providing evidence-based examples based on observed performance that highlight actual strengths and weaknesses of modifiable behaviours that have been observed Provide specific suggestions for improvements to what learners are doing, or occasions where positive behaviour was demonstrated, and discussing outcomes of each behaviour

9 Aligned to the university grade descriptors Check for congruence between written comments and the actual grade(s) awarded

Awarding an overall grade for learners’ performance during practice-based learning 56 17.6 Guidance for awarding an A*, or A grade

Assessment forms at Queen Margaret University are graded from A* to G for undergraduate modules, following specific criteria Practice educators must utilize the University Grade Descriptors included in the assessment forms to determine the final grade, which is indicated by circling the appropriate grade on the front page of the form.

A learner who receives a grade of D or higher from the Practice Educator (PE) is deemed safe in practice and will successfully complete the practice-based learning module The final grade is then converted into a percentage by the Practice Placement Team (PPT) according to the university's grade conversion guidelines (QMU, 2019).

Practitioners should remember that their assessment of a learner's performance should be based on the expected standards for that specific level of the program, rather than comparing the learner to a qualified occupational therapist.

The PE acknowledges an exceptional performance by awarding this grade, reflecting a consistently outstanding and highly capable level of practice-based learning throughout the program.

The PE acknowledges an outstanding performance by assigning this grade, highlighting a consistently excellent and safe execution throughout the entirety of the practice-based learning program.

Grade B: Pass -Very good performance

The PE acknowledges an excellent performance by assigning this grade, reflecting a consistently strong and safe execution throughout most of the practice-based learning within the program.

In allocating this grade the PE is recognising a good performance For the level of the programme, a good, safe performance consistently demonstrated for the majority of the practice-based learning

The PE acknowledges a satisfactory performance in the allocated grade, reflecting consistent and safe execution during the latter half of the practice-based learning To maintain and improve this performance in future practice-based learning modules, further engagement may be necessary.

A Learner who is awarded an overall grade D or above, is considered to be safe in practice and will pass practice-based learning

The PE has assigned this grade due to unsatisfactory performance, indicating that the individual has not met the acceptable criteria for the program While there are some efforts to address issues in the practice-based learning environment, these attempts fall short in multiple areas Additionally, there is a very limited capacity to learn from past experiences.

In allocating this grade the PE is recognising an unsatisfactory performance

The attempt to address issues in practice-based learning is inadequate, failing to meet the established criteria for acceptable performance across many areas There is minimal evidence of learning from past experiences, indicating a lack of growth and development in the practice setting.

Grade G: Fail – Unsatisfactory performance or non-attendance

The PE assigns this grade due to unsatisfactory performance, indicating a failure to learn from past experiences and a lack of willingness to engage in practice-based learning.

17.6 Guidance for awarding an A*, or A grade

The following is a list of points to assist in the evaluation process:-

• Keep written records of A* and A standard performance across the learning outcomes These might have been observed by the PE or reported by other members of staff

• Ask the learner to provide his/her own examples of A* and A standard performance

• If the learner is achieving the equivalent of an A* or A standard performance at the midway review stage, or final evaluation, speak with the PPT

• Keep learners informed of this process so that they are aware they need to consistently demonstrate evidence of an A* or A standard performance.

It is hoped that these guidelines will ensure greater rigour in the allocation of an A* or

A grade serves as an essential component of the assessment process, offering an objective perspective on a learner's performance Ultimately, it is the responsibility of the Program Evaluator (PE) to assess the learner's abilities and aptitudes, assigning a grade that aligns with the university's marking criteria.

PEs experiencing difficulties reaching a final decision are actively encouraged to contact the PPT

Practice-based Learning time cards

Attendance during practice-based learning is tracked by the learner’s PE, with all absences documented on the learner’s time cards and the appropriate section of the Assessment Form These records are considered when references for learners are generated.

The recorded time for learners spans from the beginning to the end of their shift, as authorized by the PE, excluding lunch breaks Additionally, the total minutes should be rounded to the nearest 30 minutes.

Hours accrued in failed practice-based learning modules cannot compensate for time lost in subsequent practice-based learning experiences (RCOT, 2019a).

Absence of a written record of the appropriate number of practice-based learning hours may result in learners having to complete extra practice-based learning hours prior to graduation.

How to support a learner at risk of failing practice-based learning

Although it is uncommon, learners may occasionally struggle with practice-based learning, leading to a stressful experience for everyone involved These guidelines are designed to alleviate some of this stress and establish a fair process to support both the learner and the practice educator.

A learner in practice-based learning is notified of their inability to meet the necessary standards for the required learning outcomes in the module, highlighting the importance of achieving satisfactory performance.

Early detection is crucial in performance management; the sooner a learner's unsatisfactory performance is identified, the greater the opportunity for them to improve and rectify the situation.

Normally, by the midway review, the earner needs to be informed that he/she is failing.

• The word “fail” must be clearly used in this discussion

• All attributes/knowledge gaps where the learner is not passing must be clearly indicated to the learner and examples must be given by the PE

In the midway comments section of the assessment form, the PE must clearly state that the midway review has shown the learner is struggling with practice-based learning, highlighting specific areas of concern that need to be addressed.

The PE should engage with the learner’s PAT to determine the best course of action for supporting both the learner and the PE Each situation is unique and requires careful handling, but essential elements include fostering honesty and openness in the relationship Clarity is crucial; the learner must understand the specific areas needing improvement and how to address them effectively This involves establishing daily or weekly goals to create a clear plan for progress during practice-based learning The PAT plays a vital role in this process and will document the agreed actions on the Link Lecturer’s Report Form, which will be retained in the learner’s university file.

• Inform the learner as soon as possible if their performance is causing concern.

• Inform QMU as soon as possible if the learner’s performance is causing concern – preferably no later than the midway review.

• Encourage the learner to talk with their PAT at the earliest opportunity.

• Ensure that the learner receives honest, non-judgemental feedback which focuses on the key areas causing concern.

• Document these discussions have taken place on the weekly supervision record Both PE and learner should sign this.

Establish realistic and achievable weekly goals with the learner for the duration of practice-based learning Document these objectives in the Learning Agreement, ensuring both the practice educator and the learner sign to acknowledge their commitment.

• Schedule weekly feedback sessions indicating progress on the set goals/objectives and document discussions on the weekly supervision record.

Encouraging learners to engage in regular reflection is essential for assessing their performance effectively This practice not only highlights their strengths but also identifies areas needing improvement, fostering a balanced understanding of their progress By focusing on both successes and challenges, learners can develop a more comprehensive view of their abilities and enhance their growth.

• Keep in touch with the learner’s PAT at university to feedback on progress.

To ensure clarity in performance evaluation, it is essential that all verbal and written feedback aligns with the university's grade descriptors, particularly if the learner has not achieved satisfactory results by the final assessment This approach provides the learner with a clear understanding of areas needing improvement Additionally, a member of the university program team may be included in this discussion if deemed appropriate.

Receiving a fail grade on practice-based learning

Learners who do not pass a practice-based learning module are allowed only one opportunity to retrieve it, and any hours accrued during the failed attempt will not count towards the required 1000 hours (COT 2019a) If the module is ultimately failed after exhausting all retrieval options, the learner will be required to withdraw from the program Additionally, if the failure is based on verified fitness to practice concerns, the learner may be denied the chance to retrieve the module (COT, 2019a).

The PPT offers an individual appointment to every learner who has failed practice- based learning, to discuss and prepare for the retrieval of this.

Discontinuation of a practice-based learning

Discontinuing practice-based learning is uncommon, but when it happens, each case is distinct It is crucial for all parties involved to remain objective, clearly understand the relevant evidence, adhere to proper procedures, seek guidance, and document decisions and outcomes effectively.

Practice-based learning may be terminated for reasons related to the learner, the PE, the practice-based learning site, or a combination of all of these.

Reasons related to the learner

• Issues related to competency and/or fitness to practise

• Risk assessment has identified serious and likely risk of the learner causing harm to themselves, and/or service users/carers

• Health and safety issues and mandatory programme requirements

Reasons related to the PE

• PE competency, and/or conduct issues

Reason related to the practice-based learning site

Where this is the case the university should be notified at the earliest opportunity so that an appropriate action plan can be developed

• Practice-based learning continues with extra support from the setting and the university

• Another PE is able to facilitate the practice-based learning in the same area

• Another PE is able to facilitate the practice-based learning in a different area

• The practice-based learning module terminated is taken at another time dependant upon decisions made by the Board of Examiners

If a learner is unable to meet the required pass standard in practice-based learning, a consultation will be held between the learner, the Practice Placement Tutor (PPT), and the Programme Leader to decide on the best course of action.

Deferring practice-based Learning

Learners unable to complete practice-based learning at the scheduled time for valid reasons will have their sessions rescheduled This deferred learning opportunity will be considered their first attempt.

Scheduling of a deferred or retrieval practice-based Learning

Normally, a retrieval, or deferred practice-based learning takes place over the summer before the learner progresses to the next level of the programme

Ultimately, this is dependent upon decisions taken by the Board of Examiners, and the availability of an appropriate practice-based learning offer.

Learner evaluation of practice-based learning

At the end of each practice-based learning experience, learners are required to fill out an Evaluation of Practice-based Learning Form, which provides valuable feedback to the practice educator, the learning provider, and the university This feedback is essential for the continuous improvement of the learning environment The practice-based learning provider keeps a copy of the completed form, while the learner must return the signed original to the university.

Assessment paper work submission

Learners must ensure the timely submission of their completed assessment paperwork to the university It is essential that both the Assessment Form and the Learner Evaluation of Practice-Based Learning Form are returned to the assessment box located at the University School Office reception within five working days following the completion of practice-based learning.

PEs are asked to ensure that learners are given a signed master copy of the completed Assessment Form and Learner Evaluation of Practice-based

Learning Form before leaving the site.

In certain situations, students are allowed to send their completed paperwork to the university by mail It is essential for them to obtain proof of postage to confirm that the package was dispatched within five working days following the completion of their practice-based learning.

Before submitting paperwork to the School Office, learners should make copies for their records, as the practice-based learning team cannot provide copies of completed paperwork upon request later.

At the end of each practice-based learning session, learners are required to keep their Learning Agreement in their Portfolio Additionally, it is essential for them to securely store their practice-based learning time cards, as these documents may be needed to verify their learning hours throughout the duration of the program.

Appeals procedure

Students who wish to contest a grade received for practice-based learning can initiate an appeal by adhering to the guidelines outlined in the Academic Appeals Regulations (QMU, 2014a) For detailed information, please visit the official document at https://www.qmu.ac.uk/media/3961/academic-appeals.pdf.

Tiêu đề	Practice Based Learning Handbook
Trường học	School of Health Sciences
Chuyên ngành	Occupational Therapy
Thể loại	handbook
Năm xuất bản	2020 - 2021

Định dạng
Số trang	63
Dung lượng	699 KB

moccther-practice-based-learning-handbook

Introduction

Practice-based learning pattern

Master of Occupational Therapy practice-based learning experience

Responsibilities during practice-based learning

Learner responsibilities

Practice Educator responsibilities

Personal Academic Tutor responsibilities

Practice Education Co-ordinator responsibilities

Professional Practice Tutor responsibilities

Placement administrator responsibilities

Pre-placement support officer responsibilities

Organisation of practice-based learning

Allocation of practice-based learning

Allocation of practice-based learning to learners with religious and/or cultural observances

Allocation of practice-based learning to disabled learners

Practice-based Learning locations

Practice-based learning experiences

Change to practice-based learning after allocation

Practice-based learning travel and accommodation expenses

Practice-based learning hours

Practice-based Learning study time

Working relationship between learner and practice educators

Models of supervision during practice-based learning

Learning agreement

Reflective diary

Practice-based Learning portfolio

Complaints handing procedure

Checking Learner Identity and attendance monitoring throughout practice-based Learning

Identity checking

Attendance monitoring

Learner absences from Practice-based Learning

Learner withdrawal/ removal from practice-based learning

Preparing learners for practice-based learning

Hub

Practice Education Passport

Protection of Vulnerable Groups scheme

Health clearance checks

Professional indemnity insurance

Insurance cover for motor vehicle use during practice-based learning

Insurance cover for overseas practice-based learning

Dress code/uniforms and name badges

Promoting a safe working environment

Preparation for Practice-based Learning workshops

Obtaining service users’ consent to occupational therapy

Confidentiality issues during practice-based learning

Practice Educator Preparation

Contact mechanisms with and support for learners during practice-based learning

Practice Education handbook

Personal Academic Tutors

Hub

Drop–in practice-based learning sessions

Midway contact on practice-based learning

Complaints and problems on practice-based learning

Counselling Service and Wellbeing Service

Practice-based learning debriefing workshops

Contact mechanisms with and support for Practice-based Learning providers and practice educators

Developing new Practice-based Learning sites

Practice-based learning support web site

Regional occupational therapy practice educator forums

Individual support

Learning outcomes for practice-based learning

Practice Education Passport

Practice-based Learning 1 (PP1)

Practice-based Learning 2 (PBL2)

Practice-based Learning 3 (PBL3)

Practice-based Learning 4 (PBL4)

Guidance for learners and practice educators: Fitness to practise

University Fitness to Practise Panel

Monitoring learners’ fitness to practice

Guidance for learners and practice educators: How to work with a Learner who develops

Learner self-declaration of health prior to practice-based learning

What to do if a learner develops a health issue during practice-based learning

Guidelines for learners and practice educators: How to work with a learner who is

Expected professional behaviours during practice-based learning

Examples of unprofessional behaviours

Points of guidance for failure, and/or early termination of Practice-based Learning on

Guidance for learners and practice educators: Delegation and health and safety in the workplace

Lone working in the community

What to do if a learner witnesses, or is involved in an incident affecting safety or well-