Professional-Practice-Handbook-MSc-OT

General guidelines for professional practice

This handbook provides a range of useful information Please bring it to all professional practice placement preparation sessions in university and take it with you on all placements.

Your practice educator should also have a copy of this handbook; if not, please ask them to contact professionalpractice@yorksj.ac.uk

The purpose of professional practice education

The professional practice component of the program is crucial for your development as an undergraduate occupational therapy student, enabling you to showcase your knowledge, skills, and attributes This element supports your transition from student to competent therapist by offering valuable learning experiences in a practical environment that enhance and complement your academic studies.

 Apply theory of occupational therapy in practice

 Work in real work-based situations

 Use supervision to reflect on your strengths and areas for development and to experience feedback on performance

 Be actively involved in a multi-disciplinary team

 Be responsible, accountable and manage yourself and resources within a professional situation

Your professional experience allows you to apply the knowledge and skills acquired during your academic program While it may be challenging, it will also be engaging and fulfilling The expectations during your placement will align with your current academic level.

Gain valuable experience working with patients in diverse clinical settings, where you will encounter varying approaches among staff, students, and clients Transitioning between structured and more flexible environments will allow you to evaluate the rationale behind different attitudes and methodologies Understanding these differences is crucial for assessing their effectiveness for various patient groups and therapeutic strategies, as they may be influenced by government or local policies shaping service delivery.

Occupational therapists will provide you with valuable opportunities to apply theoretical knowledge in a practical setting by working with patients in a therapeutic environment It is essential to connect your hands-on experiences with the theories you have learned at university.

The seven essential generic skills for health care students are designed to fulfill both statutory and mandatory requirements, ensuring they are adequately prepared for their placements This program aligns with national legislation and local contracts, aiming to minimize risks and enhance the quality of health care education.

The generic skills for practice are:

 Equality, diversity and human rights

In addition occupational therapy students complete:

Before your first professional practice placement, it's essential to complete training in all eight generic skills and to ensure you undertake annual updates throughout your three levels of learning Detailed information about the training and learning program can be found on your timetable.

Completion of all mandatory training is essential before a student can participate in their initial practice placement Established processes ensure adherence to this requirement, as failure to comply will prevent the student from attending the placement (NHS Yorkshire and Humber, 2012).

You are required to keep an updated record and you will be expected to show this on your first day of placement or as requested by your Educator.

York St John University conducts an annual search for placements within Health Education Yorkshire & the Humber (HEYH), engaging with placement coordinators and managers New placement providers are typically assessed through visits to ensure their suitability In exceptional situations, students may seek placements outside the usual network due to mitigating circumstances.

In the second year, every student will participate in a contemporary career placement (Practice Placement 2a) This type of placement occurs in settings where occupational therapy services are not yet established, but there is significant potential for occupational therapy to positively impact clients.

For the final placement in the programme, students will have the opportunity to undertake a negotiated international placement organised by the placement team within the university.

Meetings are held with the Programme Director to manage placement resources in relation to students’ educational needs and mitigating circumstances

Local placements are not guaranteed, and you may need to travel away from home, incurring associated costs We will strive to keep your travel times under 90 minutes whenever possible, but this depends on placement availability Declining a placement due to location may be considered a "fail," unless there are mitigating circumstances.

Being organized is crucial for your placement experience Start by checking your allocation on Moodle and verify if your placement has a profile on www.healthcareplacements.co.uk Familiarize yourself with the relevant details; if no profile exists, research the trust, organization, service, or location online Attend additional timetabled placement information sessions to aid in your planning and preparation.

You should contact your placement immediately after you receive notification of your allocation

Guidance for letters to practice educators

To ensure proper communication regarding your Occupational Therapy student placement, send a formal letter or email to the service manager or coordinator, who will then reach out to your educator on your behalf When emailing, include "Your Name and Occupational Therapy Student Placement" in the subject line to prevent your message from being marked as spam.

The letter/email should give the following information:

 Details of the placement you have been allocated – location, educator (s) name, speciality, dates

 Your name, address and telephone number

 Details of modules you have undertaken/completed to date

It is essential to inform your practice educator about any medical conditions or issues, such as back problems, asthma, epilepsy, diabetes, or dyslexia, that may impact your ability to learn or participate in your placement Not disclosing such information could pose risks to yourself and others Students with identified disabilities might need a pre-placement visit to arrange necessary accommodations If you're uncertain about whether to share this information, consult your university's professional practice placement module leader for guidance.

You should also include or request the following information:

For your first day, it's essential to confirm the start time, understand the uniform policy or dress code, and know where and to whom you should report This crucial information can typically be found on the website www.healthcareplacements.co.uk.

 Confirm that you have business insurance if you are required to use your car on placement.

You should also enclose your curriculum vitae (CV) You should update your CV following each professional practice placement Your CV should include:

 Biographical Data: name, contact address, telephone number;

 Education: higher education experience, degree or diploma results;

 Employment history and / or work experience: starting with most recent job;

 Professional Practice Experience: dates and description of professional practice experience – include some detail of case-load, client group and main responsibilities/duties;

 Further information: leisure interests, special achievements, additional skills.

There are some useful free CV templates available on the internet

You must plan how you will travel to your placement or if you need to organise accommodation

Traveling daily to the placement is feasible, but the additional time and energy required should not be overlooked If accommodation options are available, it is advisable to utilize them.

Support for learning during your placement

Standards and quality assurance in placement learning are essential, with students, educators, and universities playing pivotal roles in monitoring and evaluating these experiences.

In the context of professional practice education, it is the School’s responsibility:

 to appoint identified members of staff at an appropriate level to take responsibility for the organisation of professional practice education

To establish a framework that supports the accreditation of practice educators, it is essential to offer study days and short courses tailored to their developmental needs.

 to inform placement providers fully, and in advance, about the placement requirements as outlined in the programme of study

 to ensure that arrangements for visits to students on placement are detailed in the professional practice placement agreement

 to inform practice educators of the requirements of the professional practice curriculum and modes of assessment in the context of the programme

 to confirm to the placement details of allocations wherever possible 7 to 8 weeks before the start of the placement (any anomalies are dealt with on a case by case basis)

 to provide the student with details of the allocation wherever possible 6 weeks before the start of the placement (any anomalies are dealt with on a case by case basis)

 to provide each student with a Professional Practice Handbook

 to provide a structure which supports the practice educator and student throughout each professional practice placement

 to communicate with practice educators and inform them of changes and developments within the programme of study which may affect professional practice education

 to consult service providers to ensure that the curriculum reflects the changes and developments in health and social care

In the context of professional practice education, it is the student’s responsibility:

 to inform the Programme Director of needs, health, personal or other circumstances which might affect the allocation of placements

 to contact his/her allocated professional practice placement in a timely manner

 to prepare appropriately for the placement on receiving the response from the placement

 to update the placement administrator should any placement details differ from those notified to the student

 to participate in the negotiation of a learning contract with the identified practice educator

 to adhere to the rules and regulations of the organisation whilst on placement

 to complete any work set as appropriate to the professional practice placement as part of the programme of study

To finalize a constructive evaluation of the placement, it is essential to provide a copy of the paperwork to the designated practice educator, while ensuring the original is returned to the university Alternatively, the online evaluation should be completed.

Students are normally supervised by practice educators who are 18 months post registration and have completed a professional practice educator’s course module or equivalent

The School is committed to the provision of continuing professional development relevant and responsive to service needs This benefits patient/client care and student education

The Support for Learning in Practice (SLIP) module, accredited by APPLE, is conducted a minimum of three times annually and offers a multi-disciplinary approach to education Additional resources and support may also be available to enhance the learning experience.

 bespoke off-site workshops for placement providers

 consultation and update for placement providers

 one-to-one support as required

Effective supervision is essential for the professional growth of therapy staff and students alike It can adopt either a facilitative or directive approach, depending on the situation Additionally, locally agreed supervision models can be adapted to better suit the needs of students.

 Supervision should be weekly, lasting approximately one hour

 The agenda for supervision should be negotiated –you should come prepared with items to discuss

 Issues arising from practice may be discussed and learning outcomes agreed, particularly related to professional behaviour

 Learning outcomes must be reviewed, evidence agreed and new learning outcomes negotiated

 Feedback should be specific and unambiguous

 All supervision must be documented either using local documentation or the sample form at Appendix 2.

Both parties should be clear regarding boundaries and confidentiality.

Your reflective diary can be a useful tool to use within supervision sessions.

Supervision and role emerging placements

Students may receive a contemporary placement supervised by a qualified occupational therapist, who could be an external clinician or a university academic staff member This supervision occurs weekly, and the therapist is responsible for overseeing the learning contract and finalizing the learning outcomes.

There will be an identified person in the service who will provide day to day supervision.

The professional practice visit involves an on-site meeting among the student, practice educator, and university tutor, typically occurring routinely for students at levels MOT008, MOT009, MOT011, and MOT012 If an in-person visit is not feasible, a telephone visit will be scheduled instead.

The visit should last approximately one hour The student and practice educator will be offered the opportunity to be seen separately, and then may be brought together if necessary.

 Discuss and monitor the student’s progress

 Facilitate effective integration of theory and practice

 Promote positive relations between university and practice areas

 Provide support and guidance for the student and/or practice educator

 Facilitate resolution of problems identified by either party

Responsibilities of the university staff

 Arrange a mutually convenient date and time for the visit

 Make themselves aware of the programme of study of the student

 Meet with the student and practice educator separately

 Complete a Professional Practice: Visiting Tutor Report as at Appendix III (give copy to student and practice educator; original to be returned to professional practice administrator at university)

 Alert the placement module leader, via the Professional Practice Administrator, if a student is not successfully meeting their learning outcomes

Responsibilities of the student and practice educator

 Be available for the visit

 Feedback on the strengths/limitations of the placement

 Raise any areas of concern

The Visiting Tutor Report and Continuation Sheet, as outlined in Appendix III, will be filled out by the visiting tutor and provided to both the student and the practice educator It is essential to document any issues or challenges encountered, along with proposed strategies for resolution.

Visiting lecturers must submit the Professional Practice: Visiting Tutor Report and, if necessary, the Continuation Sheet to the university's professional practice administrator for documentation The administrator will then notify the relevant placement module leader or Programme Director of any unresolved issues or concerns.

Prompt sheet for mid-placement visit

The student, visiting tutor and educator can refer to these prompts.

Is the assessment booklet being completed?

Are students taking responsibility for writing outcomes?

Is the educator adjusting the outcomes if necessary?

Are the learning outcomes clear and at the right level?

Is the evidence sufficient and qualitative?

Do they relate to the final learning outcomes for the placement?

Are there sufficient opportunities to meet learning outcomes?

Is anything hindering the achievement of learning outcomes?

Does the student come prepared?

Does the student engage with the necessary reflection?

How does what they are seeing relate to university modules?

Does the student have sufficient/appropriate knowledge?

Is the student able to ask questions and find answers?

Can the student find evidence and/or justify what they are seeing and doing?

Is there need to follow up with a phone call or another visit?

Should the relevant placement module leader be informed of any issues?

Policy for students having difficulty on professional practice

Students encountering difficulties during their placement can seek assistance by contacting the university's placement office at 01904 876821 or through email.

 being given too much/too little responsibility

 not being able to meet the expectations of the unit

 communication problems between student and educator

 failure to demonstrate consistent professional behaviour

If you have any questions or concerns, please reach out to the professional practice administrator via phone or email, or leave a brief message with your contact number The appropriate placement module leader will get in touch with you to address your inquiries.

During your placement, you will typically meet with a university tutor for a professional practice visit around the midpoint of the experience However, if you have any concerns, you are encouraged to reach out before the scheduled visit.

If a student is in danger of failing the placement the following stages should be followed:

1 Problem areas related to the student’s performance and the outcomes for the placement should be identified and discussed with the student in formal supervision

2 All supervision, feedback and discussions must be documented on a supervision form This should clearly indicate where there are concerns relating to the student’s safety or professional behaviour

3 The student and practice educator together should plan strategies to enable the student to meet the placement outcomes Write down very clear outcomes with observable behaviours to demonstrate achievement.

Additional visits can be scheduled to support the student and the practice educator The tutor will engage in discussions with both parties and the student separately to help them achieve the placement objectives.

In the event of issues arising during a student's placement, a temporary withdrawal may be required This pause allows for discussions and evaluation of evidence, enabling the student, educator, and university to collaboratively determine the best course of action Failure to meet all final learning outcomes will result in the student not successfully completing the placement.

6 Complete the relevant sheets in the assessment booklet

What happens at the end of a placement if the student fails?

At the conclusion of a placement, if a fail grade is anticipated, the practice educator must inform the placement office This will prompt a visit from a member of the academic staff, typically the placement module leader, to gather evidence supporting the fail decision The tutor will accompany the educator during the fail report presentation and subsequently meet with the student to clarify the implications of receiving a fail grade.

2 If a student fails a placement on the grounds of professional suitability, s/he will be denied a resit/retrieval attempt.

3 Placement paperwork should be completed and returned to the university.

Learning and assessment

Professional practice placement assessment booklet

The assessment booklet is designed to provide a structure which will enable the student to negotiate his/her individual learning in relation to the final learning outcomes at levels 1, 2 and 3

Assessment booklets are specifically designed for individual placement levels and are not interchangeable Students must download and print the appropriate booklet before each placement A sample of a complete level one assessment booklet can be found in Appendix IV.

Students must negotiate a weekly 'learning contract' with their practice educator to identify and agree on specific learning outcomes, which will be documented on the weekly evaluation sheet Prior to placement, a workshop on learning outcomes is conducted, and additional resources can be accessed on Moodle.

Completing the weekly evaluation sheet

Usually, at the start of each week, the student and educator should:

 check the final outcomes set for the placement

 identify the student’s level of knowledge and skill

 discuss the student’s needs in relation to the learning outcomes for the placement

 explore the learning resources available

 agree realistic, achievable goals for the week

 record these goals under learning outcomes

 record the learning resources/methods the student will be expected to use

 negotiate ways in which the student can demonstrate that he/she has met goals

At the end of each week, the student and educator should:

 record the specific evidence achieved for each outcome or, if not achieved, record the reasons why

 issues raised in supervision should be documented and new learning outcomes should be negotiated

Evidence should reflect the activities in which the student has been involved and may include:

 evaluating practice - verbally or in written documentation

Summative Final learning outcomes with evidence of achievement

Comments page from educator Comments page from student Hour’s sheet

To demonstrate the achievement of module learning outcomes, it is essential to complete the four required official documents fully You are responsible for submitting the original pages to the School administration office within one week of your placement's conclusion, either in person or via registered/recorded mail.

If paperwork does not arrive in time it will be recorded as a non-submission and may affect your ability to progress to the next level.

If, for any reason, you are unable to complete the placement, please ensure that you still complete the paperwork as far as possible and return this to university.

The professional practice placement is assessed on the award of a pass, pass with distinction or fail.

Awarded when a student is competent in all the final learning outcomes.

A student will receive a Fail Award if they do not achieve the required competency in any of the final learning outcomes or if there is a breach of the current HCPC (2013) Standards of Conduct, Performance and Ethics, or the COT Code of Ethics and Professional Conduct (2015).

Although the placement grade itself does not directly affect the overall degree classification, the experience gained during placements significantly enhances the academic performance in university modules Successful completion of all placements is essential for earning the MSc in Occupational Therapy.

Only one placement can be failed during the programme of study A second fail on placement normally leads to termination of the programme.

At the end of the placement, the educator must

 Complete the relevant final learning outcomes sheet – this is the final report for the student

At the end of the placement, the student must

Complete their student comments sheet (Appendix IV) and the evaluation form

(Appendix VI) and provide access to a copy for their educator

Since 1991, learning outcomes have been recognised as a way of “providing descriptions of what was to be achieved by following a particular course of learning …” (Otter, 1995). Learning outcomes are thought to:

 lead to improved communication between staff and students

 describe previously tacit intellectual and personal skills

Learning outcomes should reflect the three major stakeholders in higher education: students, employers and academic institutions.

How to write learning outcomes

 Are the outcomes set achievable in a week?

 Are the outcomes SMART (Specific, Measurable, Achievable, Realistic, Timed)?

 Are the outcomes appropriate to the level of the student, e.g first placement, second year?

 Are the outcomes appropriate to the week in which they are set?

The student and practice educator will collaboratively establish weekly learning outcomes that align with the university's final learning objectives These outcomes will be documented by the student, along with the necessary learning resources Additionally, the practice educator will retrospectively identify and record evidence of the student's progress.

The final learning outcomes are the minimum standard a student must achieve in order to pass the placement

The final learning outcomes for each level of the programme are detailed on pages 22 – 27.

Learning outcomes for practice placement modules

For your reference, these are the final learning outcomes for the

These are included in the assessment booklets for all placement modules and can be printed from Moodle

Year 1 Placement 1A Module Code MOT008

Students will gain their first practical experience by working alongside a qualified occupational therapist for five weeks During this time, the practice educator will supervise and guide them, ensuring active involvement in delivering occupational therapy services to clients This opportunity allows students to develop essential skills for collaborating effectively within an inter-professional team.

Learning outcomes: by the end of the placement the student will be able to:

1 Communicate with others in a professional manner.

2 Demonstrate reliable and responsible behaviour, show initiative, understand and follow instructions.

3 Work in a person-centred way.

4 Meet Health and Care Professions Council Standards of Proficiency – Occupational Therapists and the College of Occupational Therapists Code of Ethics and Professional Conduct.

5 Participate actively in opportunities to engage with and learn from other members of the inter-professional team.

6 Participate in the occupational therapy process by accurately collecting, organising and reporting on relevant information.

7 Use activity analysis to identify why people have difficulty participating in everyday tasks, activities and occupations.

8 Participate in occupational therapy interventions in a structured situation with supervision based on evidence or clinical reasoning.

Year 1 Placement 1B Module Code MT009

The second five-week, practice-based module allows occupational therapy students to apply the knowledge, skills, and attitudes acquired in university courses This level 1 placement enhances their understanding of occupational therapy while fostering the development of essential personal and professional skills for practice Through this hands-on experience, students can effectively integrate the values and competencies learned during their university studies.

1 Use effective verbal and written communication.

3 Work in a person-centred way to inform practice.

5 Contribute to effectively participate in multi professional working.

7 Use occupational performance analysis to identify why people have difficulty participating in everyday tasks, activities and occupations.

9 Prepare for and engage in the supervision process.

Year 2 Placement 2a Module Code MOT011

This practice-based module requires students to engage in one day per week for the initial five weeks, followed by a full-time commitment for nine weeks Students will work in a contemporary setting without an established occupational therapy service, receiving supervision from either an on-site educator or an occupational therapist Typically, students will be placed in pairs or small groups to enhance their learning experience.

The goal of this placement is for students to investigate how occupational therapy can enhance health and well-being within their service setting After identifying potential contributions, students will collaborate with practice placement educators to develop a tailored 'product.' This product may take various forms, such as a specific intervention, an occupation-focused assessment tool, or a proposal for service development While there are no strict requirements, the outcome should reflect an occupational perspective that is relevant and beneficial in the context of the placement Ultimately, students are expected to complete a meaningful project that provides value to others by the end of their placement.

1 Communicate with others in a professional manner.

3 Work in a person-centred way.

5 Participate actively in opportunities to engage with and learn from other members of the inter-professional team.

7 Use activity analysis to identify why people have difficulty participating in everyday tasks, activities and occupations.

9 Prepare for and engage in the supervision process.

Year 2 Placement 2b Module Code MOT012

The final 12-week practice placement module is crucial for students before graduation, allowing them to transition from student to novice practitioner This hands-on experience enables occupational therapy students to apply the knowledge, skills, and attitudes gained from their university studies and previous placements Upon successful completion, students will meet the threshold standards required for health professionals entering their first roles During this placement, they will collaborate with professionals, clients, and caregivers while managing their own caseloads to deliver a clear, person-centered service.

Upon successful completion of the module students will be able to demonstrate autonomous thinking and decision making in relation to:

1 Work professionally and collaborate effectively in shared working practices and learning experiences with others

2 Adhere to service and professional protocols

3 Demonstrate effective communication skills relevant to the needs of patients, clients, carers and other professionals, applying professional terminology appropriately

4 Articulate specific knowledge about occupational therapy and people’s occupational needs to the inter-professional team

5 Apply the core skills of occupational therapy to assess people’s needs effectively, and appraise and evaluate assessment processes

6 Demonstrate a critical and systematic approach to the analysis and evaluation of information

7 Demonstrate effective professional thinking, including the application of best available evidence to plan and implement interventions

8 Accurately and concisely record progress and evaluate outcomes of intervention in a timely manner

9 Evaluate the effectiveness and progress of interventions in negotiation with people, families and carers

10 Use an identified model to critically reflect on own performance and leadership skills and make changes as necessary

11 Identify and deliver a service improvement initiative within the context of practice.

12 Takes responsibility for learning and engages actively in the supervision process.

Important administration and forms

Before each placement, the student should download and print off the documentation posted on Moodle

An electronic version of placement documentation can be emailed to practice educators on request Please email professionalpractice@yorksj.ac.uk to request.

Hand-in of placement paperwork:

Hand in process – information for students, please read and follow the instructions carefully: NNBB

You will need to upload your scanned placement paperwork to the Moodle drop box for the relevant module e.g MOT008 for level 1a placement, MOT011 for level 2a placement etc.

Ensure all necessary documents are signed and submitted as a single file in either Word, PDF, or Windows Photo Viewer format The Library is equipped with multiple scanners, and trained staff are available to assist you if you encounter any difficulties with the scanning process.

Please ensure that all paperwork is submitted in adherence to the following layout:

 Learning Outcomes signed by educator and student

Ensure that Bursary expense forms are submitted separately and not included in your main submission These forms must be delivered as a hard copy to the School Office.

Students must submit their placement paperwork either on the last day of the compulsory review session or within a week if no session is scheduled If a placement extends beyond the expected finish date, the module leader or Programme Director will provide a revised submission deadline Not adhering to these timelines may affect the ratification of results and progression in the program Additionally, if a student fails or withdraws from a placement due to illness or personal reasons, they are still required to complete the necessary placement documentation.

A copy of all placement paperwork must be kept by the student for inclusion in your graduate profile

There may be an administration fee should you need copies of any paperwork for your graduate profile at a future date.

Ensure your cumulative placement hours form is current and accurately reflects your total hours for each placement This form must be signed by all of your placement educators and should clearly document the location and total hours for each experience.

Submit your Practice Placement Travel and Accommodation forms to the School Administration Office along with your placement paperwork Ensure all receipts are enclosed in an envelope labeled with your full name, and avoid stapling any documents Delays in submitting these forms may lead to a hold-up in their authorization and processing.

See: http://www.nhsbsa.nhs.uk/3255.aspx

Sample MSc Occupational Therapy (Pre-registration) programme structure

Induction Module Five: Contributing to communities (4 days university, I day placement)

Module Two: Theory and Foundations of

Module Three: Contexts of Professional

6 weeks teaching, 9 weeks independent investigation and supervision

5 weeks plus one week placement preparation

I week following placement – review and reflection

Module Seven: Management, Innovation and Creativity: Occupational Therapy

Module Three cont Contexts of

Review and reflection/course consolidation

 End of Programme Celebration Conference

Module Four: Evidence-based practice and research

Induction health and safety checklist

In addition to the required documentation of generic skills for practice mandatory training, you may need to complete additional health and safety training relevant to your specific placement.

You can use this sheet to make your own record

The above record is a true reflection of induction and health and safety policy awareness training undertaken either by reading or practical experience

I confirm that I have undertaken the induction and health and safety policy awareness training detailed above.

Record of student supervision form

To be used to record a summary of the supervision session and retained by the student Student Name

Action: By whom: By when:

Professional Practice Visiting Tutor Report

Student Name ……… Circle if student is full time or part time and module code

1PS320 2PS320 2PS240 2PS250 3PS220a 3PS220b

OT FT MSc MOT008 MOT009 MOT011 MOT012

Practice Dates ……… Date of visit ………

Other comments (use continuation sheet if necessary)

Signed: Student Educator Visiting tutor

Professional Practice Visiting Tutor Report Continuation Sheet

Student Name: ……….Circle if student is full time or part time and module code

1PS320 2PS320 2PS240 2PS250 3PS220a 3PS220b

Educator ……… Practice Location Practice Speciality

Practice Dates ……… Date of visit ……….

Signed: Student Educator Visiting tutor

This assessment booklet is replicated in full to provide an example

Complete booklets for level 2 placements must be down loaded by the student and printed from Moodle

The learning outcomes for level 1A, level 1B, level 2a, and level 2n are provided for your reference on pages 22-27 of this module handbook

MSc Occupational Therapy (Pre-registration)

MOT008 - Level 1A Professional Practice Assessment

Student’s name: Professional practice educator’s name: Dates of practice: Name and location of practice: Trust/local authority:

The focus of this practice is to enable the student to develop their learning in the workplace in relation to University-based modules at Level 1.

This assessment booklet is tailored specifically for the practice and takes the form of an extended learning contract It requires students and professional practice educators to collaboratively set weekly learning outcomes that contribute to the attainment of the final learning outcomes outlined on pages 8, 9, and 10.

Professional practice educators should be aware of the learning resources accessible to students and the established methods for demonstrating the achievement of learning outcomes Weekly evaluation sheets are designed for flexible use to cater to the unique needs of each student, and there is no mandated number of learning outcomes to be met each week.

All learning outcomes must be achieved by the end of the professional practice.

Progress is tracked through the completion of a weekly evaluation sheet, serving as a formative assessment Students are expected to meet specified learning outcomes while adhering to the HCPC Standards of Conduct, Performance and Ethics, as well as the COT Code of Ethics and Professional Conduct, and organizational health and safety policies If weekly evaluations suggest that a student may not achieve the required outcomes or professional standards, the professional practice coordinator at the university must be notified immediately.

Sheets to be handed in are indicated by the symbol  in the bottom right-hand corner

See the hand in guide on page of the placement handbook

Educators and students should keep copies of the paperwork

For the duration of the programme of study, this booklet remains the property of York St John University

MOT008 Level 1A Professional Practice Assessment

An Induction Week - Learning outcomes should reflect this

WEEK 1 From: To: Hours completed:

Outcome to be achieved by the end of the week

(Relate to outcomes for the practice)

(May include people, facilities and equipment needed by the student to achieve the outcome)

Evidence of HOW outcomes achieved or

To be completed by the practice educator

Work within the current HCPC Standards of Conduct,

Performance and Ethics and COT Code of Ethics and

Work within relevant Health and Safety guidelines

In light of the Francis report, has the student demonstrated the 6 C’s:

Issues raised in supervision to be addressed in the following weeks

This is a true record of discussions in formal and informal supervision.

Student’s Signature: Practice Educator’s Signature:

MOT008 - Level 1 Professional Practice Assessment

Performance and Ethics & COT Code of Ethics and

MOT008 – Level 1 Professional Practice Assessment

School of Health Sciences BHSc (Hons) Occupational Therapy

MOT008 Level 1a Professional Practice Assessment

This page and the following five pages to be handed in as evidence of achievement of the learning outcomes Student:

The student has conducted him/herself in a professional manner as set down in the current HCPC Standards of Conduct, Performance and Ethics and the COT Code of

Ethics and Professional Conduct and complied with health and safety requirements

Overall excellence in ALL final learning outcomes

Must be justified in the comments – see placement module handbook for criteria

One or more learning outcomes

This report has been discussed and agreed as a true record of the practice outcome and the hours completed.

1 Communicate with others in a professional manner

Pass with distinction must be justified in your comments

2 Demonstrate reliable and responsible behaviour, show initiative, understand and follow instructions

3 Work in a person-centred way

4 Meet Health and Care Professions Council Standards of Proficiency – Occupational

Therapists and the College of Occupational Therapists Code of Ethics and Professional

5 Participate actively in opportunities to engage with and learn from other members of the inter-professional team

6 Participate in the occupational therapy process by accurately collecting, organising and reporting on relevant information

To be completed by the practice

7 Use activity analysis to identify why people have difficulty participating in everyday tasks, activities and occupations

8 Participate in occupational therapy interventions in a structured situation with supervision based on evidence or clinical reasoning

Professional practice educator’s comments to identify student’s strengths and areas for development

Reflecting on my learning experience, I have gained valuable insights that highlight both my strengths and areas for improvement Identifying my development needs, I aim to enhance my skills through targeted actions such as seeking additional resources, engaging in peer collaboration, and setting specific goals I plan to bring this summary and my action plan to my next academic tutor meeting for further discussion and guidance.

Summary of my learning experience

Personal and professional development needs

Please provide your educator with a copy

Professional Practice Placement Student Evaluation Form

To be completed only where there is no on-line profile on www.healthcareplacements.co.uk

Students are responsible for submitting this form, which must be returned to the University within one week following the completion of the placement.

1 I was able to prepare myself for this placement

1 - Strongly Agree 2 - Agree 3 - No Strong Opinion 4 - Disagree 5 - Strongly Disagree

2 My university/institution gave me the information I needed to prepare myself for my placement

3 I used the on-line placement profile to prepare myself for my placement

4 My induction to the placement setting was comprehensive (this refers to policies, procedures and health and safety issues)

5 The learning opportunities available in this placement enabled me to achieve my learning outcomes

6 The placement provided me with the opportunity for inter-professional working

7 The placement provided me with access to learning resources

8 I could access support from my course/programme team whilst on placement

9 The person/s supervising me was able to facilitate my learning needs

10 I feel the person/s supervising me recognised the importance of my learning needs

11 I felt included in the team during my placement

12 My development in practice was informed by on-going constructive feedback

13 The person/s supervising me was familiar with the assessment of practice process

14 My performance in practice was assessed fairly

15 The placement encouraged service users to contribute to the assessment of my performance in practice

16 I would recommend this placement to other students at the same level as me

Hand-in Checklist for MOT008

This sheet to be fully completed and attached to your placement paperwork

Please note that paperwork will not be accepted unless all boxes on this check list are completed

Form/Section to be completed

2 Paperwork Hand-in Check list – this page only

3 Professional Practice Assessment booklet final week sheet with the following sections completed:

Student Name Start and finish dates of placement Practice Educator(s) names Location of Professional Practice Physical or Psychosocial

Speciality Code of Ethics and Professional Conduct Relevant placement grade box

Total hours completed Student Signature Professional Practice Educators Signature Date form completed

4 Final learning outcomes pages, completed and dated

5 Professional Practice Educators comments page

7 Record of Clinical Hours Completed form

(Details fully completed, signed and totalled)

To comply with submission requirements, please provide either a printed copy of the online receipt from www.healthcareplacements.co.uk, or a fully completed Student Feedback & Evaluation form, ensuring that each box is marked with a tick () or cross (x) if no online profile is available.

Please do not hand in any other documentation from the placement, other than the items on the check list

Paperwork to be handed in has a ‘hand’ symbol at the bottom of the relevant pages ()

You can download a checklist for each module from Moodle.

The working week whilst on placement will normally be 37ẵ hours.

Location of placement:………Trust name:

Please enter the number of daily hours to the nearest ẳ hour Do not include lunch breaks or Bank holidays

MON TUE WED THU FRI SAT SUN Total

Total Number Of Hours = Please indicate any absence whilst on placement, using the key below

Comp = Compassionate Leave BH = Bank Holiday SL = Sick LeaveBS = Absent

ST = Study Leave OAL = Other

Please remember to inform the School Office (01904 876794) of any absence from your placement

York St John University School of Health Sciences

Practice Name Of Speciality Area Physical Mental

Sub totals Total placement hours

Upon finishing each placement, students are required to input the necessary details and total hours of their placement experience as recorded on the hours sheet, which must be signed by the practice educator.

This form is the responsibility of the student and should be retained until completion of programme, when this sheet should be handed in to university.

Tiêu đề	Professional Practice Placement MSc Occupational Therapy (Pre-registration)
Người hướng dẫn	Corinna Thomas, Fiona Howlett
Trường học	York St John University
Chuyên ngành	Occupational Therapy
Thể loại	module handbook
Năm xuất bản	2017
Thành phố	York

Định dạng
Số trang	61
Dung lượng	4,42 MB