Professional-Practice-Handbook-OT-BHSc-2017

Support for learning during your placement

The standards and quality assurance of placement learning are crucial, with students, educators, and universities playing key roles in the monitoring and evaluation of 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 Head of Programme 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 successfully finalize a constructive evaluation of the placement, it is essential to provide a copy of the completed paperwork to the designated practice educator, while ensuring that the original is returned to the university Alternatively, the evaluation can be completed online.

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, which is APPLE accredited and multi-disciplinary, is conducted at least three times annually and offers 30 credits at level 3 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

Supervision is essential for the professional growth of therapy staff and students alike It can be implemented through facilitative or directive models, allowing for flexibility based on individual needs By adapting locally agreed supervision models, students can enhance their learning experience effectively.

 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 under the supervision of a qualified occupational therapist, either from an external clinical setting or university faculty This supervisor will guide the students on a weekly basis, ensuring they adhere to their learning contract and achieve the required final learning outcomes.

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

The professional practice visit involves an in-person meeting among the student, practice educator, and university tutor, typically conducted at levels 1OT505, 2OT502, and 3OT502 If an in-person visit cannot be arranged, 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 completed by the visiting tutor, with copies provided to both the student and practice educator It is essential to document any issues or challenges encountered, along with proposed strategies for resolution.

Visiting lecturers are required to submit the Professional Practice: Visiting Tutor Report and, if necessary, the Continuation Sheet to the university's professional practice administrator for proper documentation The administrator will then communicate any unresolved issues or concerns to the relevant placement module leader or head of programme.

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 facing challenges during their placement can seek assistance by contacting the university's placement office They can reach out for support either by calling 01904 876821 or by sending an 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, reach out to the professional practice administrator via phone or email, or leave your contact information along with a brief message 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 to your tutor 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 provide support for both the student and the practice educator The tutor will engage in discussions with both parties, as well as with the student individually, to help ensure that all placement outcomes are successfully achieved.

In the event of placement issues, it may be essential to temporarily withdraw the student to facilitate discussions and assess evidence This period allows the student, educator, and university to thoughtfully evaluate the best course of action If the student cannot achieve all final learning outcomes, they will not successfully complete 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 determined, the practice educator must notify the placement office Subsequently, an academic staff member, typically the placement module leader, will visit to discuss the evidence supporting the fail The tutor will be present during the fail report and will subsequently meet with the student to clarify the implications of receiving a fail grade.

2 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 tailored for specific placement levels and are not interchangeable Students must download and print these booklets before each placement A sample of a complete level one assessment booklet can be found in Appendix IV.

Each week, students must negotiate a 'learning contract' with their practice educator, outlining and agreeing on specific learning outcomes to be documented on the weekly evaluation sheet Prior to the placement, a workshop focused 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 required official papers and submit the original documents to the school administration office This must be done within one week of the 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.

This is awarded when the student is able to demonstrate excellence in all final learning outcomes Further guidance regarding awarding a distinction is available at Appendix V.

 The student demonstrated consistently high standards of professionalism

 The student has exceptional interpersonal skills with all personnel, ie patients, carers and staff

 The student has the ability to individualise treatment programmes in an exceptionally creative way

 The student has demonstrated the ability to be perceptive and responsive to the needs of others

 The student has an excellent level of subject knowledge

 The student has worked above and beyond the learning outcomes

Fail Awarded if a student is unable to reach a level of competency in any one or more of the final learning outcome sections and/or, normally, where the current HCPC (2007)

Standards of Conduct, Performance and Ethics or the COT Code of Ethics and Professional Conduct (2010) has been breached.

Although the placement grade itself does not directly affect the overall degree classification, the learning gained from placements significantly enhances the academic experience linked to university modules Successful completion of all placements is essential for obtaining the BHSc (Hons) 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 relevant 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.

Level I comprehension of basic principles

Level II application of theory

Level III evaluation of theory and analysis and synthesis of own ideas

Level I information presented to the student

Level II students enhance their learning and problem-solving abilities by independently retrieving information, while Level III students cultivate self-motivation and intellectual curiosity, allowing them to think independently and generate innovative ideas and solutions.

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 1OT502

In weeks 7, 8, and 9 of the first semester, students will have their initial learning opportunity in a practice setting under the guidance of a qualified occupational therapist, serving as the practice educator This experience will actively engage students in delivering occupational therapy to clients, emphasizing the achievement of six essential learning outcomes that focus on professional practice and personal development skills The total duration of this hands-on experience will be 112.5 hours over the three weeks.

Upon successful completion of the module students will be able to:

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

1 Identify and discuss with the practice educator aspects of the occupational therapy process in relation to client’s needs in the practice setting

2 Identify and discuss with the practice educator elements of core skills of occupational therapy in relation to client’s needs in the practice setting

3 Participate in occupational therapy interventions, as guided by the educator, and work in a person centred way

4 Demonstrate effective verbal and written communication skills, as appropriate, to the practice setting

5 Demonstrate reliable and responsible behaviour and meet Health and Care Professions Council Standards of Proficiency - Occupational Therapists and the College of

Occupational therapists Code of Ethics and Professional Conduct

6 Contribute to effective interprofessional working relationships and team cohesion

Year 1 Placement 1B Module Code 1OT505

Your second placement at level 1 enables you to progress your understanding of occupational therapy and develop personal and professional skills for practice (6 weeks 225 hours).

1 Communicate with others in a professional manner

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

3 Meet Health and Care Professions Council Standards of Proficiency - Occupational Therapists and the College of Occupational Therapists Code of Ethics and Professional Conduct

4 Work in a person-centred way

5 Participate actively in opportunities to engage with and learn from other members of the interprofessional 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

9 Prepare for and engage in the supervision process

Year 2 Placement Module Code 2OT502

You will complete 10 weeks of supervised practice with a qualified occupational therapist in a practice setting (375hrs) You will further your understanding of occupational therapy, informed by the best available evidence

1 Utilise a variety of communication skills to accurately and effectively engage others, share and record information

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

3 Meet Health and Care Professions Council Standards of Proficiency - Occupational Therapists and the College of Occupational Therapists Code of Ethics and Professional Conduct

4 Work in a person-centred way

7 Apply core skills of occupational therapy to assess people’s needs effectively

8 Select and appraise evidence to inform clinical reasoning and plan therapeutic interventions according to people’s needs

9 Undertake therapeutic interventions effectively with individuals or groups

10 Accurately and concisely record progress

11 Evaluate the outcome of interventions using reasoning skills

12 Ensure effective supervision by using a reflective approach and adequate preparation

Year 3 Placement Module Code 3OT502

This will be a negotiated learning opportunity, dependant on your learning needs, at level 3 to pursue your final placement in either:

 A private, voluntary, charitable placement setting, social enterprise or contemporary career context

In this course, you will focus on achieving learning outcomes that showcase your comprehension and application of essential occupational therapy skills Additionally, you will engage in critical evaluation of your practice while articulating your professional insights effectively.

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 interprofessional 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 1OT502 for level 1a placement, 2OT502 for level 2 placement etc.

Ensure that 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 staff members are trained to assist with their use If you encounter any issues while scanning, please seek help from a library staff member.

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

 Learning Outcomes signed by educator and student

Make sure to exclude Bursary expense forms from your submission, as they are separate documents These forms need to be submitted as a hard copy directly to the School Office.

Students must submit their placement paperwork either on the final review session day or within a week after the placement ends If the placement duration is extended, students will receive a revised submission date from the module leader or Head of Programme Timely submission is crucial, as failure to comply 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 issues, they are still required to complete the necessary paperwork.

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 that your cumulative placement hours form is consistently updated It is essential for each of your placement Educators to sign this form, which must also include the location and total hours for every placement.

To ensure timely processing of your Travel & Accommodation forms, submit them to the Placements Team in McGregor 103 or via email at professionalpractice@yorksj.ac.uk, ideally alongside your placement paperwork Make sure to place all relevant receipts in a sealed envelope with your full name clearly marked on the front, and avoid stapling any documents Delays in submitting these forms may lead to a postponement in their authorization and processing.

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

Level One- Foundations of Practice: Academic weeks

Foundation of occupational therapy cont 1OT500 (20 credits)

*** Understanding and reviewing the evidence 1OT503 (20 credits)

A ss es sm en t w ee k

*** Professional skills and reasoning continued

Health, well-being & participation: Individuals 1OT504 (30 credits)

Level Two – Developing Practice: Academic weeks

Occupational therapy; cases and contexts of practice 2OT500(30 credits)

***Analysing and applying the evidence 2OT503 (20 credits)

R ev ie w A ss es sm en ts T ut or ia l

***Professional skills and reasoning (2) 2OT501 (20 credits)

Health, well-being and participation:

Level Three – Transition from student to graduate: Academic weeks

Dissertation (Contributing to the evidence-base) (40 credits)

P ro fe ss io na l s ki lls a n d re a so n in g ( 3 ) co n t (2 0 cr e d its )Advancing occupation-focused practice (30 credits)

P re p a ra tio n fo r p la ce m e n t a nd fu tu re e m p lo ym e n tProfessional skills and reasoning (3) (20 credits)

Induction health and safety checklist

In addition to the required documentation of generic skills for practice mandatory training, you may also need to undertake additional training focused on health and safety specific to your 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

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 and level 3 placements must be down loaded by the student and printed from Moodle

The learning outcomes for level 1A, level 1B, level 2, and level 3 are provided for your reference on pages 22-27 of this module handbook

School of Health & Life Sciences

1OT502 - 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 serves as an extended learning contract It requires students and professional practice educators to collaboratively establish weekly learning outcomes that contribute to the overall achievement of the final learning outcomes outlined on pages 8, 9, and 10.

Professional practice educators should recognize the learning resources accessible to students and the established methods for demonstrating achieved learning outcomes Weekly evaluation sheets are designed to be adaptable, catering 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 assessed through the completion of a weekly evaluation sheet, serving as a formative assessment Students are required to achieve 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 must comply with organizational health and safety policies If weekly evaluations suggest that a student may not meet the outcomes or is not upholding the necessary professional standards, the university's professional practice coordinator must be notified promptly.

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

1OT502 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:

1OT502 - Level 1 Professional Practice Assessment

Performance and Ethics & COT Code of Ethics and

1OT502 – Level 1 Professional Practice Assessment

Performance and Ethics & COT Code of Ethics and

School Of Health & Life Sciences BHSc (Hons) Occupational Therapy

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

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 Identify and discuss with the practice educator aspects of the occupational therapy process in relation to client’s needs in the practice setting

Pass with distinction must be justified in your comments

2 Identify and discuss with the practice educator elements of core skills of occupational therapy in relation to client’s needs in the practice setting

3 Participate in occupational therapy interventions, as guided by the educator, and work in a person centred way

5 Demonstrate reliable and responsible behaviour and meet Health and Care Professions Council

Standards of Proficiency - Occupational Therapists and the College of Occupational Therapists

Code of Ethics and Professional Conduct

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

Reflect on your learning journey by summarizing your experiences, identifying areas for personal development, and outlining an actionable plan Prepare this summary to facilitate discussion during your upcoming academic tutor meeting, ensuring clarity on your growth objectives and strategies for improvement.

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 conclusion 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 1OT502

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 complete the process, you must submit either a printed copy of the online receipt from your profile on 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.

School of Health & Life Sciences Record of clinical hours

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

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

Commencing 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 & Life Sciences

Practice Name Of Speciality Area Physical Mental

Sub totals Total placement hours

Upon finishing each placement, students must record the necessary details along with the total hours worked, as documented on the hours sheet This record requires the signature of 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 BHSc (Hons) Occupational Therapy
Người hướng dẫn	Fiona Howlett, Corinna Thomas
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	63
Dung lượng	4,34 MB