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Transcript of adΚΚad-PracticeEducationHandbook2012-2013(8-6-2012) (2)
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&
Practice Education Handbook
Bsc (Hons) Occupational Therapy
[Athens]
2012-2013
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List of Content
Topic Page
Staff Contact Details 5
Whats in a name? 6
1. Introduction 7
2. Responsibilities during practice education
2.1 Student 7
2.2 Practice educator 8
2.3 Personal academic tutor 9
2.4 Practice placement coordinator 9
2.5 Professional practise tutor 10
3. Organisation of practice placements
3.1 Practice placement delivery pattern 11
3.2 Practice placement locations 12
3.3 Travel and accommodation expenses 12
3.4 Practice placement allocation process 12
3.5 Models of supervision during practice placements 13
3.6 Working relationship between practice educators and students 13
3.7 Learning agreement 14
3.8 Reflective diary 14
3.9 Practice placement portfolio 14
4. Preparing students for practice placements
4.1 Practice education passport 15
4.2 Health clearance checks 15
4.3 Risk Management 15
4.4 Uniforms 15
4.5 Handbooks 16
4.6 Moodle 16
4.7 Workshops 16
4.8 Preceptor Education Programme 16
5. Guidance for practice educators and students: Fitness to practise
5.1 Fitness to Practise Panel 17
5.2 Monitoring students fitness to practise on the BSc (Hons) inOccupational Therapy
18
5.3 Disability and health-related issues 18
5.4 Professional unsuitability 19
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Topic Page
6. Guidance for practice educators and students: Accountability issuesduring practice placements
6.1 Insurance 21
6.2 Health and safety during practice placements 22
6.3 Meeting religious and cultural practices of students 22
6.4 Criminal Conviction Checks 23
6.5 HPC Standards of Conduct, Performance and Ethics 23
6.6 Attendance policy during practice placements 23
6.7 Dress code during practice placements 24
6.8 Routine administration procedures 25
6.9 Punctuality 25
6.10 Confidentiality 25
6.11 Consent to occupational therapy 26
6.12 Using IT facilities during practice placement 26
6.13 Use of mobile phones during practice placement 26
7. Contact mechanisms with and support for students during practice
7.1 Practice education handbook 27
7.2 Moodle 27
7.3 Support mechanisms for practice placement 27
7.4 Meetings and visits 27
7.5 Student counselling service 27
7.6 Practice placement debriefing workshops 28
8. Contact mechanisms with and support for placement providers andpractice educators
8.1 Practice based learning support web site 28
8.2 Development of new placement sites 28
8.3 Individual support 28
8.4 Workshops 29
9.Learning outcomes for practice placement modules
9.1 Practice Placement 1 29
9.2 Practice Placement 2 309.3 Practice Placement 3 30
9.4 Practice Placement 4 30
10. Guidance for practice educators and students: How to support a studentat risk of failing a placement
31
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Topic Page
11. Guidance for practice educators and students: How to complete theassessment report forms
33
11.1 Midway review 33
11.2 Final evaluation 34
11.3 Compiling the assessment form 34
11.4 Awarding an overall grade for a students performance during practiceplacement
35
11.5 Guidance for awarding an A grade 37
11.6 Receiving a failed grade on practice placement 37
11.7 Deferring a practice placement 37
11.8 Scheduling of a deferred or retrieval placement 37
11.9 Student evaluation of practice placements 38
11.10 Appeals procedure 38
12. Guidance for practice educators and students: Arrangements forsubmission of practice placement assessment forms to the University
38
13. Recommended reading lists for practice placements
13.1 Practice placement 1 39
13.2 Practice placement 2 39
13.3 Practice placement 3 40
13.4 Practice placement 4 40
14. Bibliography and reference list 41
Staff ContactDetails
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Name of InstitutionAKMI Metropolitan College Athens 74, SorouMaroussi in collaboration withQueen Margaret University,Edinburgh
Telephone +30 210 6199891Fax +30 210 6199320
TeachinStaff E-mailPanagiotis Siaperas [email protected]
Nicolas Mazis nmazis @ amc .edu .gr
Tatiana Xenou [email protected]
Eliza Maglari TBA
Polixeni Skaltsi TBA
Ioanna Tsipra TBA
Katerina Bourika TBA
George Koumantakis TBA
Christos Komissopoulos TBA
School OfficeStaff E-mail NotesVicky Makellaraki [email protected] School Office Administrator
Learning ResourceStaff E-mail NotesIlias Verros [email protected] IT Resources Manager
Emmanouela Aiginitou [email protected] Liaison Librarian
StudentStaff E-mail NotesLina Drontza ldrontza @ amc . edu . gr Student Counsellor
Marilena Stasinopoulou [email protected] Student Finance Adviser
Whats in a name?
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Practice Placement The practice area in which a student is educatedfor a stipulated period of time and whereprofessional competence is assessed.
Professional Practice Tutor The academic member of staff based at thehigher education institution who co-ordinates thepractice education elements of the programme.
This includes the development of new placementsand the education of practice educators
Personal Academic Tutor An academic member of staff who acts as acontact person for a group of students andpractice educators throughout a practiceplacement.
Practice Placement Co-ordinator
The practice placement co-ordinator rolenormally includes the co-ordination of practiceplacements across a specific site/sector, liaising
with the higher education institution and acting inan advisory capacity to practice educators andstudents as required during practice experiences
Practice Educator This refers to the person supervising studentswhilst they are on placement. Normally, thepractice educator is an occupational therapist whohas completed a practice educators course and isfamiliar with the university assessment regulationsand processes.
1. Introduction
Welcome to the Practice Education Handbook and to the practice education
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component of the BSc (Hons) in Occupational Therapy at AKMI Metropolitan College.
The purpose of this handbook is to bring together the following information:
An overview of practice education
An overview of the roles and responsibilities of the student and supporting
staff during practice placements
Practice education is an integral core element of the curriculum enabling students to
integrate theory and practice in a meaningful, reflective and realistic manner.
Students have opportunities to apply, practice, consolidate and transfer existing skills
and in addition, learn new skills relevant to each practice setting. Students also gain
experience in practicing in a safe and ethical manner.
In accordance with the World Federation of Occupational Therapists Standards
(2002), students will gain experience of working with a range of different people who
have wide ranging needs and in different circumstances. Normally, these experiences
will encompass working with people of different age groups; individuals and groups/communities from different socio-economic and cultural perspectives; people who
have recently acquired and/or long standing occupational needs and health
conditions affecting different aspects of physical and psychosocial functioning.
Students will also develop skills in effective service delivery within inter professional,
multi agency contexts. These may include both established and emergent services
within the statutory, independent and voluntary sectors.
Each practice placement module has a set of learning outcomes devised by Queen
Margaret University (QMU) and followed by AMC. These outcomes articulate with
prior and future university studies and, where appropriate, previous practice
placement modules. Emphasis is placed upon the process of practice offering
students the opportunity to explore and evaluate practice, and develop professional
values to the level of competence required of an entry level practitioner.
I hope that that practice education will prove to be a fulfilling and rewarding
experience for everyone involved.
2. Responsibilities during practice education
This section of the handbook outlines the roles and responsibilities of the various
individuals involved in practice education namely the student, practice educator,
personal academic tutor, practice placement co-ordinator and the professional
practice tutor.
2.1. Responsibilities of the studentDuring practice education, students responsibilities are to:
Assume responsibility for their learning using available resources.
Discuss any planned absence with the programme leader in advance of the
start date of the placement.
Attend all preparatory placement activities on the appointed dates specifiedby the university.
Prepare and maintain their practice education passport.
Study and become conversant with the learning outcomes for each practice
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placement, course assessment requirements and regulations for the practice
education component of the programme.
Read any pre-placement information materials provided or recommended bythe practice educator.
Abide by at all times the Health Professions Council Guidance on Conduct,and Ethics for Students.
Abide by all health and safety at work issues and be cognisant of policies andprocedures specific to the practice setting.Be responsible for any travelling and accommodation costs incurred to andfrom placement.
Be punctual at all times and dressed appropriately as befitting for theplacement setting and the work involved.
Reflect the status of a team member and respectfully engage with othermembers of staff at the placement setting as appropriate.
Inform the practice educator and AMC if it is not possible to attendplacement for any reason.
Collaborate with the practice educator to devise a learning agreement foreach practice placement.Adhere to matters of patient/client confidentiality as advised by the practice
placement setting and the University.
Maintain a reflective diary and practice placement portfolio in accordance with
the guidelines provided by the University.
Be fully prepared for supervision sessions and contribute to the supervisionprocess in a reflective manner.
Contribute towards an on-line discussion forum with other students and staff.
Contribute towards and actively participate in the mid way and final
evaluations of their performance displaying openness to and
acknowledgement of other peoples ideas.Contact AMC if there are factors adversely affecting their performance duringpractice placement.
Complete the Student Evaluation of Placement Form and share this with thepractice educator at the conclusion of the placement experience.
Return copies of the Practice Placement Assessment Form and StudentEvaluation of Placement Form to the School Office within 5 working days ofcompletion of placement.
2.2. Responsibilities of the practice educatorPractice educators (PE) play a key role in the professional development of
occupational therapy students. Practice educators responsibilities are to:
Obtain information on the learning outcomes for the specific practiceplacement, course assessment requirements and regulations for practice
placements from the Practice-based Learning Support web site:
htt p : //m c s .qmu . a c . u k /PB L/
Forward pre-placement information to the student in advance of the start of
the placement. This includes an overview of the service, clear directions and
travel information, recommended pre-placement reading and any otherinformation considered helpful.
Offer the student an induction into health and safety at work at the start of theplacement.
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http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/ -
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Review materials contained in the students practice education passport.
Provide a timetable outlining the overall structure of the placement and the
responsibilities of the student.
Negotiate a supervision structure with the student incorporating the learningagreement as part of this process.
Offer individualised constructive feedback to the student on a regular basis,identifying timing of feedback sessions.
Maintain records of supervision sessions.Review the students practice placement portfolio at least once during the
practice placement and offer verbal comment.
Sign on a weekly basis time cards verifying number of hours completed bythe student during each practice placement.
Undertake the appropriate assessment of the student on practice placementand be conversant with the guidelines provided by AMC and QMU.
Contact the students personal academic tutor if there are concerns pertainingto the students well being, behaviour or quality of performance over all.
Take cognisance of comments made in each Student Evaluation of PlacementForm and to use this as an integral part of a constructive evaluation process. Attend and participate in meetings, workshops associated with practiceeducation.
2.3. Responsibilities of the personal academic tutorThe personal academic tutor (PAT) is a lecturer from the programme team who acts
as a named point of contact for a group of students and practice educators during a
practice placement. Key responsibilities are:
To offer support throughout the placement, responding to requests for adviceand information from practice educators and their students, fielding any on-
site problems, offering pastoral support and guidance as required.To negotiate an appropriate plan of action with the practice educator andstudent if there is a serious concern pertaining to the quality of the students
performance, well-being and/or behaviour.
To liaise with the professional practice tutor if concerns arise about a
students performance during a practice placement.
2.4. Responsibilities of the practice placement co-ordinator
The practice placement co-ordinator (PPC) plays an essential role in fostering a
culture whereby practice placements are seen as a positive activity contributing
towards staff continuing professional development and recruitment within the
service. The practice placement co-ordinator:
Collaborates with AMC to identify new placement opportunities alongside new
service delivery developments.
Co-ordinates the annual return of the AMCs health and safety forms.
Co-ordinates the returns for AMC requests for placement offers where
possible, within the timescale identified.
Brings to the attention of AMC as soon as possible potential difficulties arisingwhich may result in the cancellation of a placement.
Co-ordinates responses to students letters of introduction/record of previous
experience forms.
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Ensures staff acting in their capacity as practice educators have adequate
training and demonstrate ongoing commitment to their professional role.
Offers support to practice educators taking into account the time and resources
necessary for student supervision.
Brings to the attention of AMC any issues creating difficulty on placement
which may not be reported by the practice educator or student.
Takes cognisance of comments made in each Student Evaluation of
Placement Form and to use this as an integral part of a constructive evaluationprocess.
Attends and participate in meetings, workshops and other events associated
with practice education.
2.5 Responsibilities of the professional practice tutor
The professional practice tutor (PPT) is responsible for the co-ordination,
development and review of practice education within the framework of the BSc(Hons)
Occupational Therapy curriculum. The professional practice tutors responsibilities
are:
To engage with local, regional, national networks to promote and facilitate thecontinuing sustainability of practice education within the occupational therapy
curricula and across the broader profile of allied health profession
programmes offered by the AMC Faculty of Health and Human Sciences.
To collaborate with placement providers to comply with practice educationguidance and standards provided by academic, regulatory and professional
bodies.
To plan and implement a range of mechanisms for the distribution andcascading of practice education documentation and information to practice
placement co-ordinators, practice educators and students.
To plan a comprehensive, balanced placement profile for each pre-registration occupational therapy student ensuring that as far as is possible,
satisfactory notice is given to the practice placement co-ordinators network,
practice educators and students.
To prepare students for their roles and responsibilities during practiceeducation.
To co-ordinate AMC contact mechanisms for students and practice educatorsduring practice placements.
To review each student's progress and placement grade as assessed andrecommended by practice educators.
To contribute towards the education of existing and potential practiceeducators.
To take cognisance of feedback from all stakeholders in practice educationand use this as an integral part of a constructive evaluation process.
3. Organisation of practice placements
3.1. Practice placement delivery pattern
The BSc (Hons) Occupational Therapy [Athens] programme employs twopractice placement models. These are a full time, block placement model and
an integrated model, where students undertake placements along with
coursework in the same week. The integrated model is a well established
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model within health care courses and recognises the pivotal role of practice
placements in the educational process. This framework maximises
opportunities to synthesise theory and practice. The delivery pattern for
practice placements is illustrated in Table 1.
Table 1: Practice placement delivery pattern for BSc (Hons) OccupationalTherapy[Athens]
Year of
Programme
Placement Semester Duration Placement
Days
Hours
Year 1 PPP1 2 6 weeks f/t 30 days 217
Year 2 PPP2 2 8 weeks f/t 40 days 288
Year 3 PPP3 2 6 weeks f/t 30 days 217
Year 4 PPP4 1 8 weeks f/t 40 days 288
In order to meet standards established and monitored by professional bodies, it
should be noted that by the end of Practice Placement 4 students must have
successfully completed a minimum of 1000 hours of practice education (COT, 2008;
WFOT, 2002). The exact number of hours is monitored through completion of weekly
time cards. These are provided by AMC and are checked and signed by the practice
educator on a weekly basis. Absence of a written record of the appropriate number of
hours may result in students having to complete extra placement hours prior to
graduation. If difficulties arise with placement hours, practice educators and students
are actively encouraged to draw this to the attention of AMC so that a mutuallyacceptable plan of action can be developed.
Students are required by the professional bodies to complete a minimum of1000 hours of practice education (COT, 2008; WFOT, 2002) and to honour theprogramme regulations. At the conclusion of each placement, students must retainand securely store their placement time cards. These may be required to validateplacement hours at any time during the programme.
Students may not book holidays during practice placement modules.
Public holidays are not included in the overall placement hours.
Hours gained from failed practice placements may not compensate for time lost in
subsequent placements (COT, 2008).
3.2. Practice placement locations
Placements are located in Athens in locations close to the campus thus ensuring that
both students and practice educators can be effectively supported by the programme
team. Students undertake placements in locations where there are established
agreements in existence between AMC and placement providers. Placements will be in
a diverse range of settings in preparation for the realities of practice and may includeprivate hospitals, private rehabilitation centers, private psychology clinics, municipal
health centers, cerebral palsy Greece.
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Efforts will be made where possible, to accommodate the needs of disabled students,
those who have family and caring commitments or students with exceptional
circumstances through the allocation of practice placements within reasonable
travelling distance of their place of residence. The responsibility is with the student to
bring their circumstances to the attention of the professional practice tutor prior to the
allocation of placements.
3.3 Travel and accommodation expensesThere is no provision by AMC for accommodation whilst on placement. It is the
students responsibility to arrange suitable accommodation for the duration of their
placements using the information resources available in AMCs on line platform.
3.4. Practice placement allocation processSpecific allocation of students to placement sites is completed normally 6 weeks before
the start date of the placement and displayed in Moodle. The practice placement co-
ordinators network is notified by post/e-mail when allocations have been completed for
each practice placement module.
Students forward a record of previous experience form and introductory letter to the
relevant practice placement co-ordinator or specific placement site at least six weeks
advance of each practice placement.
AC students will have their Clinical Practice Placements at rehabilitation centers,psychiatric clinics, centers for treatment of cerebral palsy, which belong in their majority tothe private sector and sign a contractual agreement with AMC. The students will enhancetheir portfolio with particular clinical cases that they undertake their intervention.
Students complete a practice placement planning form on-line and upload this to an
electronic drop box in Moodle. The practice based learning team use this information to
help inform the allocation process. Placements are allocated by the professional
practice tutor according to the profile of students practice placement experience to date,
their development needs and placement availability. Normally students would not be
placed in a service where they have worked previously but in rotation to different
available locations.
Efforts are to be made where possible, to accommodate the needs of disabled students,
those with family responsibilities and caring commitments or students with exceptional
circumstances. There is no provision by C for accommodation whilst on placement.
Yet, all placement locations have been chosen so as to be close to the AMC campuspremises. Students are responsible for organising suitable accommodation for the
duration of their placements.
3.5. Models of supervision during practice placements
Within the context of the BSc (Hons) Occupational Therapy [Athens], a variety of
supervision models are used throughout practice placements to provide flexible,
supportive learning experiences (NHS Education for Scotland, 2007). Examples
include:
3.5. 1. Apprenticeship model (1:1)
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One student per practice educator. The practice educator structures the student learning
experiences and provides direct supervision and role-modelling to the student throughout
the course of their placement. The degree of supervision and the amount of responsibility
given to the student may vary, depending on the practice setting.
3.5. 2. Peer assisted learning model (2:1)
One practice educator supervises two or more students. Here the emphasis is on peer
and self-directed learning where the students support each other and work together and
the practice educator acts as a resource, providing guidance to the student, monitoring
performance and providing opportunity for the students to take increasing responsibility
with service users. Benefits of this model include development of team-work skills,
increased problem-solving skills and a sense of shared-ownership of the learning
experience.
3.5.3. Split/Shared Model (1:2)
In this model, the education of a student may be shared between two or more members
of a team within a workplace. Combinations might include an experienced practice
educator and a new practice educator; two practice educators from different organisations
and the placement being structured around the patient journey for example, from primary
to secondary care. This model may be an attractive option for practitioners who work part-
time, or if the practitioners caseload is coupled with management responsibilities.
3.5.4. Project focused model
This model is influenced by global drivers to prepare students for practice in a changing
health and recognises the need for contemporary occupational therapists to possess
skills and leadership for working preventatively within complex systems and whole
populations (COT 2008; Scaffa 2010; Townsend & Polatajko 2007). Students areengaged to implement projects and /or undertake a key role in a developmental aspect of
project work.
Professional supervision is provided by an occupational therapist, this may be on a face-
face basis, by distance via telephone and/or information technologies. Throughout the
placement, an identified mentor at the host site co-ordinates the learning outcomes.
Students may work in pairs or groups during these placements affording opportunities to
realise the benefits of peer assisted learning.
3.6. Working relationship between students and practice educators duringpractice placements
Students will work closely with their practice educators during practice placements. It is
important to remember that practice educators first responsibilities are to service users
and that in addition to facilitating students learning they have many additional
responsibilities to deal with on a day to day basis. Giving consideration and thought to
practice educators needs and responsibilities should enable the establishment of a
good collaborative working relationship.
In addition to ongoing informal supervision from the practice educator, normally,
students receive a weekly formal supervision session during the full time placement. If
these sessions are not forthcoming from the practice educator, it is the students right
to request them.
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Each practice placement module has a unique set of learning outcomes, devised by
QMU and adhered to by AMC. These outcomes articulate with prior and future
coursework and previous practice placement modules. Learning outcomes increase in
complexity as the student progresses through the programme and each placement
provides one of the building blocks for future ones.
Practice educators collaborate with students to identify how AMC learning outcomes foreach practice placement will be achieved and help the student to determine a clear
pathway for achieving these through the development of a learning agreement.
3.7. Learning agreementFor each practice placement students prepare a learning agreement in collaboration
with their practice educator(s). This enables students to focus on aspects of practice in
which they wish to have more experience and helps them to capitalise upon learning
opportunities specific to each practice setting. Learning agreements foster the
integration of theory and practice through their emphasis upon prior learning and
exploration of the process and outcome of learning.
Students negotiate and fulfil the learning objectives and are active partners in their own
learning process. Consequently, there is shared responsibility for the outcome of the
learning experience as students work in partnership with their practice educator(s) to try
to secure a successful outcome. Students and practice educators are provided with
access to the learning agreement handbook either through Moodle or QMUs Practice-
based Learning Support web site at
http://www.qmu.ac.uk/pbl/OccTherapyHome.htm
3.8. Reflective diaryStudents use reflective diaries as part of the process of learning and reflection and inpreparation for supervision sessions with their practice educator(s). The diary in part,focuses on specific aspects of practice and students use it to plan and prepare forwork. Students and practice educators have access to an electronic copy of thereflective diary handbook.
3.9. Practice placement portfolioAs part of their professional development students compile a practice placement
portfolio during placements using a pro- forma developed by the programme team. The
use of portfolios gives students opportunities to evidence and reflect upon theirlearning. This process prepares students for using portfolios to evidence their
continuing professional development after completion of their studies. Students and
practice educators are provided with electronic copies of the portfolio handbook.
4. Preparing students for practice placements
Approaches to assist students to prepare for placements are blended to allow flexibility
of delivery and to accommodate for different learning styles. These include interactive
workshops, group work, personal development planning, self evaluation activities,
directed reading and e-learning. Key aspects of the preparation process will now be
described in more detail below.
4.1. Practice education passportAll students maintain a practice education passport. The passport has been developed
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in consultation with placement providers and its primary goal is to enable students to
assume responsibility for aspects of the placement preparation process. The Passport
acts as a site for formal assessment by the University Practice-based Learning Team in
order to verify that students have completed all of the compulsory preparation tasks
before being permitted to go on placement. Students are required to collate
documents, certificates and maintain records of having completed compulsory tasks
and activities in preparation for progression to placement. It the students responsibility
to present this evidence to the practice educator during the induction phase ofplacement.
4.2. Health Clearance ChecksAccording to the regulations of the Greek Ministry of Education, all students have to
deliver prior to their registration health clearance documents from a dermatologist, a
pathologist, a psychiatrist and a chest CT at the beginning of each academic year. The
same regulation applies to the teaching staff as well, to allow a teaching permit to be
issued by the Ministry of Culture. Copies of the Health Clearance Documents are
delivered to the relevant office of the Ministry supervising KEME (Centres of Post-
Lyceum Education) and to AMC.
4.3. Risk Management
Students receive introductory education and training upon a range of health and
safety issues including:
Manual handling legislation
Risk assessment; moving and handling of objects and people
Wheelchairs
Walking aids
These topics are compulsory elements of the curriculum and occur prior to the first
practice placement. Certificates of attendance are provided to students for
retention in their practice education passport.
4.4. UniformsAMC asks for the application of a strict dress code by all students, following hygienerules, in laboratory and practical classes and at placements. Students are supplieduniforms bearing the AMC logo.
4.5. Handbooks
Prior to Practice Placement 1 (PP1) students receive hard copies of the:Practice Education Handbook;Health Professions Council Standards of Conduct Performance and Ethics;Health Professions Council Guidance on Conduct and Ethics for Students;Health Professions Council Standards of Proficiency: Occupational Therapists; College of Occupational Therapists Code of Ethics and ProfessionalConduct.
NHS Education for Scotland Quality Standards for Practice Placements
All of these documents must be retained in the Practice Education Passport. Whilststudents are not expected to read these materials all at once, they are required to readtheir contents and to refer to them during practice placements.
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4.6. MoodlePractice placement modules are supported by the AMcs virtual learning environment
Moodle. This provides a useful platform for the implementation of a phased approach to
placement preparation. In addition each Moodle module area houses a bank of
information resources and materials including useful web links, discussion areas,
sources of accommodation, handbooks, assessment forms, templates for reflection and
reading materials.
4.7. WorkshopsInteractive workshops facilitated by the professional practice tutor enable students to
prepare for each practice placement. These tend to be incorporated into the
Occupational Therapy Modules in level 1-3. Workshops focus upon topics salient to
each practice placement such as:
review of the aims for each placement and exploration of how these will facilitate
the integration of theory and practice;
professional conduct during practice placements; learning styles and the learning
cycle; professional and clinical reasoning;
review of the assessment format for each placement;
preparation for and review of self evaluation on placements;
developing and using learning agreements on practice placements;
developing and using a professional development portfolio.
4.8. Preceptor education programme (PEP) for health care professionals andstudents
Students are advised to complete this interactive on-line programme of study to
complement the face-face pre placement workshops. Each module requires 45-60minutes completion time including a reflective element. Students should downloadthe module certificates of completion and store these in their practice education
passport. Web link: www. preceptor. ca/
Table 2: Modules from the PEP Programme undertaken for each practiceplacement
PEP Module PP1 PP2 PP3 PP4
Orientation x
Developing (really useful) learning
objectives
x
Giving and receiving informal feedback x
Understanding and fostering clinical
reasoning
x
Fostering reflective practice xAdvanced reflective practice x
Dealing with conflict x
Formal evaluation processs x
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5. Guidance for practice educators and students: Fitness to practise
5.1 Fitness to Practise Panel
AMC has an obligation to ensure that graduates from its healthcare programmes are
fit to practise. This means AMC needs to consider whether students:
have a long-term health condition or disability which could prevent them frompractising safely without supervision;
have any criminal convictions or cautions which could make them unsuitablefor registration;
have demonstrated that they can maintain the standards of conduct expectedof a health professional.
Students studying to become a professional in a regulated profession have certain
responsibilities and they are expected to meet high standards of conduct and ethics
throughout their studies. They are advised that their behaviour on placement and in
private life has the potential to affect their eligibility for registration with the Health
Professions Council.
If AMC becomes aware of an issue regarding a students behaviour it may initiate
Fitness to Practise proceedings. Where there are serious concerns a Fitness to
Practise Panel may be convened by QMU. The Fitness to Practise Panel has the
authority to impose a range of sanctions including requiring a student to suspendstudy or even leave the programme (QMU, 2009).
5.2. Monitoring students fitness to practice on the BSc (Hons)Occupational Therapy [Athens]
Fitness to practise is monitored through the following procedures:
On Application1. Each applicant must sign a health declaration.
2. Each applicant must comply with the AMC regulations regarding criminalconvictions.
During the programme1. Students are required to declare whether or not they have a conviction or
caution as part of the annual matriculation process.
2. Students are required to work within the framework of the Health Professions
Councils Standards of Conduct, Performance and Ethics.3. Students are required to complete an annual self- declaration of fitness to
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practise form
4. Records of absence will be kept for each student noting the duration and the
reasons for absence. Students must inform both the practice educator and
University of any absences from placement. A supporting medical certificate
needs to be obtained to cover absences of five working days or more from
placement.
5. All students are expected to adopt a responsible attitude towards attendance
at classes and practice placements. Punctuality is essential.
5.3. Disability and health issues
Disabled students should experience the same broad range of practice settings as
nondisabled students to enable them to demonstrate that they have achieved the
learning outcomes for each placement. In this respect a physical or mental
impairment includes sensory impairments, mental illness or mental health issues,
specific learning difficulties such as dyslexia and conditions such as diabetes and
epilepsy.
Practice education involves a range of relationships, rights and responsibilities, some
legal, and others negotiable between the student, AMC and placement provider. AMC
acknowledges that not all information about a students disability or health problem
may be relevant to placement providers and that information should normally be
provided on a need to know basis.
In some situations however, the implications of these may impact upon the placement
provider and AMC may therefore be obliged to ensure that the information is passed
on. For example where students are working with vulnerable groups there may be
other health and safety considerations. Moreover provision of this information
enables College staff to liaise with placement providers and arrange any necessarysupport or adjustments that students need to enable fulfilment of the learning
outcomes of the placement.
Students should keep their personal academic tutor or programme leader and
practice educator informed of any changes to their health and disability status. AMC
will seek to put in place measures to support students with health problems so far as
is practical. It is essential that students discuss any concerns they may have with staff
as early as possible.
When a student goes to the AMC Disability Advisor to have an Individual LearningPlan agreed, they must consent to their information being passed on to the
Programme Team.
Disabled students are actively encouraged to meet with the AMC Disability Advisor to
discuss their Individual Learning Plan including any necessary support or
adjustments which may be necessary to enable them to meet the learning outcomes
of each practice placement. Normally, requests for a meeting are initiated through the
annual self declaration of health and disability procedure via Moodle.
To protect service users safety, students must inform their practice educators andAMC immediately if they contract a communicable disease.
Concerns raised by practice educators related to fitness to practice - which may
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manifest as adverse reactions to clients/situations and may be related to health
problems, are normally investigated by the Programme Leader.
If the AMC Student Advisor becomes aware that a students medical condition maypose a risk to patient safety, the Programme Leader will be informed.
If it is judged by the programme team that the student may not be safe to commence
placement, or if a practice educator raises such a concern during placement,normally, a referral will be made to the Fitness to Practise Panel.
In the interests of a students and/or service users safety, AMC may act to suspend
a student temporarily pending the outcome of Fitness to Practise proceedings in
order to remove the student from placement or prevent him or her from starting a
placement.
A student, who appears to have developed a health related problem during the
programme that could affect fitness to practice, may be required to provide an
independent medical report and /or occupational health assessment regarding his/her
fitness to practise.
5.4. Professional unsuitabilityProfessional unsuitability refers to observable behaviours and/or attitudes inferred
from behaviour which make students unfit to enter, continue with or qualify from a
professional programme of study (COT, 2010).
If certain behaviours and/or attitudes are exhibited during practice placement by
students then concerns may arise about their suitability for the profession. These
may include:
Actions that are likely to constitute an unacceptable risk to the student andothers;
Actions that are harmful to service users, staff or members of the public;
Use of abusive language, obscene comments, verbal harassment, and comments
or remarks that discriminate on the basis of sex, race or any other irrelevant
distinction;
Conduct that could bring into disrepute the reputation of the occupational therapyprofession and is prejudicial to the best interests of service users;
Breach of confidentiality, misuse of confidential material relating to a service user;
Boundary violations with service users;
Incapacity for work due to the influence of alcohol or use or possession of illegal
drugs;
Theft, deliberate misuse of or damage to equipment or materials;
Being persistently unpunctual for placement;
Inadequate standards of record keeping;
Persistent absenteeism without good cause;
Attitudes such as disloyalty, dishonesty, insensitivity, intolerance, irresponsibility,
lack of commitment, lack of initiative, poor motivation, unreliability
If a concern arises about a students behaviour and or attitudes during practice
placement, the processes outlined below will be followed:
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1. The practice educator should contact the students personal academic tutorimmediately. Normally a meeting will be arranged and discussions will takeplace with both the practice educator and student. A summary of the meetingwill be recorded on the link lecturers report form by the university member ofstaff. Copies of the link lecturers report will be forwarded to the programmeleader, practice educator and the student. A copy of the report will also beretained in the students University file.
2. The students practice educator should identify and document areas causingconcern and requiring improvement from the student within the supervisionrecord. The student should be referred to the relevant sections of the HealthProfessions Council Guidance on Conduct and Ethics for Students (HPC, 2009)and the College of Occupational Therapists Code of Ethics and ProfessionalConduct (COT 2010).
3. In order that students are given reasonable opportunity for improvement theimprovement period should be determined, taking into account: the time bywhich the student can reasonably effect an improvement; the practiceeducators need to make a suitable assessment of the improvement; thelikelihood of any reoccurrence; any other factors relevant to the individual
situation.
4. In order that students are given reasonable opportunity for improvement, theimprovement period should be determined, taking into account: the time bywhich the student can reasonably effect an improvement; the practiceeducators need to make a suitable assessment of the improvement; thelikelihood of any reoccurrence; any other factors relevant to the individualsituation.
5. Any improvement must be sustained otherwise further action will be taken.
Formal stageThis stage is for those behaviours that have not been resolved through the system
described previously.
1. The issues that have arisen and consequent actions taken are referred to the
Programme Leader.
2. The Programme Leader will discuss the current situation with the student and the
practice educator and review the evidence available in collaboration with the Head of
Division.
3. If the allegation cannot be resolved locally by the Programme Leader and AMC
Director, the matter will be referred to the QMU academic link person who will arrange
a contact with the student. At this point in the interests of service user safety the
College may take action to suspend the student temporarily in order to remove themfrom the placement
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4. The QMU academic link person will then consult with the AMC Administration on
whether or not the matter should be dealt with summarily or referred to a Fitness to
Practise Panel
5. In cases where the conduct giving rise to concern is linked to a mental health
condition the students case will normally be referred to the Fitness to Practise Panel
as health matter
6. The Fitness to Practise Panel has the delegated authority to reach the following
decisions listed below:
The student continues on the programme;
The student continues on the programme but is cautioned, meaning that if any
further fitness to practise issues arise in the following twelve months, the student willbe dealt with for both matters;
The student continues on the programme subject to fulfilment of certain
conditions as specified by the Panel;
The student is required to suspend study to allow time for medical investigations
(for cases where unacceptable behaviour is linked to a mental health condition);
The student is required to suspend study for up to twelve months;
The student is advised to transfer to an alternative programme;
The student is required to withdraw.
6. Guidance for practice educators and students: Accountability issuesduring practice placements
During practice placements, students are accountable to the practice educator for
issues concerning work within the placement setting. Students are advised that they
remain accountable to AMC for the fulfilment of the learning outcomes for each
practice placement module and the development of professional conduct
6.1. Insurance
AMC ensures that for each practice placement there is adequate insurance cover.
This is co-ordinated on an annual basis by the placement administrator. The AMC
Health and Safety Checklist is forwarded to the professional practice co- ordinators
who arrange for its completion and return to the placement administrator at AMC.
It is the responsibility of the student/car owner to ensure that they have adequate
insurance cover if using their car for travel during placement. A copy of the
insurance policy certificate should be held in the practice education passport forinspection by the practice educator.
6.2. Health and safety during practice placements
Many health and safety issues can arise within the practice. Some of these are more
likely to be associated with certain client groups, for example children who have
additional support needs, people with specific medical conditions or a physical
disability. Students need to be aware that they may be faced with situations that
require careful consideration and that in all clinics a high standard of hygiene must
be maintained. Students who have questions about health and safety matters seek
guidance from their practice educators, or their personal academic tutor as
appropriate.
All practice educators and students have a responsibility to ensure that
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students on placement are appropriately aware of the health and safety
regulations for each setting that they attend.
Practice educators should provide students with an induction into health and safety
issues at the setting of the placement. This should cover issues such as fire
regulations, first aid availability, protection of personal and service property and
safety in care of patients, clients, staff and self. In addition the practice educator
should provide students with information the placement providers equal opportunities
and anti-discriminatory policy and any other policy specific to the placement setting.
The practice educator has a duty of care towards all of the service users on their
caseload and a responsibility for case management. Students undertake aspects of
an occupational therapy process under the direction of the practice educator. It is
inappropriate for students to take decisions regarding admission, discharge or referral
of clients to other agencies, other than in consultation with the practice
educator. Students are advised to observe and recognise the limits of their level of
competence as they have a legal duty to be clear regarding competence if asked toundertake tasks beyond their ability. They should not be involved in procedures for
which they have not received training.
AMC must be informed immediately of any accident or health risk that may occur for
the student or any service users and other people they are working with. Practice
educators and students are advised to complete the placement providers internal
accident or incident report forms as soon as possible.
6.3. Meeting religious and cultural practices of students during practice
placementsOrganisations have policies which address diversity and inclusion and these apply to
students accepted on placement. These policies include a commitment to:-
Promoting equal opportunity and diversity during employment
Ensuring all employees are treated fairly and valued equally
Ensuring that religious and cultural needs are valued and met
Where students have particular religious or cultural needs in terms of requests ( e.g.
time for prayers, national holidays, cultural dress) which may conflict with the working
practices of the placement provider (e.g. health and safety issues in relation to dress
code) consideration will be given, where possible to varying or adapting practices to
enable such needs to be met.
Agreements between the student and placement provider may occur prior to or at
the outset of any placement as part of the induction process. The involvement of
AMC may be required to ensure that the needs of both the student and the
placement provider are being met.
6.4. Criminal Conviction Checks
Applicants with serious criminal convictions, notably those convicted of violence, sexual
or drug offences, may be excluded from programmes as they may be unable to
undertake certain clinical education placements or find employment on completion of
the programme. Exclusion should not however be automatic. Most ex-offenders are
essentially law-abiding citizens and will not re-offend. In reaching a decision about an
applicant, therefore, programme teams are asked to take into account the age, nature
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and relevancy of the conviction, the applicants attitude to it and his or her
achievements since the conviction. Dependent on the case students may be admitted
to the programme, but would be informed that, subsequent progression to practice
placements and successful registration with the HPC via the International route cannot
be guaranteed. Students will be responsible for and required to declare any criminal
convictions during their period of registration. All applicants will be obliged to complete
and sign the criminal convictions sector in the application form.
Important!
Failure to provide your Criminal Record Document will resultin a deferral of the practice placement.
6.5 Health Professions Council Standards of Conduct, Performance and Ethics
While on placement it is expected that students will behave in a professional manner,
adhering to the Health Professions Council Standards of Conduct, Performance and
Ethics at all times. Practice educators who have concerns about a students conduct
during practice placement are advised to contact the students personal academic
tutor as soon as possible.
6.6. Attendance policy during practice placements
Students and practice educators are advised that if any changes have to be made to
scheduled placement dates then these must be approved by AMC. Any pre- arranged
absence from placement requires be discussed with and approved by the programme
leader. Planned absences will be allowed, only in exceptional circumstances.
Students are expected to inform practice educators of any absences from placementdue to ill health or personal circumstances as soon as possible on their first day of
absence. Practice educators must be informed daily of any extended absence.
If a student is absent from placement for 3 working days or more, it is essential that
they communicate this to their personal academic tutor. Absences from placement
for 5 working days or more must be supported by a medical certificate and forwarded
to the programme leader at AMC.
If a student chooses to withdraw from a placement without prior discussion and approval
of AMC, normally a fail grade will be awarded for the practice placement module.However if extenuating circumstances occur which preclude prior discussion (such as
serious illness or a sudden family bereavement) then a course of action will be mutually
agreed.
6.7. Dress code during practice placements
Students will be expected to conform to policy agreed within individual service
settings. Practice educators will make these requirements known to students in
advance of starting the placement. Some practice placement sites may require a
uniform whereas in other settings smart, casual dress is the norm.
AMC asks for the application of a strict dress code by all students, following hygiene
rules, in laboratory and practical classes and at placements. Students are supplied
uniforms bearing the AMC logo.
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Students are advised to dress professionally (e.g. smart trousers, shirt and jumper)and for ease of movement wear comfortable clothing. Tight, short or low cut clothingwould not be considered appropriate. Underwear should not be visible eitherthrough clothing or because outer clothing does not cover underwear adequately.
Uniforms if worn during placement, must be clean and changed on a daily basis.
Cardigans and sweatshirts worn for warmth should suit the colour of the uniform and
these should be removed when working with service users.
When a scarf or a veil is worn, students should ensure that the flow of the garment
promotes effective communication and safe moving and handling. Scarves or veils
should be changed on a daily basis.
Footwear must be clean and in good repair, low heeled, closed toed rubber soled,
non- pervious shoes are recommended. Black or navy shoes are preferable, however
in some settings clean trainers of a non- pervious material are permissible. Socks
should be plain in keeping with the colour of the uniform.
Most placement sites will have a strict policy regarding the wearing of jewellery. Thisis for students safety as well as that of service users. Policies allow for
religious/cultural observance -a ring (plain band) a bangle (plain) or a necklace
worn next to the skin is allowed. Normally, one metal smooth studded earring per
lobe is permitted. Body piercings and tattoos may cause concerns in some placement
settings and consequently may need to be removed or covered up.
Watches are permissible however these may need to be removed throughout the
course of the day.
Hair falling over the face during practical work is not acceptable and would requireappropriate action. Hair should be tied back off the collar and nails kept clean and
short. Nail polish, artificial finger nails or nail extensions should not be worn within the
placement setting.
Name badges must be visible and worn at all times, some settings may also require
an additional security pass. These may be removed if they will injure a service user
on close contact and then re-applied.
A student whose personal appearance is deemed to be inappropriate by the practice
educator or most senior member of staff present in the practice area may be asked
to leave the practice setting and reported absent until they return dressed
appropriately. Placement hours may be deducted for this absence.
6.8. Routine administration proceduresStudents are expected to make themselves aware of and abide by service standards
relating to the carrying out of routine administrative task. Discussion will typically
cover the practice educators recommendations about duties such as answering the
telephone writing up case notes, filing, keeping statistics, booking transport other
administrative duties.
6.9. PunctualitySome service users receiving occupational therapy attend on a timed appointment
basis, with service standards specifying a protocol which has to be followed if they
are kept waiting beyond a maximum time. All students are therefore expected to be
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punctual, beginning and ending sessions on schedule to ensure the smooth running
of the service.
6.10. Confidentiality
Students are required to adhere to service providers guidelines and policies on
confidentiality during their practice placements. Confidentiality of service users must
be respected and protected at all times and information should only be used for the
purpose for which it was given.
Service user case notes and records, are the property of the placement provider
they must be kept physically secure and must never be removed from the placement
setting. Any written work completed for the placement should be stored as a
confidential record.
It is expected that students will maintain the boundaries of confidentiality outside their
placement both in discussions, presentations and written course work for AMC.
Names should never be mentioned when discussing clients with other students, in
seminars or in students written work.
The identity of service users, staff and the organisation hosting the placement must
be protected and permission for the use of case material sought following the policies
and guidelines of the placement provider. Data must be anonymised, for example
name, address, date of birth, full post code and any other details that might reveal
the identity of a service user must be removed
Information obtained from service users files for case studies, presentations,
portfolio activities or session plans is confidential. Service users must be anonymised
by use of pseudonyms which are clearly marked as such. Staff members must bereferred to by their role rather than name and the placement provider in general
terms rather than by name of institution.
6.11. Consent to occupational therapy
Gaining a service users consent to occupational therapy is a fundamental aspect of
practice and as such is contained within both the Health Professions Council Standard
of Conduct Performance and Ethics as well as the College of Occupational Therapists
Professional Standards for Occupational Therapy Practice. Students and practice
educators are advised to ensure that service users are fully informed of the students
status and have given their permission for interventions to carried out by a student.
6.12. Using placement providers IT facilities during practice placement
Students are responsible for familiarising themselves with the local regulations to
ensure that they do not abuse the IT facilities offered to students on placement.
Computer pass words must be kept secure. Any computer facilities offered to
students during placements are provided for academic work only, i.e. for use in
learning and pursuit of their studies. They must not abuse these facilities for any
other purpose, e.g. playing computer games, excessive social use of e-mail, or for
recreational internet use.
Health sciences students studies may involve internet searches drawing upon on
anatomical terms and phrases. This may generate unwanted links to objectionable
websites. Students are advised to use wherever possible, specific health science
related search engines which have been recommended by the QMU and AMC
teaching staff .
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Students may accidentally access internet sites they did not mean to. This might
happen because they have clicked on a misleading link, they clicked on a link by
accident, or because a site has been hijacked. They may also find that they get
bombarded by unsolicited and explicit pop-up advertising. If any of these things
happen whilst students are out on placement, they should:
Take a note of the URL (web address) of the site and the time it was accessedTell someone immediately. If possible, show them what happenedRecord the details of the site accessed, before logging off the computer.
Tell their practice educator as soon as possible
Tell local IT staff (any alerts regarding inappropriate internet use will go to
them first)
Contact their personal academic tutor at AMC to advise them ofwhat has happened
6.13. Use of mobile phones during practice placements
Organisations offering practice placements may have a policy regarding the use ofmobile phones, including camera phones, stating where and in what circumstances
such devices are permitted or prohibited.
In general, if students cannot see a sign permitting the use of mobile phones, it
should be assumed that their use is prohibited. Where the use of mobile phones is
permitted, students must ensure that the ring tone is switched to low volume, or
vibrate or the silent mode is enabled on the device.
Students are advised that service user confidentiality, privacy and dignity must be
maintained at all times. They must never use mobile camera phones to take
photographs and video recordings of service users during practice placement.
Mobile phones may interfere with the operation of medical equipment therefore
students wishing to use a mobile phone are advised to temporarily relocate to an
area designated as being safe for this purpose.
7. Contact mechanism with and support for students during practiceplacements
The programme team is committed to students learning experiences being one thatfacilitates an active and interactive process that promotes intellectual autonomy.
Attention is paid to fostering their abilities to be self- directed learners during practice
education.
7.1. Practice education handbook
The practice education handbook, which is issued prior to PP1 covers a range of
issue and topics relating to practice placements. It also contains the e-mail addresses
and contact telephone numbers for all of the post graduate programme team.
7.2. MoodleEach Moodle placement module houses a bank of useful practice-based learning
resources and materials for students. Resources include web links, handbooks,
assessment forms, templates for reflection and reading materials.
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7.3. Support mechanisms for practice placement 1
All practice placements, are full time (8 hours) per day. Study time will be neededfor preparation of work for the placement as well as reflection and written workrelating directly to the placement (portfolios etc).
Moodle provides a forum for group support and communication throughout all
practice placements. Students participate in on-line discussions facilitated bytheir personal academic tutors at designated points throughout the placement.Guidance on how to prepare for and participate in these on-line discussions is givenin preparatory sessions held at AMC. Activities are designed to promote acommunity of learners, facilitate the development of students self-assessmentskills and foster attitudes which value continuing professional development.Personal academic tutors encourage active knowledge sharing amongst the cohortthrough the use of peer generated feedback.
7.4. Meetings and visits
If there are concerns about a students performance and well- being during practice
placement a meeting can be arranged at the request of either the practice educatorand/or the student. A student who fails a practice placement will be offered individual
meetings with the professional practice tutor to prepare a personal development plan
for a retrieval placement
7.5. Student counselling service
Students experiencing any personal difficulties while on placement are encouraged
to use the College Student Counselling Service. This service is confidential and
sessions can be arranged to suit the students timetable. All students are welcome
to use the service, which can also provide information on other sources of help that
may be more appropriate.
7.6. Practice placement debriefing workshops
A practice placement debriefing workshop is held at the concluding phase of each
placement offering students a further opportunity to integrate the experience of
practice placement context with the learning environment of AMC. Students evaluate
their personal and professional development with the professional practice tutor,
discuss relevant issues and prepare for future practice placements.
8. Contact mechanisms with and support for placement providers and
practice educators
Links between the AMC environment and the practice community underpin the
design of the BSc (Hons) in Occupational Therapy [Athens]. Practice education is a
dynamic phenomenon requiring innovative flexible support mechanisms that are
reflective of the rapidly changing nature of health and social care, including the
growing use of information technology.
8.1. Practice-based learning support web site
This web site was developed in 2008 by the QMU School of Health Sciences. It is aschool wide resource and the occupational therapy page sits along side other
programmes in the School. The web site has been designed to help make the role of
placement supervision easier by providing links to useful websites related to practice-
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based learning, along with electronic versions of all the forms that practice educators
need for practice placements. We hope that this resource will prove useful and
supportive, and we welcome any recommendations from practice educators for
further developments to the occupational therapy section of the web site.
Practice based learning support web site
This can be accessed via the following link: htt p:// mcs. qmu. ac. uk/ PBL/
Click on Occupational Therapy then, BSc (Hons) Occupational Therapy
8.2. Development of new placement sites
Practical advice is available from AMC to services considering the feasibility of
offering practice placements to occupational therapy students from AMC
8.3. Individual support
During practice placements the students personal academic tutor is available via e-
mail and/or telephone to answer any queries. Additional support and guidance is
available to practice educators who are working with marginal students and very able
students. AMC staff may arrange three way meetings at the request of the practice
educator.
8.4. WorkshopsA variety of day workshops for practice educators have been developed by the
AMC programme team according to the QMU standards. Normally they are
delivered on campus. Workshops cover aspects such as:
Overview of the occupational therapy curricula
Models of supervision during practice placement
Developing objectives for practice placements
Giving feedback and writing practice placement assessment reports
Supporting disabled students on practice placement
From reflection to reflexivity
Conceptual models of practice
Fitness to practise
9. Learning outcomes for practice placements
9.1. Practice Placement 1 (PP1)
Year 1: Professional Practice Placement 1
Year ofProgramme Placement Semester Duration PlacementDays Hours
Year 1 PPP1 2 6 weeks f/t 30 days 217
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Professional Practice Placement 1 (PPP1) offers students the first opportunity of
learning in a practice setting. They are acquiring knowledge and a repertoire of skills for
functioning in practice placements. Students observe, practice and reflect on their
performance. They take an active role with clients, applying knowledge and developing
professional reasoning skills
The focus of PPP1 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
9.2. Practice Placement 2 (PP2)
Year 2: Professional Practice Placement 2
Year of
Programme
Placement Semester Duration Placement
Days
Hours
Year 2 PPP2 2 8 weeks f/t 40 days 288
Professional Practice Placement 2 (PPP2) encourages students to draw upon and
integrate knowledge from their university based studies and previous learning from
PPP1. During this placement they actively contribute to the practice setting. Emphasis
is on practice and experience of the occupational therapy process, problem solving and
communication.
The focus of PPP2 includes opportunities to:
experience an area practice significantly different from that encountered in PP1
participate in safe and effective service delivery
further develop appropriate professional skills, attitudes and values
reflect on and evaluate personal performance
continue to evidence professional development
9.3. Practice Placement 3 (PP3)Year 3: Professional Practice Placement 3 (PPP3)
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Year of
Programme
Placement Semester Duration Placement
Days
Hours
Year 3 PPP3 2 6 weeks f/t 30 days 217
The third practice placement provides the students with the opportunity to broaden and
consolidate their knowledge of practice. Students gain a greater degree of autonomy,adopting a co-worker role with their practice educator and assume joint responsibility
for active service provision. This placement will enable students 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
observe and, where appropriate actively participate in work in an inter professional /
multi agency setting.
9.4. Practice Placement 4Year 4: Professional Practice Placement 4 (PPP4)
Year ofProgramme
Placement Semester Duration PlacementDays
Hours
Year 4 PPP4 1 8 weeks f/t 40 days 288
During this final placement students will be expected to demonstrate a competent level
of attainment in all aspects of practice and that they have the knowledge, skills and
attitudes appropriate for practice now and in the future. This placement will enable
students to:
work as independently as possible at pre-registration level
assimilate and synthesize 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
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10. Guidance for practice educators: How to support a student at risk offailing a practice placement
Whilst being relatively rare, students failing practice placements does happen and
can be a very stressful situation for all concerned. These guidelines are aimed at
reducing some of the stresses and ensuring that a fair process is in place to help
support the student and practice educator concerned.
A student who is considered to be at risk of failing a placement should be made
aware of this no later than the mid way evaluation. AMC should also be notified in
order to plan for timely support.
Once students are aware of practice educators concerns, they have the opportunity
to improve their performance. This should enable students to reflect on their
performance and with the support of practice educators develop strategies to
overcome the difficulties experienced. Students may continue to fail in the same
competencies if they do not respond to feedback given or are unable to change their
performance sufficiently/consistently.
The points below outline the process of assisting a student at risk of failing a PP.
Any concerns about the students performance should be raised with thestudent and discussed and factually documented during supervision. A
supplementary supervision form may assist in the discussion and recording of
such issues. The word fail must be clearly used in this discussion and the
practice educator should provide examples where there are gaps in the
students existing repertoire of knowledge/skills and attitudes.
Students should discuss issues that might be impacting on their performancewith their practice educators. The student does not have to disclose personal
details but is encouraged to reveal sufficient information for the practice
educator and student to assess any potential impact on the students
performance.
Students are advised to disclose health issues that may be affecting theirperformance whilst on placement.
Practice educators are advised to contact the students personal academic tutorif they have serious concerns about a students performance and would like
additional support. The personal academic tutor will negotiate a plan of action
for providing support and guidance for the student and practice educator.
The personal academic tutor, student and practice educator should identify:Reasons for the student failing
Areas of strength
Clear objectives for improvement in areas of weak performance
A time to review progress
The practice educator, student and personal academic tutor should collaborateto identify required changes in the students performance. The development
of an action plan including SMART objectives (specific, measurable,
achievable, realistic/relevant and time related) for improvement in areas of
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weak performance provides a means of clarifying if/when sufficient change in
performance has occurred. These objectives can be recorded on a learning
agreement form.
Following the discussion and development of a collaborative plan of actionthe personal academic tutor will contact the practice placement within an
agreed time frame to assess progress and provide ongoing support to the
student and practice educator.
The student should be encourage to use reflection as much as possible toallow them to assess their own performance giving some focus to where
things go well as well as those where performance has not been so good.
Practice educators should document areas of both unsatisfactory andadequate/sound performance in order to record concerns more formally for
evidence at supervision and the half way and final reports. This information
should be shared with the student.
If the student has not been able to retrieve their performance by the finalevaluation then the practice educator should ensure that that the verbal and
written comments are in line with the QMU grade descriptors and that the
student is left with a clear picture of where their performance did not meet
expected levels. A member of the AMC programme team can also be present
at this discussion if felt appropriate.
A student who has failed a practice placement will be offered an individualmeeting with the professional practice tutor for formal debriefing session(s)
and to discuss and prepare for the retrieval of the failed placement.
11. Guidance for practice educators and students: How to complete theassessment report form
Practice educators and students are provided with hard and electronic copies of the
practice placement assessment forms. These can be used throughout the placement
as a basis for discussion between to help students with self-reflection on their own
performance.
The purpose of the assessment process is to:-
To provide feedback to students on their performance
To identify strengths and weaknesses in the students professional practice
and modify learning accordingly
To provide a basis for discussion in relation to the students performance
To provide a documented record of students level of competence in relation
to their stage of education
Assessment of learning on practice placements may be by direct observation,
discussion, written evidence, feedback from colleagues, service users and the
students own self- evaluation.
Practice educators complete an evaluation of students learning and performance in
five core areas:
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Professional Development
Professional Communication Skills
Occupational Therapy Process
Integrating Knowledge into Practice
Organisation and Management
11.1 Mid way review (formative assessment)
The midway review takes the form of a discussion between the practice educator and
the student. It guides the actions to be taken by the practice educator and student
during the remainder of the placement. Areas requiring further development and
priorities to be addressed in the second half of the placement should be highlighted.
At this stage new learning objectives may be formulated.
Written comments only should be made on the assessment form. The purpose of
these comments is to provide feedback to students so that they can gain an
appreciation of their strengths and weaknesses, giving them the opportunity to modify
and/or further develop specific aspects of their performance before completing theplacement.
Students are expected to prepare for the midway review by completing the students
comments sections for each of the five core areas and discuss their comments
and any other issues relating to the placement with the practice educator. This self-
assessment process contributes towards the development of students professional
judgement by encouraging them to reflect on their practice and identify evidence of
meeting their learning objectives.
Both the practice educator and student must sign and date their midway review
comments on the report form.
11.2. Final evaluation (summative assessment)
The final evaluation should be completed at least one day before the end of the
practice placement and discussed with the student. This provides the student with
the opportunity to review the report before signing it and returning it to the practice
educator.
Written comments should be made in the practice educator comments sections of
each core area of the form and these must be signed and dated.
In addition, for each of the criterion practice educators are asked to place a cross in
the middle of one of the boxes between the X and Y axes that best represents their
judgement of the students level of performance in relation to his/her stage of the
course. This must be completed with reference to the U n iv ersity Gr a d e D escrip t o rs
provided in the final section of the assessment form. Practice educators are advised
to refer to the descriptors before undertaking this task.
Where a particular criterion is not applicable to the practice setting or where the
student has not been assessed on a particular criterion, then N/A should be inserted
in the grid. AMC requests that practice educators document the reason(s) for lack of
opportunity in the practice educator comments section.
Students are expected to prepare in advance for the final evaluation and complete
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the students comments sections for each of the five core areas. All student
comments must be signed and dated.
11.3. Compiling the assessment form
The following list of points is intended to assist practice educators in the compilation
of the assessment forms.
Feedback should be:
1. Individualised and relevant, demonstrating empathy and attention to the
particular development needs of the student, rather than comparing with or
generalising to other students.
2. Goal-directed, providing assistance and increased understanding of what is
expected or required, with a focus on the needs of the clients 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 practice educators comments section in the
form of a development/action plan.
3. Behaviour- focused, rather than personality focused. Feedback that refers
to what the student 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 student did well with areas of
weakness or that require further growth. Written feedback should be
constructive and structured so that students are clear about specific aspects
of their performance requiring further development and/or improvement.
6. Collaborative, inviting student involvement and agreement in identifying
strengths and weaknesses, in seeking solutions, reaching conclusions and
formulatin