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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

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    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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    http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/
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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