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School of Health Sciences

BSc (Hons) Occupational Therapy Practice Placement 1 Assessment Form

Students Name Matriculation Number Name of Practice Educator(s) Placement Site Experience Overall Grade Placement Dates Placement Hours Placement Absences
( please circle one grade only)

From

To

Students are required to submit the completed assessment form to the assessment box in the University School Office Reception within 5 working days of completion of the practice placement.

Guidance for Practice Educators


Queen Margaret University Aims for Professional Practice Placement 1 1. To explore the interface of theory and practice in the placement context. 2. To become familiar with the role of the occupational therapist in one practice placement setting. 3. To gain a basic understanding of physical, psychological and social factors which might influence development, health and well being. 4. To develop effective communication, listening and observation skills through involvement with service users and others. 5. To practice and consolidate interviewing and basic assessment skills. 6. To develop basic reporting and recording skills appropriate to the practice placement. 7. To explore how occupation might impact on the health / ill health of service users. 8. To explore the impact of ill health on occupational performance. 9. To evaluate / analyse at least one occupation in detail. 10. To demonstrate competence in risk assessment relating to the specific practice placement context. 11. To gain a basic understanding of the intervention contributions of a range of disciplines. 12. To establish the foundations of clinical reasoning skills. 13. To show understanding of how research may influence practice. 14. To develop competence in routine administrative tasks. 15. To work in an ethical and non discriminatory manner. 16. To reflect on personal and professional development. 17. To define personal aims and document these in the form of a learning agreement. 18. To establish the practice placement element of the professional development portfolio. 19. To collect and collate information for future course modules. Placement hours This placement is of 6 weeks duration, full time. By the end of PPP1 students should have completed 217 hours (30 days equivalent) of practice education. During PPP1, students should receive a half day of study time per week (4 hours). The study time forms part of the working week and is included in the overall hours for the placement. This half day may be used in a flexible way and is negotiated with the practice educator. Learning Agreement For each placement students are required to negotiate a learning agreement in collaboration with their practice educator(s). The agreement should be developed by week 2 of practice placement. Reflective Diary

From Professional Practice Placement 2 (PPP2) onwards it is expected that students will use a reflective diary as part of the learning process and in preparation for supervision sessions with their practice educator(s). Portfolio As part of their professional development students compile a practice placement portfolio for each placement using a pro- forma provided by the University. It is recommended that students discuss the portfolio and its content on at least one occasion during the placement. School of Health Sciences Practice-based Learning Support Web Site All Practice Education Handbooks and Assessment Forms can be accessed directly from the School of Health Sciences Practice Based Learning Support Web Site. Web link: www.qmu.ac.uk/pbl Click on Occupational Therapy then, BSc (Hons) Occupational Therapy. Supervision Students should receive a minimum of one hour formal supervision with the practice educator each week. Assessment of a Students Performance during Practice Placement Practice educators are advised to consult the University Grade Descriptors at the end of this booklet. Practice educators should always bear in mind that they are making a judgement about the students performance in relation to what is reasonably expected of a student at that level of the programme and not in comparison with a qualified occupational therapist. Please contact the students personal academic tutor at the University if there are concerns pertaining to the students well being, professional behaviour or quality of performance over all. A student who is considered to be at risk of failing the placement should be made aware of this no later than the midway evaluation. If the student is achieving the equivalent of an A standard performance at the midway evaluation, please contact the University and ask to speak to Michele Harrison, Professional Practice Tutor, BSc (Hons) Occupational Therapy. E-mail: mharrison@qmu.ac.uk . Tel: 0131-474-0000

Summary
Practice educators comments (Please provide brief summary at end of placement and developmental plan suggested for the next placement. Maximum five key learning action points)

Signature of practice educator: Date: ________________________________________________________________________ Students comments

Signature of student:

Date:

Professional Development
x
Demonstrates professional behaviours in accordance with HPC Standards of Conduct, Performance and Ethics Adheres to safety regulations as specified in the practice setting and demonstrates awareness of relevant risk factors in relation to safety of self and others Demonstrates appreciation of diversity Presents self in a manner appropriate to the working environment Collaborates with practice educator(s) to maximise the learning experience Takes responsibility for some aspects of own learning Demonstrates awareness of personal strengths and weaknesses Responds constructively to feedback

Y
Has difficulty demonstrating professional behaviours in accordance with HPC Standards of Conduct, Performance and Ethics Adherence to safety regulations is inconsistent and/or demonstrates limited awareness of relevant risk factors in relation to safety of self and others

Demonstrates unacceptable judgemental attititudes and/or behaviours towards others Presents self in a manner inappropriate to the working environment Limited engagement with practice educator(s) and/or fails to use professional guidance and support appropriately Adopts a passive role and/or lacks initiative in relation to own learning during placement Lacks awareness of personal strengths and/or weaknesses Has difficulty modifying behaviour following feedback and/or responds negatively to feedback

Practice educators comments- Professional Development


(Comments to be recorded in preparation for the midway review and final evaluation)

Students comments Professional Development


(Comments to be recorded in preparation for the midway review and final evaluation)

Professional Communication Skills

X
Demonstrates effective listening skills Recognises the significance of verbal and non- verbal communication Forms effective relationships with occupational therapy colleagues Relates effectively to individuals

Y
Has difficulty demonstrating effective listening skills Has difficulty recognising the significance of verbal and/or non- verbal communcation Has difficulty forming effective relationships with occupational therapy colleagues

Has difficulty relating to individuals effectively Has difficulty relating effectively in group situations Oral reports are unclear and/ or inaccurate

Relates effectively in group situations Gives clear and accurate oral reports Produces well structured, clear, accurate, legible documentation

Documentation is poorly structured, unclear, inaccurate and/or illegible

Practice educators comments Professional Communication Skills


(Comments to be recorded in preparation for the midway review and final evaluation)

Students comments Professional Communication Skills


(Comments to be recorded in preparation for the midway review and final evaluation)

Occupational Therapy Process


X
Conducts interviews in a clear and logical manner Initiates and engages in purposeful interaction with the person and gathers pertinent information Makes relevant observations during assessments Describes the persons personal strengths and resources Describes obstacles to the persons engagement in meaningful occupation

A
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B
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C
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D
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E
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F
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G
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Y
Has difficulty conducting interviews in a clear and logical manner Has difficulty initiating and engaging in purposeful interaction with the person and/or gathering pertinent information Makes inaccurate observations during assessments Has difficulty describing the persons personal strengths and resources Has difficulty describing obstacles to the persons engagement in meaningful occupation

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Practice educators comments- Occupational Therapy Process


(Comments to be recorded in preparation for the midway review and final evaluation)

Students comments Occupational Therapy Process


(Comments to be recorded in preparation for the midway review and final evaluation )

Integrating Knowledge into Practice


X
Explains how major occupational therapy principles and concepts relate to the practice setting Describes relevant biological, psychological and social factors influencing the persons health and well- being Responds to suggestions to undertake relevant reading

Y
Has difficulty explaining how major occupational therapy principles and /or concepts relate to the practice setting Has difficulty describing relevant biological and/or psychological and/or social factors influencing the persons health and wellbeing Fails to respond to suggestions to undertake relevant reading

Practice educators comments- Integrating Knowledge into Pactice


(Comments to be recorded in preparation for the midway review and final evaluation)

Students comments Integrating Knowledge into Practice


(Comments to be recorded in preparation for the midway review and final evaluation)

Organisation and Management


X
Takes responsibility for managing own time Organises and prioritises own work effectively Contributes effectively towards routine administrative tasks Takes responsibility for the maintenance of some aspects of the working environment

Y
Punctuality and placement attendance are poor and/or erratic Has difficulty with effective organisation and prioritisation of own work Has difficulty contributing effectively towards routine administrative tasks Adopts a passive role and/or lacks initiative in relation to maintenance of aspects of the working environment

Practice educators comments-Organisation and Management


(Comments to be recorded in preparation for the midway review and final evaluation)

Students comments Organisation and Management


(Comments to be recorded in preparation for the midway review and final evaluation)

Guidance for use in assessment of students performance during practice placement


Practice educators are advised to refer to section 11 of the Practice Education Handbook prior to completing the practice placement assessment form. An electronic copy of this form can be downloaded directly from the School of Health Sciences Practice-based Learning Support Web Site: www.qmu.ac.uk/pbl As part of the continual montoring process this assessment form may be subject to modification or alteration on an annual basis. Midway review This should take the form of a discussion between the practice educator and the student highlighting areas of progress in the five key areas. Areas requiring further development and priorities to be addressed in the second half of the placement should be highlighted. Written comments only should be made on the assessment form. These should be signed and dated by the practice educator. Students should prepare for the midway review by completing the students comments sections for each of the five key areas and be prepared to discuss these and any other issues relating to the placement with the practice educator. Comments section should be signed and dated by the student. Final evaluation The assessment form should be completed in detail with reference to the grade descriptors provided in this booklet. Report forms are graded A-G in accordance with the Queen Margaret University criteria for undergraduate modules. In making a judgement, it is important to bear in mind the extent to which the placement has given the student the opportunity to demonstrate the criterion being considered and on what can be expected from the student in relation to stage of education. Mark a cross on each horizontal line to indicate the students level of performance for each of the criteria. The X and Y axes indicate acceptable/unacceptable levels of performance respectively. . Written comments should be provided for each of the core areas of the form. These should be dated and signed by the practice educator. The practice educator makes a judgement of the students overall performance throughout the practice placement and records this on the Overall Grade Section on the front page of the assessment form. A-D gradings represent pass grades. An A is an outstanding standard; a D is a weak but safe pass. Students awarded an overall grade of E-G will be required to retake the practice placement. Students should prepare for the final evaluation by completing the students comments sections for each of the five key areas and be prepared to discuss these with the practice educator. The comments sections should be signed and dated by ths student. The final grade will be subsequently converted into a percentage by the professional practice tutor in line with University grade to mark conversion rules. Summary section Should be constructive, and encourage the development of individual strengths as well as giving advice aimed at resolving any difficulties encountered during practice placement. The summary section must be signed and dated by both the practice educator and the student.

University Grade Descriptors: Practice Placement 1


Grade Description
For this stage of the programme an outstanding standard has been demonstrated. The student shows exceptional ability, an excellent, safe performance, consistently demonstrated throughout the majority of placement. Assimilates new information and skills quickly. Minimal support and guidance has been required, taking into consideration the students stage in the programme Self motivated in seeking out appropriate learning opportunities Demonstrates excellent professional communication skills Shows exceptional abilities in problem solving and analysis Demonstrates comprehensive understanding of theoretical principles and concepts reflected in discussion, written and practical work and is able to locate these within the practice context. Displays the ability to synthesise concepts, theory and practical knowledge and demonstrates exceptional insights Excellent management and organisation skills Has achieved the learning outcomes for the practice placement

In allocating this grade, the practice educator is recognising an outstanding performance

A Outstanding

In allocating this grade the practice educator is recognising a very good performance

B Very Good

For this stage of the programme, a very good standard has been demonstrated. A very good, safe performance, consistently demonstrated throughout the majority of the placement. In awarding grades in this range the practice educator will be looking for essentially the same kind of evidence as for the A banding, but will mark in this range where the evidence is not as strong in relation to each of the five categories. The students performance does not match up to the A standards in two or three of the core categories on the report form. Assimilates new information and skills. The student has required some guidance and/or prompting to achieve this level, but less than what normally might be expected for this stage of the programme. Very good uptake of learning opportunities relating to the placement. Demonstrates very good professional communication skills Shows very good ability in problem solving and analysis Demonstrates very good understanding of theoretical principles, reflected in discussion and written work and is able to locate these within the practice context. Displays the ability to synthesise concepts, theory and practical knowledge Very good organisation and management skills. Has achieved the learning outcomes for the practice placement.

In allocating this particular grade the practice educator is recognising an average performance

C Average

For this stage of the programme, an average standard has been demonstrated, i.e. a performance typical of a student at this stage . A good, safe performance, consistently demonstrated throughout the majority of the placement The student has required the support and guidance that would normally be expected of a student at this stage to assimilate new information and skills. Makes use of major learning opportunities available on the placement. Demonstrates good professional communication skills Shows general ability in problem solving and analysis Theoretical understanding can be shallow at times Displays some ability to synthesise concepts, theory and practical knowledge Good organisation and management skills. Has achieved learning outcomes for the practice placement.

Grade

Description
For this stage of the programme the students performance is satisfactory and safe, consistently demonstrated for the second half of the placement. The student has required additional support and guidance than would normally be expected for a student at this stage to assimilate new information and skills. The student has made use of some learning opportunities available on the placement. Satisfactory professional communication skills Muddled in problem solving and analysis Some understanding of concepts limited but accurate factual information. Limited ability to synthesise concepts, theory and practical knowledge. Satisfactory organisation and management skills. Has (generally) achieved the learning outcomes for the practice placement.

In allocating this particular grade the practice educator is recognising a satisfactory performance

D Satisfactory standard

In allocating this grade the practice educator is recognising an unsatisfactory peformance

E Fail

Unsatisfactory standard The student has required significant additional support and guidance than is expected of a student at this stage in the programme. Limited attempt to address issues in the practice setting, but does not meet the criteria outlined for an acceptable performance in several areas Demonstrating unsafe practice on a regular basis. Fails to learn from experience on several occasions. Has failed to achieve some of the learning outcomes for the practice placement.

F Poor Fail

G Bad Fail

Clear failure Poor attempt to address the issues of practicing within this area and does not meet the criteria for an acceptable performance in a significant number of areas Demonstrating unsafe practice on a regular basis Unprofessional behaviour and/or attitudes exhibited in several areas of practice Significant difficulties experienced demonstrating ability to use a range of skills Significant difficulties with integration of theory and practice Significant difficulty in learning from previous experience Has failed to achieve a significant number of the learning outcomes for the practice placement Clear failure Unsafe performance exhibited on a regular basis Unprofessional behaviour and or attititudes exhibited in several areas of practice Unable to communicate with and/or form/sustain professional relationships with others Fails to demonstrate the ability to use skills in practice, fails to implement the occupational therapy process Unable to relate theory to practice Unable to learn from previous experience and/or lacks willingness to engage with the process of learning Fails the majority of the learning outcomes for the practice placement