School of Health and Human Sciences MSc Occupational Therapy (Pre-registration) BSc Occupational Therapy

PRACTICE PLACEMENT HANDBOOK

Academic Year 2011/12

Welcome o !e "#i$er%i & o' E%%e( Occ)*a io#al T!era*& Prac ice Placeme# Ha#d+oo,
Practice placements are an integral part of professional education programmes and should be a positive and satisfactory experience for both clinical educators and students. To maintain quality practice education requires partnership between the University of Essex and all healthcare providers; both parties have a responsibility to enhance the student experience through open communication channels. Cli#ical *laceme# % a''% are e#co)ra-ed o )%e !e Cli#ical Ed)ca or.% /)e% io##aire 0A**e#di( 1 * 112 3!ic! i% a# e''ec i$e me !od 'or i#'ormi#- !e "#i$er%i & o' a#& i%%)e%4 However if you have any queries about any aspect of practice education which needs to be addressed promptly please contact! "essica #avies Tel! $%&'( &)(*'( +lternatively; $%,,$(--(&' #avid #e+th Tel!

.ouise +ndrews Practice Placement educator is on /aternity leave until /ay '$0' Placement hhsplace1essex.ac.u2 +dministrators

3e aim to resolve any issues of complaint as speedily as possible. 4f you wish to ma2e a formal complaint about any aspect of clinical education it should be addressed to! #r "o "ac2son 5Head of 6chool7 6chool of Health 8 Human 6ciences University of Essex.

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Co# e# % 4ntroduction and aims for placements within the programme Placement opportunities and organisation of 9T Placement Programme Placement calendar 6tudent professional development: ;P# portfolio 8 placement support 6chool contacts role of the Practice Placement Tutor <isiting Tutor Placement educator continuing professional development support =esources Practice placement information : placement process >eneral placement information =esponsibilities of the student and educator on placement Placement assessment process +dvance information for practice placement educators 8 63+4? analysis Placement case presentation guidelines 8 consent form 6tudent hours log and attendance record forms 6tudent continuing professional development : learning contracts 6upervision and supervision logs 8 wee2ly action plan 6tudent evaluation of placement form Tutors placement half way visit monitoring form Placement issue of concern form Educators placement evaluation feedbac2 form Practice placement education quality assurance and monitoring Placement student information file Placement process trac2ing : tas2s 8 resources chec2list >uidelines for role emerging placements /onitoring of professional suitability B5c 0Ho#%2 Occ)*a io#al T!era*& Programme structure diagram Programme content .evels and expectations ;ase study presentation guidelines =eflective assessment guidelines Placement assessment forms M5c Occ)*a io#al T!era*& Programme structure diagram Programme content .evels and expectations ;ase study presentation guidelines Placement assessment forms 3

I# rod)c io# o Prac ice Ba%ed Lear#i#Practice@based learning forms an indispensable part of the occupational therapy learning process. .earning gained in practice settings is vital to students educational and professional development. Experience gained enables the acquisition of new 2nowledge and s2ills as well as the application consolidation and reflection upon the learning gained in the university environment 5;ollege of 9ccupational Therapy '$$,7. Therefore the aim of practice placement learning is to offer students opportunities to develop core clinical and transferable s2ills across a range of clinical specialities and client groups. The Health Professions ;ouncil 5HP;7 states within their 6tandards of Education and Training 6tandard (.) that within practice learning teaching and supervision must be designed to encourage safe and effective practice independent learning and professional conduct. The University of Essex delivers a A6c and a /6c 5pre@ registration7 in occupational therapy. Programme information is provided to include! 9verview of placement and academic components The obBectives and material covered within each academic module The rationale and obBectives for each placement #etails of the placement assessment process Placement procedures and guidelines The methods used to monitor placement quality assurance

Prac ice Placeme# Ed)ca io# Aim% 3ithin the occupational therapy programmes practice placement education aims to provide! +n interactive experience enabling personal and professional growth as an 9ccupational Therapist in a variety of settings + supportive environment where the student is able to rehearse professional s2ills with constructive feedbac2 to enable competency in practice. + realistic and challenging environment to enable the student to use their intellectual imaginative and creative powers. 6timulation to adapt and transfer 2nowledge and s2ills from classroom to a variety of contexts. +n environment which enables shared learning experiences with professionals from other disciplines to support development of collaborative wor2ing ethos. 9pportunity to reflect upon personal and professional identity in relationship to roles attitudes and values. 4

+n environment that encourages critical problem solving s2ills and stimulates an analytical approach which develops independent Budgement and self@awareness.

Prac ice Ba%ed lear#i#- 3i !i# !e M5c 0*re6re-i% ra io#2 a#d B5c Occ)*a io#al T!era*& *ro-ramme%4 #uring practice placements the student has the opportunity to wor2 with a role model to consolidate learning gain new experiences and experiment with s2ills. 3hilst on the practice placement the student maintains a reflective diary which is used as a reference for discussions during college based integrated studies. .earning and teaching within practice placements are facilitated by interactive experiences enabling the personal and professional growth as an occupational therapist within a variety of settings. The environment is supportive enabling the student to rehearse s2ills with constructive feedbac2. This assists the student in hisCher development towards professional competence. ;are is ta2en to ensure that the experiences of the student are sufficiently challenging to their practical intellectual imaginative and creative powers. Emphasis is placed on a learning experience which promotes transference of 2nowledge and s2ills from the classroom to practice and vice@versa. =eflective space ensures that students incorporate a sense of professional identity 5roles values and attitudes7 critical problem@solving and a growing sense of self@awareness 5as well as an awareness of others7. The practice placements also provide critical appraisal and feedbac2 on the students s2ills and performance and guidance from highly s2illed therapists. 6upervision during these modules is underta2en by experienced clinicians who meet the criteria laid down in the Practice Placement Handboo2. The placements enable the student to focus attention on their identified learning needs and to develop their professional s2ills as confidence increases. Placeme# o**or )#i ie% a#d or-a#i%a io# The 6chool of Health and Human 6ciences 9ccupational Therapy programme accesses clinical placements primarily in Essex but students can also expect to access services in Hertfordshire 6uffol2 ;ambridgeshire and the fringes of .ondon. 6tudents will be placed in a variety of multi disciplinary healthcare settings and experience will be gained with people who have physical and mental health care needs. 6tudents are guided in their choice of practice placement to use opportunities to develop and consolidate core s2ills whilst also pursuing areas of specialist interest. They are encouraged to access a range of settings across the placements which may encompass services based within the ?ational Health 6ervice Private 6ector 6ocial 6ervices and Primary Health ;are 6ervices. 4n addition there can be opportunity to experience occupational therapy in new and growing areas such as the private and voluntary sector with access to Drole emerging placement opportunities. Placements abroad can also be considered. +lthough this is in a development stage.

All *laceme# % 3ill +e or-a#i%ed a#d alloca ed +& !e 5c!ool.% Prac ice Placeme# T) or i# accorda#ce 3i ! acce* ed *laceme# *ro$i%io# *ro ocol% #e-o ia ed 3i ! %er$ice *ro$ider% acro%% !e re-io#. 5 )de# % are e(*ec ed o ma,e arra#-eme# % o ra$el o *laceme# % a#d ad!ere o co#$e# io#al %er$ice 3or,i#- !o)r%4 5 )de# % %!o)ld #o a**roac! %er$ice% direc l& o %ee, *laceme# % a#d a#& de$ia#ce 'rom !i% *roce%% 3ill #o +e %a#c io#ed4 I# ca%e% 3!ere e( e#)a i#circ)m% a#ce% i#!i+i a % )de# 'rom )#der a,i#- a #omi#a ed *laceme# 7 !e# !e a**ro*ria e e( e#)a i#- circ)m% a#ce% 'orm m)% +e %)+mi ed *ro$idi#- !e rea%o# acce* a+le +& "#i$er%i & o' E%%e( re-)la io#% Placeme# % ma& +e %)+8ec o %!or #o ice or c!a#-e% d)e o circ)m% a#ce% o) %ide !e co# rol o' "#i$er%i & o' E%%e(4 Placeme# % ar 9 'i#i%! da e% ma& occa%io#all& +e e( e#ded +e&o#d %c!ed)led da e% o accommoda e a$aila+ili & al !o)-! e$er& e''or o %ec)re *laceme# % 'or !e % a ed *eriod% 3ill +e made4

Prac ice Placeme# Cale#dar 'or B5c 0Ho#%2 9 M5c Occ)*a io#al T!era*& Academic &ear 2011/12 :ro)* Year comme#ced ;T 6 ')ll ime PT 6 *ar ime '$0$ ET M5c '$$& PT B5c '$0$ PT B5c '$$, PT B5c '$00 ET M5c '$0$ ET M5c '$0$ PT B5c '$00 PT B5c '$00 ET M5c

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5 )de# *ro'e%%io#al de$elo*me# a#d *laceme# % Professional development occurs as the student progresses through the course and matures as a therapist. 4t is expected that through ongoing formal and informal placement assessment feedbac2 mechanisms the student is enabled to identify transferable s2ills and 2nowledge that can be generalised to successive practice placement or academic experiences 6pecific information regarding performance levels and expectations can be found in the 9ccupational Therapy Placement Experience : .evels and expectations. Recordi#- co# i#)i#- *ro'e%%io#al de$elo*me# > 5 )de# CPD Por 'olio The student is expected to 2eep an ongoing record of their professional development during the course in portfolio format. + portfolio framewor2 and a range of reflective practice and clinical reasoning framewor2s are provided to help structure and record folio content. 4t is strongly recommended that the student has opportunity through formal and informal supervision practice to reflect on practice placement experiences. =ecording reflections will help inform subsequent academic modules and will also provide evidence of continuing personal and professional development. Presentation of a ;P# portfolio is now an assessed part of the courses. Placeme# ed)ca io# %)**or The practice placement tutor academic and administration teams within the 6chool of Health and Human 6ciences support the placement experience for the student and their placement providers. Each member of the academic staff is directly involved in each placement experience with close lin2s fostered between school staff practice educator and student through scheduled half way placement monitoring visits to all placements and other events occurring through the year 4t is essential that the student and their placement educators be effectively supported throughout the placement learning experience. +ll are encouraged to be proactive and see2 additional support from the school as necessary with negotiated Dopen access to the practice placement tutor visiting tutor or programme manager to address concerns as they arise.

Occ)*a io#al T!era*& Placeme# co# ac % a !e 5c!ool o' Heal ! a#d H)ma# 5cie#ce%7 "#i$er%i & o' E%%e( Admi#i% ra or Prac ice Placeme# T) or% We#d& 5i#-le o# Be%%ica Da$ie% 0120? <@1A@1
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Da$id De.A ! Lo)i%e A#dre3% 0O# ma er#i & lea$e )# il A*ril 20122 Academic T) or% 5ele#a Hammo#d A#i a 5 ei#+erA##a Pe ica# 0O# ma er#i & lea$e )# il A*ril 20122 5 e$e Moore% Pro-ramme Lead M5c Pro'e%%io#al Lead a#d B5c Pro-ramme Lead Mar, ;ra#ci%6Wri-! ;ra#ce% 5!e**ard

%moore%Ce%%e(4ac4), m'ra#ci%Ce%%e(4ac4), '8%!e*Ce%e(4ac4),

Role o' !e Prac ice Placeme# T) or The practice placement tutor is responsible for liaising with practice placement co@ ordinators andCor other identified personnel in service settings to source appropriate placement opportunities for students to access. 4t is the tutors role to ensure that the students are ready for placement in that they receive the required information paperwor2 and preparation prior to the commencement of the placement. The practice placement tutor will plan and deliver Placement Educator ;ourses and identify educator continuing professional development support as required. /onitoring of practice placement provision commensurate with professional and statutory body quality assurance standards will occur through placement evaluative processes and the placement tutor will ta2e action as required. Role o' !e Ei%i i#- T) or o# *laceme# 6tudents will be visited by a tutor from the school during each placement at the halfway stage at a time mutually convenient to all parties. 6tudents are normally expected to 9

ma2e contact with the visiting tutor as soon as possible either via telephone or email having agreed a time with their educator at an early stage in the placement. 9ne visit is all that is required however if there are areas of concern identified subsequent visits can be arranged after consultation with the practice placement tutor. 5!o)ld ed)ca or or % )de# !a$e co#cer#% earlier i# !e *laceme# !e# !e%e %!o)ld +e comm)#ica ed 'or ad$ice or ac io# o !e *rac ice *laceme# ) or4 T!e ed)ca or %!o)ld com*le e a Placeme# I%%)e o' Co#cer# 'orm ide# i'&i#i%%)e a#d doc)me# i#- a# a-reed ac io# *la# 0*a-e 11D24 #uring the placement the visiting tutor will discuss the following areas and record their observations on the appropriate half way visit monitoring form The visiting tutor will evaluate the experience at this stage to ensure that the studentFs learning needs are being met and that placement quality standards are maintained. #iscuss the learning experience with the student and educatorCs individually followed by a Boint discussion if required /onitor student performance by reviewing the learning experience the learning contract the assessment process and supervision notes 6upport the educator through reviewing the students learning experience acting as a second mar2er if required #iscuss pastoral issues which may have a bearing on the success of the placement =aise any significant issues regarding the placement experience with the educator and student Placeme# Ed)ca or Co# i#)i#- Pro'e%%io#al De$elo*me# %)**or Practice Placement Educators ;ourses ta2e place both within the 6chool and clinical areas at least three times a year. Two@day courses provide an opportunity for new educators to familiarise themselves with the course curriculum and the professional development needs of the student on placement. 4t is expected that in attending the course that new educators will have the requisite s2ills and 2nowledge to effectively support and supervise the student placement experience commensurate with placement education standards To ensure currency and continuation of placement educator development opportunities across the spectrum of educator expertise a range of continuing professional development educator wor2shops including one day update sessions have been developed which aim to address themes and identified needs arising from placement education and the undergraduate curriculum. #etails of these opportunities are circulated periodically to placement co@ordinators and C or are negotiable with the tutor responsible for placement educator ;P#. The school also offers either a mentorship module for experienced placement educators to underta2e the ;9T +ccreditation of Practice Placement Educators 5+PP.E7 or support to complete the experiential route. 10

Re%o)rce% There is a wide range of resources available which can be used to develop students understanding and experience in the practice setting. They are employed most constructively when the placement educator uses them as a means to fulfil the learning obBectives identified for the placement and the requirements of the programme curriculum. The placement educator needs to consider what the student5s7 should gain from each experience they have whilst on a placement. 6ome resources are common to all clinical areas whilst others are less widely available. 6ervice users are the most valuable component of practice@based education. 3or2ing with service users gives students the opportunity to apply 2nowledge and s2ills they have learned at University and observe the outcomes of their interactions and interventions in the real world The opportunity to discuss observe and wor2 with a variety of other practice@ based staff including those from other professions is very useful. These experiences emphasise the importance of the holistic approach to patient management allowing the student to experience involvement with the multi@ disciplinary team and give different perspectives on patients and their problems. 4nteraction with the other practice@based staff also helps the student begin to understand the organisation and management structures of the area. =elated activities i.e. opportunities to attend ward rounds and case conferences help the student to understand the role of other professionals the function of the multi@disciplinary team and the place of occupational therapy in overall patient management. Practice@based learning experiences tend to stimulate the students interest and desire to find out more about a subBect and it is helpful if students have access to boo2s and Bournals and other facilities on site such as department protocols and treatment regimes which are useful in giving the student information about the rate of progress to expect from patients with specific conditions. The placement educator is an important learning resource for the student. 9ne of their maBor functions is to help the student ma2e sense of their placement by facilitating the planning and organising their wor2load and service user experiences. The establishment and agreement of clinical learning goals helps to achieve this. Prac ice Placeme# I#'orma io# > Placeme# Proce%% The process of obtaining allocating supporting and monitoring of placement provision is the responsibility of the Practice Placement Tutor supported by the school team. The process tas2s are outlined in the following stages and are further detailed in the Placement Process Trac2ing Tas2s and =esources information.

Pre *laceme# Practice Placement availability form is sent annually to all occupational therapy practice placement education co@ordinators and other individual placement providers followed by reminders throughout the year. 11

 Placements are allocated to students following consultation and ta2ing account of individual student placement needs whenever feasible. 6tudents do not have the right to contest their placement allocation on the grounds of for example childcare travel time or financial resources. 6tudents long standing health issues identified by occupational health will be accommodated wherever possible under the Equality +ct '$0$. + placement allocation list is compiled and issued to visiting tutor staff and students The practice placement tutor confirms placement allocation with placement education co@ordinators or individual educators as appropriate ) wee2s or as soon as possible before placement commencement. The following information is provided! 6tudent details Placement module expectations +ssessment cross@mar2ing support meeting information Placement educator placement experience evaluation form 6tudents complete a placement advance information and 63+4? individual learning needs form and send directly to their educator with an introductory letter Educators respond to students introductory letter with requisite service information 6tudents arrange a pre@placement visit if possible 6tudents electronically download following placement documentation +ssessment forms .earning contract 8 6upervision logs 6tudent Placement Eeedbac2 form Hours log 8 Placement absence forms ;ase study consent form Pre6 *laceme# *re*ara io# #uring induction to the programme and within the first modules students will be introduced to the following! o 4ntroduction to /oving 8 Handling o 4nfection ;ontrol including hand washing o 4ntroduction to Area2away #e@escalation o ;hild Protection 8 Protection of <ulnerable +dults o ;ultural ;ompetency o .abelling 6tigma 6ocial exclusion 8 anti@discriminatory practice o =eligion 6pirituality Holistic practice. o .egal 8 Ethical 4ssues including important legislature o 4ntroduction to Aasic .ife 6upport o .one wor2ing 4mmediately prior to each practice placement students receive; o a practical update in moving and handling o review of paperwor2 required o discussion of any issues relevant to the level of placement o discussion concerning written wor2 and presentation of case study D)ri#- *laceme# 6tudents are visited on each placement at the halfway stage by a visiting tutor. 12

9n the final day of placement students attend a debrief session at the

13

school and sign in an original copy of their placement assessment 8 hours log. Po% *laceme# Placement assessment forms are ratified by the practice placement tutor and mar2s and hours entered on the assessment data base Placement educators return evaluation of placement experience 6tudent and educator feedbac2 forms collated for course evaluation quality monitoring and feedbac2 for students and educators 6tudents underta2e development review with personal and or practice placement tutor and complete next placement information form :e#eral *laceme# i#'orma io# Ho)r% The requirement of the 3orld Eederation of 9ccupational Therapists is that each student should complete a minimum of 0$$$ hours in practice in order to achieve professional status. 4n the degree programme students have the opportunity to complete *'@** wee2s of full@time clinical practice of which all will be assessed. Aased on *% hours per wee2 all students will exceed the minimum of 0$$$ hours as required by the 3orld Eederation of 9ccupational Therapists. The practice placement educator is required to verify the hours wor2ed during each placement by signing the student hours log and the Practice Placement Education +ssessment form. The student will also have a Placement profile form to denote accumulated placement hours across the course of their training which needs to be verified by the school. 6tudents are expected to conform to the conventional wor2ing hours of the service setting they are placed in. However where extended practice hours are negotiated e.g. to ta2e advantage of specific learning opportunities these hours should be balanced with appropriate time in lieuCstudy time arrangements not as a way to prolong the placement assessment period. 5 )d& ime o# *laceme# + requirement of the programme is that each student is allocated a half day of study per wee2 whilst on practice placement at a time agreed with the placement educator. The hours for this half@day of study are included in the total placement hours. 5ic,#e%%/A+%e#ce Time away from the placement will naturally impact on optimal performance time required to meet placement learning outcomes. Hence the student must notify the practice placement educator and the school of any absence from the placement. 14

+ self@certification form should be obtained if absence is for * days or more. + >P medical certificate is required for absences of one wee2 or more. +ll absences must be recorded on the 6tudent Practice Placement +ttendance =ecord. >P medical certificates and self@certification sic2ness certificates must be promptly sent to the practice placement administrator and will be entered on the student record in accordance with the ;lothier =eport 50,,(7. Planned or unplanned absence from the placement for reasons other than sic2ness must be discussed with the programme manager and practice placement tutor as early as possible to assess the impact on completing required hours and to enable options to be considered. >uidance for students wishing to claim excess clinical placement travel and accommodation expenses ?H6 commissioned students in receipt of a bursary who have to underta2e a clinical placement which involves training in hospitals or community health services rather than a classroom may be entitled to have the cost of Bourneys between their term time residence and the clinical placement site 5which is not part of their University7 reimbursed. This is providing the cost of travel to the clinical placement site is greater than the normal travel cost from their term time residence to college4 +ll ?H6 funded students should have received from the ?H6 6tudent >rants Unit a >rant ?otification .etter that will detail the amount and type of bursary they receive. 4f the student is assessed as DEuropean Eees 9nly or +ssessed Eees 9nly they will not be able to claim travel or accommodation expenses. 6tudents should also loo2 to see if there is any amount detailed on the >rant ?otification .etter as a DTravel #isregard. 4f they do have travel disregard this means that they will be in receipt of a D$.$$ award and it is considered that students must pay the amount detailed as the travel disregard from their own resources to cover any clinical placement expenses they may incur. 6tudents may still submit claims but no additional payments can be made to cover clinical placement travel andCor accommodation expenditure until the total of their claims exceeds that of the travel disregard. + claim form must be completed for each clinical placement and signed by a lecturer before being sent to the ?H6 6tudent >rants Unit for processing. 6tudents should ensure that all tic2etsCreceipts are 2ept as evidence in the event of a claim being made. ;laim forms and information sheets with full details of how to claim are available from the Placements 9ffice '6'.(.0*. Car i#%)ra#ce i#'orma io# 4f it is necessary for a student to use their car for official business purposes other than getting to and from their placement they must chec2 that their insurance policy covers Gofficial business purposesH and not Bust Gsocial domestic or pleasure purposesH. 15

Accommoda io# +ccommodation may be available close to a placement and may be arranged through the placement provider or by the student as appropriate. 6tudents are entitled to claim reasonable accommodation costs whilst on placement if they are in receipt of a ?H6 bursary. Pro'e%%io#al I#dem#i & Pre@registration students are required to become student members of the ;ollege of 9ccupational Therapy 5;9TC A+9T7 which provides them with additional professional indemnity insurance cover for practice placement education at a reasonable monthly cost. Practice Education contexts are advised to explore their policies and procedures in regard to insurance whilst offering student placements. Per%o#al Co#d)c The student will expect to be inducted into the placement provider organisation or department and to be acquainted with policy and procedures governing safe practice. The student must observe these at all times. 6tudents are required to be aware of their own personal safety at all times and adhere to service protocols. 9n placement students are expected to loo2 neat clean and professional at all times. The student must be advised of uniform or non@uniform dress code prior to commencing placement and will be expected to adhere to it at all times. The student should not wear their uniform in public unless underta2ing a clinical duty. 4nfection control procedures within clinical settings must be adhered to. 6tudents are issued with school identity badges and these should be clearly visible at all times. Personal mobile phones are only to be used for professional purposes within wor2ing hours and used according to Trust or organisation operational policy. Mo$i#- a#d Ha#dli#6tudents will cover the broad principles of moving and handling during the course st induction period during the 0 two wee2s of term and receive annual theoretical and practical updates 5using each other as models7 prior to the commencement of each placement. The student will identify their individual moving and handling learning needs and will 2eep a log of moving 8 handling experiences 5signed by their placement educators7 as part of their portfolio. 6tudents should see2 requisite support from the placement educator to ensure that placement moving and handling techniques are managed safely within their remit. Code o' E !ic% a#d Pro'e%%io#al Co#d)c 16

6tudents are required to be conversant with and adhere to the ;ode of Ethics and Professional ;onduct for 9ccupational Therapists 5;9T '$$(7. 6tudents are required to be particularly aware of the need to safeguard confidential information relating to clients and they must follow University guidelines for maintaining confidentiality and gaining consent when conducting a client case study and obtaining any information for portfolios to comply with the Health Professions ;ouncil ;onduct Performance and Ethics 5'$$&7 and the #ata Protection +ct 50,,&7 CRB Police C!ec,% 4t is the requirement of all students applying to study on ?H6 funded non@medical health professional to obtain an enhanced disclosure of convictions. The decision to accept students on to a course of study lies solely with the University and placement providers can be assured that each student has an enhanced ;riminal =ecords Aureau 5;=A7 chec2 prior to commencement of the placement and which is updated annually. 6tudents are made aware of the need to disclose any convictions acquired after acceptance on to the course and any student who chooses not to inform the University and is subsequently discovered will be dealt with under the regulations for professional suitability. Di%a+ili & Di%crimi#a io# Ac /EF)ali & Ac 2010 The #isability #iscrimination +ct was extended to Universities in '$$'. This has resulted in many changes in line with #isability #iscrimination +ct legislation including the amendment of the learning contract section of the clinical placement assessment forms to ensure that students have an opportunity to disclose specific needs which may impact on the learning experience and discuss these with their clinical educator. The legislation identifies that clinical educators act as temporary facilitators for the University of Essex students and hence students should be encouraged to discuss any disabilities and strategies with them. The University of Essex supports the social model of disability and is committed to equal opportunities. 4t recognises its responsibilities under the legislation and is committed to wor2ing in the best interests of people with a disability and therefore aims to generate a more Denabling environment and to create a non@discriminatory culture for the benefit of all University students staff and visitors. +ll 6taff have a responsibility to ensure that they do not! I treat a disabled person less favourably than someone else for a reason relating to the persons disability I indirectly discriminate against a student with a disability by failing to ma2e a Dreasonable adBustment when a disabled student is placed or is li2ely to be placed at a Dsubstantial disadvantage in comparison with a person who is not disabled 4f a student discloses a disability to you you must request their permission to forward this information to relevant colleagues. 6tudents should be encouraged to disclose to the #isability Team in 6tudent 6upport who have responsibility for assessing evidence and notifying those people who need to 2now once the confidentiality contract has been signed. All 5 )de# % !a$e a re%*o#%i+ili & oG I disclose their disability to a member of the #isability Team in the 6tudent 6upport 9ffice at the University so appropriate adBustments may be discussed 17

+pply to their funding organisation for assistance with costs related to their disability 5further advice and guidance on who to approach is available from the #isability Team in student support at the University7.

3hilst the #isability Team provide initial advice to all students it is the students responsibility to contact the #isability Team if they require individual advice at other times and to notify the 6tudent 6upport 9ffice of changes in their circumstances andCor requirements. + good practice guide for accessible curricula is available at http!CCwww.techdis.ac.u2CpdfCcurricula.pdf Deferred/failed placements 6tudents must pass all practice@based learning placements. 4f a student fails a placement they will be required to underta2e and pass a full repeat placement 5in the same clinical speciality7 for a capped mar2. 4f a student fails a placement on re@ assessment or fails more than ' placements at first attempt they will be required to withdraw from the programme. I# !e e$e# o' a 'ailed *laceme# or *er%o#al circ)m% a#ce%7 3!ic! *re$e# ei !er7 a *laceme# 'rom +ei#- % ar ed or com*le ed e4-4 !ro)-! %ic,#e%% or o !er e( e#)a i#- circ)m% a#ce% !e# !e % )de# 3ill )#der a,e !e *laceme# a !e #e( a$aila+le *laceme# ime4 T!i% 3ill re%)l i# !o%e % )de# % F)ali'&i#- 3!e# com*le ed !e mi#im)m 1000 *laceme# !o)r% reF)ired4 +lternative placement arrangements Al era io#% ma& +e made o *laceme# 3or,i#- arra#-eme# % o mee !e #eed% o' % )de# % 3i ! dia-#o%ed !eal ! #eed% e4-4 %!or er !o)r% o$er a lo#-er *laceme# *eriod4 T!e *rac ice *laceme# ) or 3ill #e-o ia e !e *laceme# arra#-eme# % 3i ! !e *laceme# ed)ca or a#d !e % )de# 4 =eferences! ;9T 5'$$%7 Professional 6tandards for 9ccupational Therapy Practice. .ondon. ;ollege of 9ccupational Therapists. >reat Aritain Parliament 50,,&7 Data Protection Act 1998. .ondon. 6tationery 9ffice. >reat Aritain Parliament 5'$$07 The Special Educational Needs and Disability Act 2 1. .ondon! 6tationery 9ffice J++ 5'$$$7 Juality +ssurance +gency for Higher Education 5'$$$7 !enchmar"in# Academic Standards. >loucester! J++. !e& !a$e %)cce%%')ll&

18

Re%*o#%i+ili ie% o' !e 5 )de# a#d Ed)ca or o# *laceme# 5 )de# re%*o#%i+ili ie%G To broadly prepare for the placement @ obtain information relating to the clinical area To complete the advance informationC63+4? form and send to the educator in a timely manner To arrange 8 underta2e a pre@placement visit where possible To confirm details of the placement with the educator and as2 any relevant questions To consider personal learning needs for the stage of training and to use every opportunity on placement to develop these To develop a learning contract and learning outcomes in collaboration with the educator To develop 2nowledge and s2ills gained in both the academic and placement settings To underpin practice with an appropriate theoretical evidence base To constructively use formal 8 informal supervision processes engage in self@ assessment and actively prepare for 8 participate in these processes To further clinical s2ills with a range of clients wor2ing at a level appropriate for the stage of training reached To contribute towards discussion and intervention as part of an inter@professional team To observe the ;ollege of 9ccupational Therapys ;ode of Ethics and Professional ;onduct 5'$$(7 in all aspects of clinical wor2 +s future registrants of the Health Professions ;ouncil students should also be aware of and comply with the 6tandards of ;onduct Performance and Ethics 5HP; '$$)7. To use reflective practice as a tool for further development To inform the placement educator and the 6chool of any change in personal circumstances which may affect the ability to complete the placement To follow the 6chool procedures To complete relevant paperwor2 by the required date To behave in a professional manner at all times To record practice experiential learning in a professional development portfolio Ed)ca or re%*o#%i+ili ie% To prepare for the student providing information relevant to the clinicalCservice area To plan and source suitable uni@professional and multidisciplinary learning opportunities with the student ta2ing into account the level of training their individual learning needs and prior experience To provide support and supervision to the student as appropriate To ensure the student has a member of staff to refer to in the absence of the educator To facilitate the student in regular supervision using the learning contract supervision log and assessment criteria to guide the process 19

 To assess the students performance throughout the placement and give regular feedbac2 through formal and informal discussion and assessment recording To inform the school as soon as possible of any concerns regarding the students performance and to formally document these as an issue of concern. To evaluate the placement via the educator placement evaluation form To update and develop educator s2ills through ;P# opportunities To meet practice placement education standards

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Placeme# a%%e%%me# *roce%% Placement assessment processes serve two purposes; that is to provide the student with ongoing feedbac2 on their performance and to formally assess the level of that performance against defined criteria for the students stage of training. The assessment and supervision process provides a framewor2 to continually monitor development of professional s2ills 2nowledge and attitude enabling placement educator and student to engage in a continuing cycle of monitoring review feedbac2 and action planning. =egular performance feedbac2 is expected to occur during formal and informal supervision times. The student brings the following assessment 8 supporting documentation to the placement o +ssessment forms o .earning contract o 6upervision logs o +bsence forms o Hours log o /oving 8 handling log o 6tudent Placement Evaluation form o Educator Placement Evaluation form +ll forms for educators are also available electronically via hhsplace1essex.ac.u2 A%%e%%me# reF)ireme# % The placement assessment form provides a comprehensive set of graded performance criteria which ta2e account of increasing levels of responsibility and involvement as students progress through placements. The assessment form is used in conBunction with the placement module description sheet to provide guidance on the performance expected of the student for each level of placement. +dditional assessment mar2ing guidelines and information are included with each assessment form to help with grading performance.

21

Hal'3a& a%%e%%me# +n assessment discussion will occur halfway through the placement. The assessment form may be used in conBunction with the completed learning contract and supervision logs to enable educator and student to identify learning progression up to this point. #evelopment needs arising from the discussion should be recorded in the students supervision log and will also be reflected in revision of the students learning contract as appropriate.

;ormal 'i#al a%%e%%me# + formal summative 5final7 assessment meeting is held at the end of the placement. Aoth student and placement educator are required to complete the assessment form. The students copy of the assessment form is used to provide opportunity to evaluate their own performance and to prepare for halfway discussion and the final formal report meetings. Each of the four sections of the placement assessment form must be awarded a mar2. +ll performance criteria must be met and the student must minimally obtain a Pass 5)$K7 in each of the four sections in order to satisfactorily complete placement practice components. 4t is a requirement that specific examples of the students performance must be given in each section to support the mar2 awarded and also comment on where and how they can develop their practice. M5c After discussion between educator and student, the placement educator will make the final overall grading decision for all placements. B5c 0Ho#%2 After discussion between educator and student, the placement educator will make the final overall grading decision for placements 1 3 and 5. For placement 4 educators and students will award marks for sections 1 4 onl! final placement grades will be awarded b! the school after submission of reflective assignment.

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Po e# ial 'ail)re o' *laceme# The following process is used to provide support to both student and educator if it becomes evident at any stage of the placement that the student is unli2ely to successfully complete the placement. 0. The placement educator should notify the practice placement tutor as soon as difficulties or concerns emerge about a students performance or ability to attain the expected level. '. The placement educator should complete a placement issue of concern form identifying unsatisfactory performance and outlining expectations 8 action points for development 8 review in conBunction with the student liaising with the visiting tutor or practice placement tutor. *. The placement educator should monitor students performance against the agreed action plan. The practice placement tutor must be notified as early as possible before the final assessment if it is clear that the student is unable to meet the agreed plan obBectives and will fail. ). The practice placement tutor will co@ordinate a meeting between the student placement educator and practice placement tutor 5or visiting tutor : as applicable7. (. 3here retrieval is not possible the practice placement tutor 5or visiting tutor7 may be requested to participate in the final assessment process by either the student or the placement educator. ;ail)re o' Prac ice Placeme# mod)le% 0. Each of the fourCfive practice placements has to be passed in order to progress through the academic levels to achieve final qualification '. + student failing a placement must successfully retrieve this before progressing to the next practice placement experience *. + new placement will normally be found which will provide similar learning opportunities in a comparable setting

23

). + second failure of the repeat placement will normally result in termination of the course and procedures are consistent with those for academic modules 5;9T '$$&! requirement +.*.'7 (. + student who fails one placement 5at any level7 successfully retrieves it but then fails the subsequent practice placement assessment will not be offered a repeat reassessment and will be deemed as evidencing persistent failure to demonstrate placement competence. This will result in termination of the course. -. 6tudents who fail submitted written reflective components for placements ) 5A6c only7 will fail the placement pending successful resubmission of the written component only. %. 4f students double fail on the academic component of the course whilst out on placement then they will be removed from placement. + tutor will visit to withdraw the student. This is in accordance with University policy and guidelines. :)ideli#e% 'or Remo$al 'rom Placeme# The University recognises the need for termination of a placement where a students behaviour ;onduct. Evidence of professional unsuitability or misconduct andCor ill health must be clearly documented utilising the Dissue of concern form process in conBunction with the University to support the educators decision to exclude the student from the wor2place. 4n extreme cases the placement educator has the right to send the student off site immediately but must notify the school to inform the practice placement tutor of this action. The University will then implement appropriate procedures governed by University professional conduct regulations 5page 0'-7. 4f the student withdraws themselves from placement it is deemed as a first failure. Therefore the next placement will be capped at )$K. + student has the right of appeal through the university appeals procedure seriously breaches codes of conduct or procedures operating in the clinical setting or the professions ;ode of Ethics 8 Professional

24

Hal'3a& $i%i % Halfway through the placement a tutor from the school will visit to meet with both student and placement educator. The student must contact tutor in 0
st

wee2 to

arrange the visit. Eailure to do so may result in the commencement of the professional suitability procedure. The visit is an opportunity for student and educator to review the placement experience see2 support as2 questions and gain further advice and feedbac2 as appropriate. 4t is an opportunity to review the student s assessment progress and identify recommendations for further development. Re )r# o' a%%e%%me# *a*er3or, 6tudents will submit the placement assessment form placement assignments 5placement ) only7 hours log 8 absence form appropriately signed with a front sheet when they return to the school for the feedbac2 day on the last day of the placement period. The remainder of the placement documentation! learning contracts supervision logs and other reflective logsCmaterial is to be filed in the students ;P# portfolio and be available for use in discussions and for external moderation purposes if required. 6tudent placement evaluation forms must be handed to the placement tutor after final completion of comments during the placement feedbac2 session. Ho)r% o' % )d& + requirement of the programme is that each student is allocated the equivalent to a half@day of off@site study per wee2 whilst on practice placement at a time agreed with the placement educator. The hours for study are not included in the total placement hours unless the time is spent wor2ing specifically on a service or organisational proBect which is to be reviewed by the educator. Di%clo%)re +ny long standing medical condition identified by 9ccupational Health is not disclosed to the occupational therapy team; therefore we actively encourage you to do so to your personal tutor or placement tutor. Placements are covered by legislation relating to the wor2place and human resource departments may be able to advise on reasonable adBustments. 6hould students choose to withhold information there is no obligation to ma2e reasonable adBustments and extenuating circumstances will not apply

25

5 )de# Ad$a#ce I#'orma io# 'or Prac ice Placeme# Ed)ca or% ;orm 6tudent ?ame! +ddress for correspondence! Tel ?o! Email! ;urrent 9ccupational Therapy 3or2ing Experience 5as applicable7

Practice Placement Experience 5in order include details of name of placement description of experience gained role and s2ills learned7
PP0

PP'

PP*

PP)

26

H5WAIN. ;or Pro'e%%io#al De$elo*me# o# Placeme# To complete the 5WAIN analysis identify your perceived "trengths and areas of #eakness for personal 8 professional development for the next placement experience. 4dentify your Aspirations 5what you hope to be able to do or achieve during the placement7 and your $nhibitions 5what you thin2 may get in the way of achieving or underta2ing your aspirations7. 9utline what you feel are your personal and professional development %eeds for the placement. This information will enable your educator to plan the placement in relation to your specific learning needs and may help form the basis for your learning contract. 5 re#- !% Wea,#e%%e%

A%*ira io#%

I#!i+i io#%

Need%

A#& %*ecial co#%idera io#% 'or !e *laceme# G

Expected placement start date! 6ignature

Expected placement finish date! #ate

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5c!ool o' Heal ! 9 H)ma# 5cie#ce% 3ivenhoe Par2 ;olchester ;9) *6J Occ)*a io#al T!era*& Prac ice Placeme# Ca%e 5 )d& Pre%e# a io# :)ideli#e% 6tudents are required to demonstrate integration of theory and practice and the development of occupational therapy clinical reasoning s2ills through a case study presentation of their understanding and level of involvement in case wor2ing practices.

>eneral guidelines for all client based case studies The study will include information relevant to the Doccupational therapy process as appropriate to the service area and to demonstrate student clinical reasoning processes at an appropriate level for stage of training. 9verview of person referred to the service =eason for referral Primary and secondary Dproblems C needs 4mpact of conditionCepisode on persons lifestyle 9T process : assessment @ how needs are identified >uiding theory : model of practice intervention approach 3or2place practices guiding intervention : local policiesCproceduresClegislation +ims of 9T intervention Planning 8 implementation of treatmentCactivity Evaluation : how has person benefited from 9TL 6erviceCresource limitations Euture plans 8 actions Evidence base for study : source references

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Ca%e 5 )d& Co#%e# ;orm

I co#%e# o +ei#- *ar o' a ca%e % )d&7 )%ed 'or !e ed)ca io# o' !e Occ)*a io#al T!era*& % )de# #amed +elo34 I )#der% a#d !a all m& de ail% 3ill remai# co#'ide# ial a#d 3ill o#l& +e )%ed 'or !e *)r*o%e% o' !i% % )d& a#d !a !i% 'orm 3ill remai# 3i ! !e occ)*a io#al !era*& %er$ice4

Clie# % Name

Clie# % 5i-#a )re Occ)*a io#al T!era*& 5 )de# Name Occ)*a io#al T!era*& 5 )de# 5i-#a )re Prac ice Placeme# Ed)ca or.% Name Prac ice Placeme# Ed)ca or.% 5i-#a )re Da e

N4B4 I i% im*or a# !i% 'orm m)% remai# 3i !i# !e occ)*a io#al !era*& *rac ice *laceme# ed)ca io# *laceme# %e i#-4

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Record o' Cli#ical Ho)r% Com*le ed Plea%e e#%)re all !o)r% are recorded o# a dail& +a%i% +& !e % )de# 0I o al !o)r% added )*2 a#d %i-#ed +& !e Cli#ical Ed)ca or o %!o3 a# acc)ra e record o' a e#da#ce4 4t would be expected that you would achieve at least ** hours per wee2 excluding study time unless negotiated otherwise. Placement preparation and feedbac2 session time is 4ncluded in these hours. Plea%e #o eG L)#c! +rea,% are #o i#cl)ded a% cli#ical !o)r%4 Plea%e i#dica e e(*ec ed !o)r% *er 3ee,
#ate 3ee2 0 C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total 3ee2 * C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total Hours completed #ate 3ee2 ' C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total 3ee2 ) C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total /onthly total Hours completed

4 confirm that this is an accurate record of the hours completed by the student. ;linical Educator ?ame! 6ignature!

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#ate 3ee2 ( C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total 3ee2 % C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total

Hours completed

#ate 3ee2 C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total 3ee2 & C C Mo#4 T)e%4 Wed% T!)r%4 ;ri4 Total

Hours completed

Einal Total

4 confirm that this is an accurate record of the hours completed by the student. ;linical Educator ?ame! 6ignature!

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Prac ice Placeme# > A e#da#ce Record 5 )de# #ameG :ro)*G Ti le o' Pro-rammeG B5c 0Ho#%2/M5c Occ)*a io#al T!era*& Placeme# #oG Da e% 'romG #ate of +bsence #uration =eason for +bsence YearG ToG

Educator 6ignature

To al Ho)r% A+%e#

Ed)ca or 5i-#a )re

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5 )de# Co# i#)i#- Pro'e%%io#al De$elo*me# 0CPD2 The students experiences and learning whilst on placements form an integral component of their professional development from student to competent practitioner. Placement education provides an essential environment for both personal and professional development and enables the student to utilise available resources to inform their learning. Throughout the placement the student will collect both formal and informal evidence of learning through the use of learning contracts supervision logs placement assessment and feedbac2. T!e%e 'orm core e$ide#ce o' lear#i#- 'or !e % )de# % CPD *or 'olio a#d 3ill 'orm *ar o' !e a%%e%%me# 'or Com*e e#ce i# OT Prac ice 0B5c2 a#d T!e Com*e e# OT 0M5c24 + ;P# portfolio framewor2 provides them with a variety of tools to aid supervision and reflection processes. + moving 8 handling log is an integral part of the portfolio framewor2.

T!e Lear#i#- Co# rac The .earning ;ontract is used to guide and individualise the students learning experience and provides a clear plan for their learning and experience throughout the placement. 6tudent and practice educator will wor2 collaboratively to negotiate and complete the .earning ;ontract at the end of the first wee2 and once written is flexible and allows for changes as new outcomes are developed or new resources identified The module reference sheet identifies specific learning outcomes for each practice placement which set the standard across each placement. However the .earning ;ontract reflects the self@directed nature of learning within the total programme enabling students to identify learning outcomes that are specific to their requirements. The student becomes a more active participant in the learning process and ta2es responsibility for identifying their learning needs evaluating their strengths and area for development. The .earning ;ontract should be reviewed regularly throughout the placement and used as a focus for reflection and feedbac2 as the learning experience is monitored. The .earning ;ontract with an example of how it can be completed can be found overleaf Lear#i#- O) come% 4n order to develop the learning outcomes in conBunction with the practice placement educator students should as2 themselves the following questions! @

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3hat do 4 want to learn or develop during this placement which is at an appropriate level to meet the module outcomesL 3hat are my needs and interests baseline 2nowledge and understanding previous experience and 2nowledge gapsL

The practice placement educator offers information about opportunities and experience available essential 2nowledge for safe practice and realistic goals. These are then translated in learning outcomes that ate realistic and achievable within the timeframe of the placement. 3al2er E. 50,,,7 .earning ;ontracts in Practice! Their =ole in ;P#. Aritish "ournal of Therapy and =ehabilitation - 5'7

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E(am*le Placeme# Lear#i#- Co# rac 5)*er$i%io# 0!o3 3ill %)*er$i%io# occ)r7 'or !o3 lo#-7 3!e# a#d 3i ! 3!om2 6upervision with 6ue will be one hour on Eriday mornings at ,.*$ in the upstairs seminar room. 3e will both bring ideas for what we want to discuss Da e 5e Lear#i#O) come% ?eeds and interests areas of essential 2nowledge and s2ill To understand how to plan a group Lear#i#Re%o)rce% /ethods and situations for how and when learning can occur Tutorial wee2 * on principles of planning groups. Textboo2s. /eet with senior 9T to discuss plans for setting up carers groups 9bserve 9Ts in activity and support group. Tutorial on techniques 8 group processes in wee2 ). Textboo2s E$ide#ce O#-oi#+nd 5M7 opportunities to show that learning obBectives have been met To choose one activity and plan how it could be used in the reminiscence group in wee2 (. Have plans written out for supervisor Have regular Gafter groupH sessions with supervisor where 4 will explain my observations of the group dynamics and use sociograms To show my confidence through tone of voice posture eye contact clarity of explanations questions and answers <ideo done in wee2 ). ;o@ facilitating groups. Eeeling more confident. Plan to run groups Da e Me

'&C,

Plans finished in wee2 (. #iscussed in supervision

'&C,

To understand how groups wor2

'&C,

To be more confident and to be involved in setting up and running a group

<ideo Gmoc2H group with 9T assistants and nursing students. ;o@ facilitate art and reminiscence groups

35

'0C0$

To understand how a family cope when someone has schiNophrenia

'&C0$

To set up and run a group

<isit /4?#. /eet with chaplain. /eet with ;P?. 6pend ' days at ;/HT. 9bserve in case conferences. =eading To use my plan for reminiscence group and run the group in wee2 %

#iscuss in supervision in wee2 %. 3rite up brief notes from each visit and lin2 to reading

#iscussed in supervision and GpresentedH what 4 found out to 9T+s >roup run in wee2 % and discussed in extra supervision session

6how my group wor2 s2ills through choice of activity preparation opening maintaining group interest encouraging all to participate responding to all participants closing

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Placeme# Lear#i#- Co# rac 5)*er$i%io# 0!o3 3ill %)*er$i%io# occ)r7 'or !o3 lo#-7 3!e# a#d 3i ! 3!om2

Da e 5e

Lear#i#O) come%
?eeds and interests areas of essential 2nowledge and s2ill

Lear#i#Re%o)rce%
/ethods and situations for how and when learning can occur

E$ide#ce
+nd opportunities to show that learning obBectives have been met

O#-oi#5M7

Da e Me

36

5)*er$i%io# The students understanding and 2nowledge of professional practice will be explored and developed through supervision with their placement educator. The supervision process provides an opportunity for education support feedbac2 action planning and reflection. Eormal supervision should be provided for a minimum of 0 hour per wee2 and should ideally be regularly timetabled and ta2e place in a quiet environment free from external distractions. This formal time will be supplemented with ongoing informal feedbac2 and discussion as appropriate. 6upervision should be confidential safe and supportive to allow exploration of the students strengths and areas for development. The formal supervision session should be contracted for during the preparatory wee2 to establish how supervision will ta2e place for how long when where and with whom. This is recorded on the .earning ;ontract. 4t is useful when setting up supervision to discuss the students previous experiences of the process clarify expectations and reach agreement on the use of the sessions. The % )de# .% responsibilities as supervisee include! Preparing for supervision =eviewing the .earning ;ontract and current learning needs =eviewing practice and level of involvement in the clinical area 6electing issues from the reflective diary to share and discuss =eviewing the previous wee2Fs supervision log preparing an agenda Participating equally in discussion.

The *rac ice *laceme# educatorFs responsibilities as a supervisor include! Preparing for supervision Promoting reflective dialogue >uiding learning by facilitating the integration of theory and practice Providing feedbac2 on performance /onitoring assessment of competence and confidence and planning assessment opportunities 4n the case of Boint supervision agreeing how sessions will be structured or shared Ensuring collaboration between Boint supervisors T!e 5)*er$i%io# LoThe 6upervision .og must be completed after each supervision session. 4ts purpose is to! To record discussions and provide continuity between sessions To record feedbac2 and action plans To prompt discussion of learning as well as future action To monitor learning and development

The 6upervision .og should be completed by the student 8 signed off by the educator after each supervision session. 4t aims to ensure that discussions have 37

been clearly documented and provides evidence that wee2ly supervision has ta2en place. The log will enable the student to review their learning and evidence what has been discussed within each supervision session. The wee2ly action plan will be agreed and practical obBectives set with details of how these are to be met.

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Prac ice Placeme# 5)*er$i%io# Lo-

Prac ice Placeme# 5)*er$i%io# LoA-e#da i#cl)di#- re$ie3 o' *rac ice 9 lear#i#-/%)**or i%%)e% o +e di%c)%%ed

5 )de# #ameG Ed)ca or #ameG

I%%)e% di%c)%%ed7 re'lec io#%7 lear#i#- *oi# % a#d *la#% 'or #e( 3ee,

Da e Time

Ne( %)*er$i%io# %c!ed)led 'orG

Ed)ca or 5i-#a )reG

39

Wee,l& Ac io# Pla# > 5 )de# NameG To +e )%ed i# co#8)#c io# 3i ! i%%)e o' co#cer# 'orm or i' % )de# or ed)ca or 3i%! o )%e i 4

O+8ec i$e > de$elo*me# *oi#

Re%o)rce%

Ac io#

Me J

40

5 )de# E$al)a io# o' Occ)*a io#al T!era*& Prac ice Placeme# E(*erie#ce 5 )de# #ame Ed)ca or #ame
Placeme# &ear Year 1 Year 2 Year D Year 1 Co!or K K K K

Please comment on each aspect Pre6*laceme# 9rganisation of placement Placement 4nformation Placement preparation Placeme# comme#ceme# Placement induction 3or2load expectations 6upervision arrangements 4ndividual learning contract D)ri#- !e *laceme# Eormal 8 informal supervision 6upport 9ngoing feedbac2 on performance Half way 8 final assessment report meetings Half way visit

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Placeme# lear#i#re%o)rce% .earning opportunities offered 3or2ing with other professionalsCexternal agenciesL .earning resource availability 5library 4T training events etc7 Placeme# e(*erie#ce Comme# o# !e 3!ole lear#i#- e(*erie#ce

Per%o#al 9 *ro'e%%io#al De$elo*me#

W!a !a$e &o) -ai#ed a#d 3a% !ere a#& !i#el%e &o) 3o)ld !a$e li,ed o !a$e ac!ie$edJ

A#& o !er comme# %

;or re'ere#ce 'or !e %c!ool7 ed)ca or or ') )re % )de# %

Po% *laceme# %e%%io# Eeedbac2 8 future development

42

5c!ool o' Heal ! a#d H)ma# 5cie#ce% Ei%i i#- ) or *rac ice *laceme# Hal' 3a& $i%i mo#i ori#- 'orm 5 )de# #ame Placeme# #)m+er Placeme# addre%% Placeme# &*e Prac ice *laceme# ed)ca or Ei%i i#- ) or Da e o' $i%i
;469T visiting tutor formative evaluation. ;omments and any advice given re!student preparation 8 induction into placement expectations of the student case wor2ing development learning contract use of supervision 8 support clinical reasoning placement presentation absence overall impression of professional development 8 progress.

Co!or

PP 1 K

PP 2

PP D K

PP 1 K

PP = K

5i-#edG

Da eG

Potential or actual issues or concerns which may impact on student educator andCor the placement experience.

5i-#edG

Da eG

43

5c!ool o' Heal ! a#d H)ma# 5cie#ce% Placeme# i%%)e o' co#cer# 5)**or a#d re$ie3 'orm 5 )de# #ame Placeme# #)m+er Placeme# addre%% Placeme# &*e Prac ice *laceme# ed)ca or Ei%i i#- ) or Da e o' co# ac Co!or

PP 1

PP 2

PP D

PP 1

PP =

Placement issue : poor performance danger of failure other issue of concern

+ction plan or recommendations made!

<isiting tutor signature Placement educator signature 6tudent signature #ate +greed review date

44

Re$ie3 o' *er'orma#ce/i%%)e o' co#cer# PerformanceCissue reviewed 8 resolved

Educator signature 6tudent signature #ate PerformanceCissue unresolved Eollow up action plan or recommendation

Educator signature 6tudent signature #ate 4n the event of continued failing performance at the end stage of placement what arrangements are in place to clarify intention to notify failure with the studentL

6ignature 5s7 #ate O) come o' re$ie3 *roce%% 0'or %c!ool )%e o#l&2 4nformation forwarded if applicable to!
6tudent Placement educator Practice placement tutor Programme manager External examiner Panel

#ate

45

5c!ool o' Heal ! a#d H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/ Prac ice Placeme# Ed)ca or ;eed+ac,
+s a valued part of the schools quality monitoring process we would be grateful if you could provide written feedbac2 on your experiences of providing this current student placement. The information will be collated with other evaluation information to provide an equitable picture of the placement experience from placement provider student and school perspectives.

Ed)ca or 5 )de# Placeme# Da e% o' Placeme# Placeme# #)m+er 1 K

%

#d

D K

rd

1 K

= K

Placeme# *re*ara io# > &o)r co# ac 3i ! !e % )de# *rior o comme#ci#*laceme#

Wa% !e % )de# *re*ared 'or 3or,i#- 3i ! &o)r %er$iceJ <ery well prepared K 3ell prepared K Please tic2 Unprepared K ?ot well prepared O

I' )#*re*ared7 3!a *re*ara io# 3o)ld &o) e(*ec !e % )de# o !a$e do#eJ

Placeme# i#d)c io# 9 e(*ec a io#% o' !e *laceme#

Did !e % )de# !a$e o**or )#i & o e#-a-e 3i ! !e 'ollo3i#- i# !e earl& % a-e% o' !e *laceme# J Orie# a io# o !e %er$ice : Pes or noL 5*e#d ime 3i ! o !er OT % a'' : Pes or noL 5*e#d ime 3i ! o !er *ro'e%%io#% : Pes or noL Ho3 3a% !e % )de# a+le o di%c)%% !eir lear#i#- #eed% 3i ! &o)J Please tic2 <ery well K 3ell K ?ot very well O ?ot at all K ?o opportunity K Wa% !e % )de# a+le o 'orm)la e 9 3ri e !i%/!er o3# lear#i#- co# rac J Please tic2 <ery well K 3ell K ?ot very well O ?ot at all K ?o opportunity K

D)ri#- !e *laceme#
W!a )%e did !e % )de# ma,e o' !e a$aila+le lear#i#- o**or )#i ie% i# &o)r %er$ice e#$iro#me# i#cl)di#- i# erdi%ci*li#ar& 3or,i#-J Please tic2 Excellent use K ;omments! <ery well K 3ell O ?ot very well K ?ot at all K

46

Co# i#)i#- *ro'e%%io#al de$elo*me# 6 5)*er$i%io#

Wa% !e % )de# re-)larl& a+le o *re*are 'or 9 ma,e )%e o' 'ormal 9 i#'ormal %)*er$i%io#J Please tic2 Excellent use <ery well 3ell ?ot very well ?ot at all Ho3 3a% !e % )de# a+le o re'lec o# a#d di%c)%% !eir *rac ice e(*erie#ce% d)ri#'ormal 9 i#'ormal %)*er$i%io#J Excellently <ery well 3ell ?ot very well ?ot at all Did !e % )de# )%e a#& re'lec i$e % r)c )re% o !el* di%c)%%io# a#d e$ide#ce !eir cli#ical rea%o#i#-J Pes ?o 3as not discussed Unaware if in use Wa% !e % )de# a+le o acc)ra el& record !eir %)*er$i%io# di%c)%%io#% 9 lear#i##eed%J Excellently <ery well 3ell ?ot very well ?ot at all

Per'orma#ce or Placeme# co#%idera io#%

Were !ere a#& i%%)e% or co#cer#% a+o) % )de# *er'orma#ce a#d/or *laceme# rela ed i%%)e% 0#o rai%ed el%e3!ere2 !a ma& +e )%e')l 'or ') )re co#%idera io#J

Ei%i i#- ) or a#d %c!ool %)**or

Ho3 !el*')l 3a% !e $i%i i#- ) or mee i#- 'or !i% % )de# J <ery helpful Helpful Unhelpful ?ot needed

A#& o !er co# ac &o) ma& !a$e !ad 3i ! !e %c!ool 'or !i% *laceme# J <ery helpful Helpful Unhelpful ?ot needed

O !er comme# %

Than2 you for your feedbac2 : please post or email bac2 to! hhsplace1essex.ac.u2 3endy 6ingleton Placement +dministrator 6chool of Health and Human 6ciences University of Essex 3ivenhoe Par2 ;olchester ;9) *6J

47

Prac ice Placeme# Ed)ca io# /)ali & A%%)ra#ce a#d Mo#i ori#The 9ccupational Therapy programme and each placement provider have a shared responsibility to ensure that the student placement experience offers a constructive 8 individualised learning environment that meets requisite professional and regulatory body placement and educational quality standards and guidelines. ;9T 5'$$*7 HP; 5'$$*7 J++ 5'$$07 5#oHCE?A '$$07 Placements and standards are monitored and reviewed through the following processes; Placement halfway visits : monitoring form : screenedCreviewed by academic tutor C placement tutor : action as required 6tudent placement evaluation @ reviewed by practice placement tutor : action as required Educator placement feedbac2 @ reviewed by practice placement tutor : action as required Educator development eventsCcourse evaluation @ reviewed by practice placement tutorCacademic staff : development as required ;ourse programme management committee meetings : student representatives placement module evaluation screened by programme manager and academic team : reviewed by placement tutor for action as appropriate

Prior to placement commencement practice educators are required to sign a placement standards agreement which summarises the standards in the following 2ey areas Educator practice placement s2ills 8 2nowledge are current and student assessment outcomes meet criteria Educator understands and negotiates the achievement of requisite student placement learning outcomes with the student using a variety of developmentCmonitoring tools and which ta2e account of individual need 6tudents receive formal and informal supervision and feedbac2 on their performance by their named educator Educators understand and contribute to the course curriculum and facilitate the students professional development on placement in partnership with the school 6tudents are given responsibility for their learning and have access to adequately resourced wor2place opportunities including multi@disciplinary learning opportunities The quality of the placement wor2ingClearning environment reflects current evidence and legislative based practice There is responsive communication between the placement provider and the school in all aspects of the process of placement provision 48

Occ)*a io#al T!era*& Prac ice Placeme# 5 )de# I#'orma io# ;ile

+n appropriately structured and up to date practice placement information file is potentially a useful learning resource for students their placement educators and other service providers involved in the education of occupational therapy students. The file can be a reference point to assist students in their induction and orientation to the placement personnel and the services it provides. 4t can give indicators to the variety of general and more specific learning resources and opportunities available to the student. I ca# al%o co# ai# a# o) li#e o' ed)ca or a#d % )de# %)**or a#d de$elo*me# *roce%%e% a#d !e mec!a#ic% e(*ec ed i# !e *ro$i%io# o' !e % )de# .% *laceme# lear#i#- a#d a%%e%%me# e(*erie#ce4 +t the same time the file contents can also usefully provide a ready source of evidence for meeting professional 8 statutory benchmar2 standards and guidance contained in the following documents! ;ollege of 9ccupational Therapists 6tandards for Education! Pre =egistration Education 6tandards 5'$$&7 ;9T .ondon http!CCwww.cot.org.u2CpublicCpublicationsCfreeCpdf CPre@=egEd6tandards.pdf ;ollege of 9ccupational Therapists! ;ode of Ethics 8 Professional ;onduct 5'$$(7 ;9T .ondon #9HCE?A 5'$$07 Placements in Eocus! >uidance for education in practice for health care professions. .ondon. #epartment of Health. http!CCwww.dh.gov.u2CenCPublicationsandstatisticsCPublicationsCPublicationsPolicy +nd>uidanceC#HQ)$$,(00 Health Professions ;ouncil 5'$$&7 6tandards of ;onduct Performance 8 Ethics .ondon http!CCwww.hpc@u2.orgCpublicationsCstandardsCindex.aspLidR*& Health Professions ;ouncil 5'$0$7 >uidance on ;onduct and Ethics for 6tudents .ondon Health Professions ;ouncil 5'$$%7 6tandards of Proficiency. 9ccupational Therapists. .ondon

49

http!CCwww.hpc@ u2.orgCassetsCdocumentsC0$$$(0'6tandardsQofQProficiencyQ9ccupationalQTher apists.pdf Health Professions ;ouncil 5'$$,7 6tandards of Education 8 Training. .ondon http!CCwww.hpc@ u2.orgCassetsCdocumentsC0$$$'%E&6tandardsofeducationandtraining.pdf Juality +ssurance +gency for Higher Education 5'$$%7 ;ode of Practice for the +ssurance of academic quality and standards in higher education 6ection ,! 3or2@based and placement learning J++ >loucester http!CCwww.qaa.ac.u2CacademicinfrastructureC;odeofPracticeCdefault.asp Hoc2ing ;. 8 ?ess ?E. 5'$$'7 3E9T =evised /inimum 6tandards for the Education of 9ccupational Therapists. 6ydney. 3orld Eederation of 9ccupational Therapists

I# order o mee !e%e *laceme# % a#dard% a#d -)ideli#e% 'or occ)*a io#al !era*& % )de# ed)ca io# i i% recomme#ded !a a % )de# i#'orma io# 'ile co)ld )%e')ll& co# ai# a#d/or !a$e %i-#*o% i#- o ma erial !a rela e% o !e 'ollo3i#-G Prac ice Placeme# Proce%%e% The administrative preparatory and evaluative processes underta2en by the occupational therapy programme placement providers and students throughout the placement period How placements are put into operation. Or-a#i%a io# or 5er$ice P!ilo%o*!& a#d i#'orma io# 3hat the service aims to achieve and how >eneral management 8 staffing multi disciplinary team and occupational therapy Le-al 9 e !ical 'rame3or,% a#d *rac ice Underpinning policies procedures and guidelines that students are required to adhere to including health and safety and ris2 8 wor2load management

50

Placeme# %er$ice F)ali & > Cli#ical -o$er#a#ce ;linical practice 8 service development : how service and staff meet service user 8 corporate obBectives Placeme# ed)ca io# F)ali & Educator support 8 development structure : how staff develop their student educator s2ills 3or2ing partnership lin2s with the university 9T programme : how service influences the course curriculum Placeme# %)**or *roce%%e% How the service and university supports educators and students Local )%e')l i#'orma io# #o alread& co# ai#ed i# a % )de# i#'orma io# *ac, Promoting wor2 life balance 6hould you require advice or assistance in the compilation or updating of a student information file in relation to the standards outlined please contact the occupational therapy practice placement tutor.

51

Ed)ca or o#-oi#- a%,%

Placeme# Proce%% Trac,i#- 6 Occ)*a io#al T!era*& *ro-ramme Placeme# Ed)ca or a#d 5c!ool o' Heal ! a#d H)ma# 5cie#ce% Ta%,% a#d re%o)rce% "#i$er%i & OT *ro-ramme a%,%/re%o)rce%

#iscuss availability for student placements for forthcoming academic year with service 9T student co@ordinator or with 9T practice placement tutor : ma2e provisional offers

9ffer forms distributed by postCemailed to co@ ordinators in /arch 9ffer forms available throughout year #istributed via educator courses road shows visiting tutors 8 on request 4nformation forms distributed by postCemailed as required <ia <isiting tutors co@ordinators individual contact <ia Educator courses road shows 4nformation 2ept on file To form basis of updated placement electronic database Educators encouraged to record for placement information file Educator development session programme distributed to educators ' day placement educator course offered minimum x ) annually 6ervices can negotiate individualised wor2shops <isiting tutors 5<Ts7 have development Csupport role during placement visits <Ts update educators University 9T invites clinician involvement in admission C other forums University 9T placement standards agreement sought 8 signed by each placement educator Updated ' yearly intervals or on earlier notification of placement educator change C circumstances Placement education standards incorporated within Educator course content Eile contents information 8 assistance available from University 9T placement tutor Placement standards included in educator course content road show programme

Ensure educator and clinical area details are current 8 logged on a placement information form registered with university 8 copied for info in your student placement information file

Update and develop educator 2nowledge 8 s2ills ;P# : negotiate educator courses road shows and 0!0 support with line manager in conBunction with university 9T programme. 9ffer input to university 9T curriculum or other forums e.g. university 9T admissions process

Ensure that University 9T placement education standards agreement is signed and current

Ensure student information files student materials are current =eview file contents and update team information in line with placement standards

52

Be'ore % )de# arri$e%

9n being notified of student placement offer upta2e by university andCor student advance information letter: respond with a standard format letter 8 answer student queries etc. +lso ensure student will 2now how to prepare adequately for specific placement area : required bac2ground reading 8 thin2ing. 3ill you offer a pre@placement visit opportunity to the studentL 9btain a folder to store individual student placement paperwor2

6tudent discusses outline needs for next placement with placement tutor PPT matches student needs with placement offer 6tudent sends advance form to educator with outline needs 6tudents receive individual 8 group placement preparation Placement 4nformation forms 8Cor student contact withCor visit to educator determines specific preparation required 6tudent downloads placement paperwor2 and brings to the placement. Each educator has access to Essex University 9T placement handboo2 Placement /#E 8 assessment forms included in educator pac2s 9utcomes contract 8 supervision formats discussed with <T Placement standards agreed

=efer to Essex University 9T Educator handboo2 : familiarise self with specific learning outcomes for student level assessment criteria learning contract 8 supervision recording formats

O# % )de# arri$al
#iscuss team support and plan outline introductory schedule 8 induction for student Ensure whole team aware of students level of training and placement learning outcomes. ;larify initial expectations of student performance for the placement and how team members may contribute feedbac2 for students assessment

4ncluded on educator course content Placement induction chec2list component ;hec2ed by <T Placement student evaluation Educator placement experience feedbac2

#iscussed with <T 6tudent feedbac2

.earning contract evidence ?egotiate inter@professional learning <T S way monitoring opportunities for the student with team 6tudent feedbac2 colleagues Educator feedbac2 ;ontact University of Essex 9T placement tutor if more information is required for placement preparation University 9T tutor responds to educatorC student requests EmailCcorrespondenceCwor2shopsCvisitsCtutorials

53

9rganise a student Dwor2@ space tray diary etc as appropriate to wor2 area 9rganise student induction training C resources C facilities 5e.g. passwords C access to 4T record 2eeping systems 2eysCentry codes par2ing permit etc7 relevant to service area

Elexible wor2ingC resource arrangements discussed during student prep sessions 4ncluded in educator course content 6tudent induction chec2list available ;hec2ed by <T 6tudent feedbac2 Educator feedbac2 4ncluded in educator course content 6tudent induction chec2list available ;hec2ed by <T 6tudent feedbac2 Educator feedbac2

Ensure that student receives a thorough inductionCorientation to service 8 clinical practices

;hec2 that student has signed 8 returned 6tudent to complete trustC organisation specific their Dhonorary contract with the service 5if process if applicable appropriate7 ;larify expectations 5and students7 of formal 8 informal supervision; learning contracts feedbac2 8 assessment report arrangements for the placement with the student. ?egotiate C arrange supervision dates 8 venues etc Ensure student understands self@ assessment requirements. 5=efer to educator handboo2 for outline student 8 educator responsibilities7 9btain copies of the UoE 9T placement assessment forms from the student. Electronic copies available.

6tudent prep C tutorial session content #ocumentation C handboo2 available ;hec2ed by <T at halfway 6tudent feedbac2 Educator feedbac2

6tudent responsible for tas2 6ource from UoE 9T placement tutor

Ensure student 2nows where 8 how to access 4T C student information file C other 6tudent has remote access to university email resources C information re visits C tutorials C library etc ;hec2 if student requires any assistance C adBustments made for special needs and ascertain preferred learning styles Educator course component 6tudent has opportunity to declare special needs 6tudents aware of own learning styles #iscussed at S way with <T .earning contract

54

9rganise date and time with student for tutor to visit at half way

6tudents responsible for arranging S way visit with educator 8 <T S visit schedules notified to students prior to commencing placement

D)ri#- Placeme#
Eormalise students personal learning contract with them by end of wee2 0 as appropriate. #iscuss C negotiate case study or aspect of placement presentation Educator handboo2 Educator course content ;ase study guidelines S way visit discussion

Ensure formal supervision agenda is established by student 8 yourself : use student supervision logs with student to record development C action points for themselves. 6ign these off as true record of supervision session discussions and development points. =evisit learning contract regularly : revise with student at halfway as appropriate Ensure all student placement paperwor2 is photocopied on an ongoing basis ;omplete informal half@way progress discussion and final formal assessment report with student Ensure student hours 8 absences are recorded accurately 8 signed off University 9T visiting tutor will conduct a half@way visit with you 8 student

Educator handboo2 Educator course content =oad show development wor2shop ;ase study guidelines S way visit discussion 6tudent feedbac2 Educator feedbac2

S way visiting tutor monitoring +ssessmentCsupervision wor2shops Hours documentation chec2ed 8 recorded

S way visiting tutor monitoring <isit monitoring form completed Eorm to placement tutor Eeedbac2 to personal tutor as required Educator feedbac2 form collated with student feedbac2 information 4ssues of concern noted : action ta2en 56tudent feedbac2 : basis for debriefing session7

;omplete UoE 9T placement evaluative feedbac2 form 8 return

;ontact University 9T Placement Tutor visiting tutor or Programme manager for advice guidance 8 support if problems

University 9T tutor will respond to educatorCplacement needs as appropriate 8 record actionCadviceCfollow up action plans

55

are encountered during the placement =ecord any specific issues of concernCdanger of failing performance issues on 4ssues of concern form and notify UoE 9T placement tutor

A' er !e % )de# lea$e%

Ensure your copies of student paperwor2 are filed safely Educator course component : rationale for placement records outlined Educator reflectionC;P# wor2shop C advice available Placement feedbac2 form sent by practice placement tutor

=eflect on placement : complete ;P# portfolio @ log your experiences

?egotiate support and C or development C placement needs with UoE 9T Placement Tutor Underta2e +PP.E accreditation scheme
Educator 8 H66 Placement activity trac2ing

Educator ;P# wor2shopsCsupport available

+PP.E accreditation scheme available

56

:)ideli#e% 'or Role emer-i#- *laceme# % 9pportunity for students on placements * ) and ( to experience wor2ing in a setting where there is not an established occupational therapy role may be available. These Drole emerging opportunities may occur in settings such as residential homes hostels homeless services outdoor pursuit centres independent drug agencies schools etc. 6tudents may underta2e these type of placement individually or as a shared experience with a peer. 6tudents who are interested in pursuing and feel able to cope with the challenges of this type of placement which requires Da strong sense of professional identity 53ood '$$(7 should discuss possibilities with the programme manager and placement tutors. 6upport for the student underta2ing a role emerging placement is negotiated between the placement organisation the school team and may involve occupational therapists from other services or tutors from the school to provide long@arm supervision. Eurther information about role emerging placements can be found in the guidance documents! De$elopin# the occupational therapy profession% pro$idin# ne& &or"'based learnin# opportunities for students via the following http!CCwww.cot.org.u2CmembersCeducationCpolicyCguidance.php lin2

57

"#i$er%i & o' E%%e( Breac! o' Pro'e%%io#al Co#d)c 7 ;i #e%% o Prac i%e a#d Termi#a io# o' Trai#i#- Proced)re 0;or % )de# % )#der a,i#- *ro'e%%io#al rai#i#- co)r%e%2 I# rod)c io# 0 +ll University students are required to comply with the regulations of the University regarding conduct. 6tudents enrolled on courses where a practical professional placement is required 5including health social wor2 and education7 have additional responsibilities placed upon them regarding not only their conduct but also their professional suitability as outlined in relevant regulatory andCor professional body codes of practice. Eailure to meet these responsibilities can lead to the !reach of Professional (onduct and Termination of Trainin# Procedure being invo2ed. 6tudents will be notified on enrolment if their course of study is subBect to the terms of this procedure. The !reach of Professional (onduct and Termination of Trainin# Procedure applies to all relevant courses leading to awards of the University of Essex although the office holders identified in 6ections + and A below may be adapted where the course is offered through a partner institution of the University. 4n the event of one or more allegations of misconduct that does not reflect upon a students professional suitability these will be dealt with under the Universitys #isciplinary Procedures 5or those of the relevant partner institution in the case of collaborative provision7 andCor through criminal proceedings. 4n the event of one or more allegations of misconduct or other factors that indicate that the student may not be suitable for engagement in the relevant profession the Universitys !reach of Professional (onduct and Termination of Trainin# Procedure shall be invo2ed. + student may at any time be suspended or precluded from further study by the University if in breach or alleged to be in breach of professional conduct. Areaches of professional standards by students may involve a range of actions or omissions but may include any of the following! a7 actions that are harmful to service users other members of the public or service providers b7 actions that are li2ely to constitute an unacceptable ris2 to the student or others c7 failure to disclose information about previous matters relating to their professional suitability prior to enrolment on the course including previous convictions and cautions d7 contravention of the relevant professional code of conduct e7 actions that are preBudicial to the development or standing of professional practice. 58

'

4n the event of an allegation of misconduct or professional unsuitability students are advised to see2 impartial help advice guidance and support from the 6tudents Union +dvice ;entre. Proced)re 'or Deali#- 3i ! Alle-a io#% o' Pro'e%%io#al Mi%co#d)c or Pro'e%%io#al "#%)i a+ili & +llegations of professional misconduct or professional unsuitability against a student shall be made in writing to the Head of #epartmentC6chool offering the professional course. 4t must be borne in mind that an allegation of professional misconduct or professional unsuitability is a serious and potentially defamatory one. ;onsequently it is essential that the proceedings should be conducted on a basis of strict confidentiality. 9n receipt of a written allegation the Head of #epartmentC6chool in consultation with the relevant ;ourse #irector or equivalent shall! a7 ta2e such immediate action as is deemed appropriate in the circumstances to safeguard all relevant parties but without preBudice to the outcome of the enquiry b7 interview the student to inform them of the nature of allegation made the action ta2en under +* 5a7 above and the procedures for dealing with the allegation c7 confirm in writing the nature of allegation made the action ta2en under +* 5a7 above and the procedures for dealing with the allegation d7 appoint after consultation with the +cademic =egistrar a senior member of academic staff to act as 4nvestigating 9fficer. The 4nvestigating 9fficer shall assemble impartially the evidence relevant to the allegation and shall prepare a written report for the Head of #epartmentC6chool which shall not pass Budgement for or against the accused nor recommend a particular course of action. 4f the Head of #epartmentC6chool deems that no prima facie case has been made against the student heCshe shall inform the student in writing. 4f the Head of #epartmentC6chool deems that a prima facie case has been made against the student heCshe shall refer the case as expeditiously as possible to a Professional Practice and ;onduct ;ommittee which shall be appointed by the Pro@<ice@;hancellor 5.earning and Teaching7. The ;ommittee shall normally comprise the following but will also conform to the requirements of the relevant professional andCor regulatory body! a7 a senior member of academic staff from another Eaculty as ;hair b7 two members of academic staff from the relevant subBect discipline within the 6chool who have had no previous involvement in the case

+ +0

+'

+*

+)

+( +-

59

c7 one practising member of the relevant profession who is from outside the University and who has not been associated with the teaching of the appellant. +% +& +, ?either the studentFs adviserCsupervisor nor the 4nvestigating 9fficer shall be members of the ;ommittee. The 6ecretary of the Professional Practice and ;onduct ;ommittee shall be the +cademic =egistrar or hisCher representative. The #ean shall submit to the 6ecretary of the Professional Practice and ;onduct ;ommittee such evidence including the report of the 4nvestigating 9fficer as the Head of #epartmentC6chool shall deem fitting. The 6ecretary shall send copies of the evidence to the members of the ;ommittee and at the same time to the student concerned and shall convene a meeting of the ;ommittee as soon as possible.

+0$ The ;ommittee shall proceed in Budicial fashion and in particular shall allow the student against whom allegations have been made to present hisCher case in person and if the student wishes to bring to the ;ommittee a student or employee of the University the relevant partner institution or the 6tudents Union to help himCher in presenting hisCher case to the ;ommittee. +00 The ;ommittee shall consider the written evidence submitted by the Head of #epartment and any statement or evidence provided by the student. 4t shall have the power to see2 such other evidence as it deems necessary. +0' The ;ommittee shall have the power to! a7 permit the student to recommence training b7 discontinue the placement and institute arrangements for locating an alternative placement if this is permitted under the =ules of +ssessment c7 preclude the student from further study on the course through the termination of training d7 impose such other penalty as it considers appropriate provided that no such penalty requires or implies a concession or exemption under the =egulations governing the award of degrees. +0* 3hen the ;ommittee has reached its decision the 6ecretary shall inform the student and the Head of #epartmentC6chool concerned in writing. The student shall be informed of the right to appeal against the decision in accordance with 6ection A 5below7. +0) 4f the case of professional misconduct or professional unsuitability against the student is found proven the Head of #epartmentC6chool and the +cademic =egistrar shall decide whether a report should be made to the relevant professional or statutory body. B Proced)re 'or A**eal% a-ai#% Deci%io#% o' !e Pro'e%%io#al Prac ice a#d Co#d)c Commi ee4

60

A0

3ritten notice of appeal by the student must be lodged with the +cademic =egistrar within five wor2ing days of the student being informed of the decision by the Professional Practice and ;onduct ;ommittee. 4n the event of an appeal the +cademic =egistrar and the Pro@<ice@;hancellor 5.earning and Teaching7 shall decide whether the grounds for the appeal are covered by the provisions of paragraph A( below and warrant further consideration by a Professional Practice and ;onduct +ppeals ;ommittee. 4f they agree that there are no grounds for further consideration of the appeal the +cademic =egistrar shall inform the student in writing giving the reasons for that decision. 4f the +cademic =egistrar and the Pro@<ice@;hancellor 5.earning and Teaching7 decide that the appeal does warrant further consideration the +cademic =egistrar shall refer the case to a Professional Practice and ;onduct +ppeals ;ommittee which shall be appointed by the Pro@<ice@;hancellor 5.earning and Teaching7 and which shall normally comprise! a7 a ;hairman who shall be from a different Eaculty from that relevant to the course b7 one member of staff from the relevant subBect and professional discipline within the Eaculty concerned who shall not be the Head of #epartmentC6chool or the 4nvestigating 9fficer or a member of the Professional Practice and ;onduct ;ommittee c7 one senior practising member of the relevant profession who is from outside the University and who has not been associated with the teaching of the appellant. The 6ecretary of the ;ommittee shall be the +cademic =egistrar or hisCher representative. The grounds for the appeal shall be one or more of the following! a7 that the Professional Practice and ;onduct ;ommittee did not ma2e reasonable efforts to acquire all relevant information b7 that new evidence had become available that could materially affect the Professional Practice and ;onduct ;ommitteeFs decision c7 that there was evidence of procedural irregularity or preBudice or bias in the conduct of the hearing by the Professional Practice and ;onduct ;ommittee. The ;ommittee shall have before it all documents relating to the original hearing together with a written statement submitted by the student setting out the grounds for the appeal. The ;ommittee shall not proceed by way of a re@ hearing but shall have power to require the presentation of such further evidence as it deems necessary. The ;ommittee shall have the same powers as the Professional Practice and ;onduct ;ommittee and may confirm the decision of the Professional Practice and ;onduct ;ommittee or substitute such other decision as it considers appropriate.

A'

A*

A) A(

A-

A%

61

A& A,

3hen the ;ommittee has reached its decision the 6ecretary shall inform the student and the Head of #epartmentC6chool concerned in writing. 4f any action had been ta2en under paragraph +0) above to inform the relevant professional or statutory bodies the Head of #epartmentC#ean and the +cademic =egistrar shall decide whether any further report should be made to the professional or statutory bodies concerned in the light of the decision of the ;ommittee.

A0$ The decision of the Professional Practice and ;onduct +ppeals ;ommittee shall be final. A00 The 9ffice of the 4ndependent +dBudicator for Higher Education 594+7 provides an independent course for the review of student complaints or appeals. 3hen the Universitys internal procedures for dealing with complaints and appeals have been exhausted the University will issue a ;ompletion of Procedures letter. 6tudents wishing to avail themselves of the opportunity of an independent review by the 94+ must submit their application to the 94+ within three months of the issue of the ;ompletion of Procedures letter. Eull details of the course are available on request and will be enclosed with the ;ompletion of Procedures. Tay Thompson +cademic Partnerships ?ovember '$$( +mended by! Tirstie 6ceats +ssistant +cademic 9fficer =egistry +pril '$$,

62

B5c 0*re6re-i% ra io#2 The 3orld Eederation of 9ccupational Therapists 53E9T7 requires evidence of 0$$$ hours prior to qualification. 6tudents on the programme will underta2e a minimum of 0$&$ hrs in practice. Practice placement education is an integral part of the programme and accounts for one third of the final award 50'$ credits7. 9ccupational therapy professional s2ills and experiences together with collaborative inter@ professional practice experience gained during placements are integrated throughout the academic content of the programme. The placements of varying duration enable the student to focus attention on their identified learning needs and to develop their professional s2ills as confidence increases. Placement 0 and ' at level ) are of ) and ( wee2s duration; placements * and ) at level ( are of & wee2s duration and placement ( at level - is also of & wee2s duration.

63

PRO:RAMME 5TR"CT"RE DIA:RAM > B5c Year O#e

Health well being and 4nter@ professional Practice 54ncludes 4nduction7 H60(' *$ credits .evel ) Aio@psychosocial perspectives of 9ccupation H60(* 0( credits .evel ) Eoundations of 9T Practice H60() 0( credits .evel ) Performance and 9ccupation H60(( 0( credits .evel ) Practice Placement 0 5Eull@time7 H60(0( credits .evel )

Year T3o
=eflection in 9T Practice H60(% 0( credits .evel ) Practice Placement ' 5Eull@time7 H60)& 0( credits .evel ) 9T in /ental Health H6'(0 0( credits .evel ( Physical +spects of 9ccupation H6'(' 0( credits .evel ( Practice Placement * Eull@time H6'(* *$ credits .evel (

Year T!ree
62ills for Practice H6'() 0( credits .evel ( =esearch and Evidence for Practice 0 H6'($ 0( credits .evel ( ;ompetence in 9ccupational Therapy Practice H6*(( )( credits .evel - including placement ( Practice Placement ( 5Eull@time7 H6*(( .evel =esearch and Evidence for Practice * H6*(0 *$ credits .evel Practice Placement ) 5Eull@time7 H6'(*$ credits .evel 4 ;ontexts of Professional Practice H6*(' *$ credits .evel 4nter@ professional ;onference 3or2shops

Year ;o)r
=esearch and Evidence for Practice ' H6*($ *$ credits .evel -

64

Pro-ramme Co# e# B5c 0Ho#%2 Le$el 1 Health 3 ell@being and 4nter@professional Practice H60(0 The aim of the module is to introduce students to the models and perspectives of health shaped by culture and society. 4n addition students will begin to explore the concepts of ethics and values in relation to the above and consider the impact that this can have on the service user. 6tudents will gain experience of wor2ing in inter@ professional groups and the use of a range of communication strategies to foster collaborative wor2ing including the use of /oodle. Eoundations of 9ccupational Therapy Practice H60() Explore and identify the role of occupational therapy within health and social care provision. The meaning and value of the professions philosophy are examined and trac2ed through the underpinning theoretical perspectives of current practice. Aio@psychosocial aspects of occupation H60(* This module is designed to provide an introduction to the biological psychological and social science basis of occupation. 4t is not expected that you will have any prior 2nowledge of the disciplines but those who do can build upon their current 2nowledge. Pou will be expected to ma2e use of your own life experiences and illustrations relevant to occupational therapy will be made where possible Performance and 9ccupation H60(( This module develops an understanding of the demands that normal activity places on people. This paves the way for analysing where and how people may experience functional difficulties in their lives. 9pportunities are provided for students to practice activity analysis which underpins occupational therapy intervention and the provision of treatment andCor solutions for identified problems Practice placement 0 H60(This introductory )@wee2 practice placement provides students with the opportunity to experience occupational therapy practice where they can observe and describe with guidance the ways in which 9T professional philosophy and theory are interpreted and applied in a multi@disciplinary service provider environment. The emphasis of this module is on observation of professional practice with levels of active participant involvement particularly in information gathering negotiable as the student develops confidence and the s2ills of safe practice. The student will have opportunity to develop basic integration of theory with practice s2ills. Professional suitability is assessed in detail by means of a proforma in which professional interpersonal and a limited range of practice s2ills are assessed.

65

=eflection in 9ccupational Therapy Practice H60(% The concept of reflective practice has gained considerable favour among professionals and educators in recent years. 9ccupational therapists often face unique and challenging situations that produce personal professional and ethical dilemmas conflicts and problems. These situations may be lin2ed to client interventions occupational therapy roles multidisciplinary and multi@agency wor2ing and the contexts of practice. =eflective practice promotes flexibility of approach a critical view of practice a sense of confidence in professional identity and a clearer focus for evaluating the actions of self and others. This module provides a facilitating environment where such development can ta2e place contextualised within a wide framewor2 of practice environments and based on students experiences in practice. Practice placement ' H60)& This five@wee2 second practice placement provides students with the opportunity to experience a different service user environment. They will continue to observe and analyse with guidance the ways in which 9T professional philosophy and theory are interpreted and applied within a different 9T practice setting and through reflection will develop increased awareness of 9T and multidisciplinary wor2ing practices. +gain the emphasis for this module is on a negotiable level of participant involvement in information gathering and to extend this to planning 8 implementing intervention as the student develops in confidence and s2ills of safe practice. The student has opportunity to further develop understanding of basic underpinning 9T theoretical framewor2s guiding practice. Professional suitability is assessed in detail by means of a proforma in which professional interpersonal and a limited range of practice s2ills are assessed. Le$el = 9ccupational Therapy in /ental Health H6'(0 This module is designed to examine issues of mental health and ill@health and the impact these have on human performance. + variety of issues will be explored from a bio@psychosocial perspective. The complexities of occupation are considered and the role of the occupational therapist in enabling clients and carers to deal with the effects of mental@ill@health will be examined. The theoretical and philosophical basis of occupational therapy practice will be applied throughout this module using a reflective approach. Physical +spects of 9ccupation H6'(' 6tudents examine issues of physical health and ill@health and the impact these have on human performance. + variety of health issues will be explored from a bio@ psychosocial perspective. The complexities of occupation are considered and the role of the occupational therapist in enabling clients and carers to deal with the effects of physical ill@health created by trauma or disease will be examined. The theoretical and philosophical basis of occupational therapy practice will be applied throughout this module using a reflective approach.

Practice placement * H6'(* This first &@wee2 placement continues the development of the students practice experience with other clientCpatient groups enabling them to expand 8 develop professional 2nowledge and s2ills. The experience will enable them to ta2e increased responsibility in the occupational therapy process by beginning to ma2e professional Budgments based on clinical reasoning processes. Professional suitability and developments are assessed in detail by means of a proforma which reflect increased demands for involvement with clients and therapy and an increasingly analytical approach to practice. =esearch and Evidence for Practice 0 H6'(% 4n this module students will be introduced to qualitative and quantitative data the data collection techniques and the issues surrounding validity reliability and trustworthiness of data. The purpose is for students to experience and learn from the realities of planning and conducting research and interpret the findings in the academic setting. >roup activity will be underta2en within an inter@professional learning environment. 6tudents will be encouraged to wor2 in autonomous groups to collect and analyse data appropriately4 62ills for Practice H6'(' This module aims to develop the students understanding of therapeutic activity and occupation in occupational therapy. They will gain an experiential 2nowledge and understanding of the components required to perform a s2ill and focus on adaptation of the environment and change in the individual enabling clients to adapt to new situations and needs. Practice placement ) H6'(4n this second level ( &@wee2 module students have the opportunity to experience wor2 with a third client group and to draw upon previous 2nowledge and experience to manage a small caseload or ta2e equivalent responsibility under supervision. Professional Budgements will be based upon sound theoretical 2nowledge. Professional suitability and development are assessed using a pro forma and submission of reflective wor2 which demands increased levels of professional s2ills and increasingly critical appraisal of students practice from a sound 2nowledge base. Le$el ? ;ontexts of Professional Practice H6*(' This module aims to develop students s2ills in relation to leadership innovation and entrepreneurship. Through completion of the module learning students acquire an understanding of the legal political and cultural contexts in which occupational therapy practice occurs. 6tudents consider occupational therapy practice in relation to developing societal trends government policy research evidence legislation and ethics. 6uch learning is then extended by supporting students in identifying and exploring novel and emerging areas of occupational therapy practice. .eadership management and business development are all included in the module teaching in order for students to explore different service delivery structures and models 5for example social enterprise7. 6tudent learning them culminates in the completion of a

patchwor2 text which is focused around students chosen innovative area of occupational therapy practice for the module assessment. =esearch and Evidence for Practice ' H6*(% This inter@professional module focuses on facilitating the understanding of research design and analysis by examining quantitative and qualitative methodologies. This will be built on the first hand experiences of data collection and analysis for from =esearch and Evidence for Practice 0. The concept of critical thin2ing will be addressed and lin2ed to assessment through the critical analysis of research papers. Philosophies which underpin research approaches will be considered. The implications of the nature and overall quality of professional research literature as evidence to inform practice will also be considered. =esearch and Evidence for Practice * H6*(& This module is designed to support students in the preparation and submission of an undergraduate proBectC dissertation. 6tudents are expected to underta2e their wor2 in an autonomous fashion under the supervision of allocated tutors 6tudents will be expected to present the implications to practice of their proposal at an 4nter@professional ;onference at the end of the module. ;ompetence in 9ccupational Therapy Practice H6*(( This module will enable the student to investigate professional practice within clinical ethical legal and managerial framewor2s in preparation for professional practice. There will be an opportunity to explore aspects of practice and examine the influence of current trends. The student is required to demonstrate the ability to integrate theory with practice in order to provide evidence of competence to practice. The student will be expected to manage a small caseload.

T!e occ)*a io#al !era*& *laceme# e(*erie#ce 6 Le$el% a#d e(*ec a io#% B5c 0Ho#%2 *ro-ramme The A6c students underta2e five practice placements over the four year period which gives them a range of clinical opportunities reflecting the variety of settings in which occupational therapy is delivered Prac ice *laceme# 1 01 3ee,%2 le$el =equires student observation of and a negotiable level of basic participant involvement in practice under close supervision Enables the practice of occupational therapy and the application of professional core s2ills activity values and beliefs to be experienced and understood. 6tudent develops practice s2ills and understanding through observation of and involvement in information gathering processes and discussion of planning and implementing treatment. =equires basic practice s2ills to be demonstrated and students will begin to develop the ability to integrate theory and practice via basic reflection and presentation of case material Prac ice *laceme# 2 0= 3ee,%2 le$el 1 This module requires transference and consolidation of understanding of basic 9T core s2ills and 2nowledge values and beliefs gained in placement one into a practice setting with different service user needs. Eollowing identification of learning needs arising from the first placement experience the student will have opportunity to apply 2nowledge and s2ills in a negotiable increased level of participant involvement in occupational therapy practice with a different service user group. 6tudent develops 8 consolidates basic s2ills and understanding through involvement in information gathering processes planning and implementing treatment under supervision. =equires basic practice s2ills to be demonstrated and students will further develop the ability to integrate theory and practice via reflection reasoning and presentation of case material Prac ice *laceme# D 0< 3ee,%2 le$el = =equires active participation in practice with guidance from the placement educator. =equires more responsibility to be ta2en in the occupational therapy process and involvement in ma2ing professional decisions. #evelops s2ills and understanding through involvement in assessment and use of Budgement to plan treatment following through the occupational therapy process with guidance. =equires demonstration of effective s2ills and ta2ing an analytical and reflective approach to practice =equires integration of theory with practice via presentation of material which considers identification 8 development of 9T core s2ills

Prac ice *laceme# 1 0< 3ee,%2 le$el =. =equires supervised responsibility to be ta2en for managing a small caseload. =equires professional Budgements to be made based on sound theoretical 2nowledge. #evelops s2ills and understanding through independent involvement in the whole occupational therapy process ma2ing effective use of supervision. =equires demonstration of theoretical and practical problem solving s2ills and critical appraisal of practice. =equires integration of theory with practice via academic submission of material which evidences development of professional therapeutic relationships

Prac ice *laceme# = 0< 3ee,%2 le$el ? This placement forms part of the )( credit competence in practice module =equires student to ta2e full responsibility for an allocated caseload. =equires the development of innovative and creative ideas for practice based on strong theoretical principles. =equires demonstrable evidence of competent practice and readiness for transition from student to therapist. =equires demonstration of a highly professional level of s2ills and the use of critical evaluation and reflection to continually develop practice. 6tudents are assessed according to the stage of education reached with the outcome of competency to practice.

final

+ssessment submission The student is responsible for returning placement documentation to the school including the final copy of the signed assessment form and any separate placement assignments for mar2ing 5placement ) A6c only7. +ll paperwor2 is to be signed in with a front sheet to the administration office before attending the placement debriefing session with the practice placement tutor and must be submitted on finding a placement. "* o 1 3ee, la e ca# +e #e-o ia ed 3i ! Ed)ca or.% a-reeme# 4 A' er 1 3ee,7 !e a%%e%%me# mar, 3ill +e ca**ed a 10L4 Placement preparation and feedbac2 are mandatory 5included in placement hours7. Please notify us if you are not able to attend with a valid reason. 4f the student does not attend the feedbac2 session then the placement is not completed.

Occ)*a io#al T!era*& Prac ice Placeme# :)ideli#e%

> Ca%e 5 )d& Pre%e# a io#

6tudents are required to demonstrate integration of theory and practice and the development of occupational therapy clinical reasoning s2ills through a case study presentation of their understanding and level of involvement in case wor2ing practices. Placeme# 1 9 2 0B5c2 6tudents on placements 0 8 ' should underta2e a short clientCpatient@based study and aim to present their understanding of case information to their educator and a small 5negotiated7 number of others. Placeme# D 0B5c2 6tudents on placement * should ta2e opportunity to demonstrate understanding and analysis of client need and 9T intervention distinguishing the application of core occupational therapy s2ills guiding intervention within wider multidisciplinary team wor2ing. Presentations should be between 0(@'$ minutes long and should be prepared and delivered in a professional manner4 Placeme# 1 9 = 0B5c27 *laceme# D 9 1 0M5c2 6tudents on placements *C) and )C( may elect to choose to present a case study or an area of specific interest relevant to the service which is to be negotiated with the practice educator. The presentation will be evaluated by the educator to form one source of evidence for the integration of theory into practice and clinical reasoning component of the assessment. 6tudents on placements ) 5A6c7 will also submit a written reflection to the 6chool for assessment and material used for this wor2 may be used to inform presentation approaches in negotiation with the placement educator. :e#eral -)ideli#e% 'or all clie# +a%ed ca%e % )die% The study will include information relevant to the Doccupational therapy processes as appropriate to the service area and to demonstrate student clinical reasoning processes at an appropriate level for stage of training. 9verview of person referred to the service =eason for referral Primary and secondary Dproblems C needs 4mpact of conditionCepisode on persons lifestyle 9T process : assessment @ how needs are identified

>uiding theory : model of practice intervention approach 3or2place practices guiding intervention : local policiesCproceduresClegislation +ims of 9T intervention Planning 8 implementation of treatmentCactivity Evaluation : how has person benefited from 9TL 6erviceCresource limitations Euture plans 8 actions Evidence base for study : source references

5c!ool o' Heal ! 9 H)ma# 5cie#ce% 3ivenhoe Par2 ;olchester ;9) *6J Mod)le CodeG H52=? Prac ice Placeme# 1

Re'lec i$e %)mmar& a%%e%%me# + 0$$$ word reflective summary of the development of a professional therapeutic relationship. Pour summary will be based on practice reflections from your placement diary and wee2ly learning Csupervision records. 4n practice situations where you may not have opportunity to form a sustained therapeutic relationship with one service user then you may choose to provide Dvignettes of your contact with service users and others 5irrespective of whether persons were already 2nown or new to the service setting7. 4rrespective of the approach chosen you must ensure that you have considered your relationship building processes and s2ills involved. 5)mmar& -)ideli#e% 0. Two copies of your reflective summary should be submitted to the school by the due date '. Pou must incorporate accurately referenced relevant theory and research in text to support your summary using the Harvard system @ provide a reference list at the end of your summary. *. Pou should use an appropriate mix of first and third person writing styles when including the theory base and discussing the subBective elements of the therapeutic relationship with the identified service user5s7 5or other7. ). Pou must ensure that due confidentiality of service user name5s7 and service setting and others is observed and that the use of pseudonyms is stated as such. (. Pour reflective summary should contain the following elements! 5i7 +n introduction which outlines the Dpractice story and offers the rationale for the development of professional therapeutic relationships.

5ii7 + main body which describes and analyses the development of the Dtherapeutic relationship with placement practice setting. 9ngoing analysis of the Dstory summary should reveal identification and application of your therapeutic relationship s2ills in use during the time of contact 5iii7 The conclusion of your summary should aim to offer an evaluation of your overall management of the therapeutic relationship including its ending. Pou will also identify relevant future personal and professional development needs. A%%i-#me# %)**or o# *laceme# Yo) ma& #e-o ia e ime 'or a%%i-#me# %)**or 3i ! &o)r $i%i i#- ) or d)ri#!e !al'63a& *laceme# $i%i i' reF)ired4 Plea%e arra#-e !i% addi io#al ime i# ad$a#ce o' !e $i%i 4 the chosen person5s7 within your

5c!ool o' Heal ! 9 H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/

B5c 0Ho#%2 Occ)*a io#al T!era*&

Practice Placement +ssessment 9f Professional 6uitability Prac ice Placeme# 192 0B5c2

6tudent ?ame! 6tudent ?umber! Practice Placement +ddress!

?ame of Practice Placement Educator!

Placeme# G Placement #ates Erom! To!

;i#al :radeG

Ho)r% Com*le edG +bsences =ecorded ?umber of days!

Prac ice Placeme# Ed)ca io#

6tudents must achieve a pass mar2 in all ) sections. + fail in one or more sections will result in overall failure of the placement. Each section will be awarded a mar2 form 0@0$$K based on the criteria. The overall grade is obtained by adding the mar2s from all four sections together and dividing by ) to gain a final percentage.

:rade ;ail Pa%% Lo3er Credi "**er Credi Di% i#c io# Drd 242 241 1%

Mar,% A3arded 0 > DAL 10 > 1AL =0 > =AL ?0 > ?AL @0 > 100L

A%%e%%me# 5)mmar& 5ec io#% 14Comm)#ica io# 5,ill% 24Pro'e%%io#al C!arac eri% ic% D4OT Proce%% 5,ill% 14Cli#ical Rea%o#i#Placeme# To al Mar,% I' 'ail i% i#dica ed i# o#e or more %ec io#% do #o o al mar,% or a ri+) e a *erce# a-e Ed)ca or -e#eral comme# % a#d o) li#e ') )re lear#i#- #eed%G L ;i#al Mar, Tic, +o( i' ;ail

5i-#a )re o' Prac ice Placeme# Ed)ca orG 5i-#a )re o' 5 )de# G

Da eG

Da eG

5i-#a )re o' o !er co# ri+) or 0i' a**lica+le2

Da eG

A%%e%%me# ;orm Com*le io# I i% im*or a# !a !e%e i#% r)c io#% are Carried o) e(ac l&
0. The student and educator are each required to complete a copy of this form prior to the final report recording their own grading of each section 5prepared grade7. +fter discussion at the final report meeting the final grading decision is made by the educator. The assessment performance criteria in the four sections of the form and the overall grading guidelines on page ( provide guidance on the expectations for student performance for the placement module. Each descriptor describes at performance the midpoint of each range of mar2s e.g. halfway between ($ 8 (, U ((K. The educator is required to note which of the performance criteria have and have not been achieved. + Budgement can be made by the educator if performance criteria are not applicable at the final report stage and this may not necessarily incur a fail. 4f a student exceeds the performance criteria for the placement this should be recorded. Each assessment section must be awarded a percentage mar2 between 0 @ 0$$K. /ar2s for each section are transferred onto the summary sheet 5page *7 added up and divided by ) to reach an overall percentage grade. >rades appearing as percentage fractions should be rounded up or down i.e. below .(K should be rounded down .(K or above should be rounded up to the next whole percentage point. e.g. -0.'(K U -0K. (*.(K U ()K
*.

'.

Pour comments in each section must and should reflect the level the student may be achieving in each grade. T!e % )de# m)% *a%% all %ec io#% i# order o ac!ie$e a *a%% mar,4 ;ail)re i# o#e or more %ec io#% 3ill re%)l i# 'ail)re o' !e *laceme# . ;i#al Re*or Mee i#Educator student or both may elect to have additional therapist present with the prior agreement of the other. +ll those present at the final report discussion must sign the assessment summary sheet on page * and the educator is also as2ed to provide general comments and an outline of any future learning needs for the student not documented within the assessment.

).

(.

-.

The educator must also complete the assessment front cover to include final assessment percentage hours and any student absence hours from placement.

%.

The educator and student must ta2e the opportunity to comment in each of the sections and must also provide tangible examples of evidence to support the grading awarded and to comment on areas for future development. 6tudents right of appeal : the student has the right to appeal against the assessment if there has been maladministration of these procedures.

&.

Cla%%i'ica io# -)ideli#e% demo#% ra i#- *laceme# *er'orma#ceG ;AILG 06DAL banding Even with considerable guidance prompting 8 counselling the student is unable to meet criteria demonstrating unsatisfactory performance with significant wea2nesses in one or more areas ;AIL 0EERY POOR PER;ORMANCE2 061AL Unable to use resources appropriately. ;onfused and ineffective communication. Unable to function effectively. .ittle or no awareness of professional codes of conduct o ;AIL 0POOR PER;ORMANCE2 2162AL 4nsufficient or inappropriate use of resources. 4nadequate limited or inappropriate s2ill application. 4nsufficient and C or unclear communication. 4nsufficient awareness of professional codes of conduct o ;AIL 0INADE/"ATE PER;ORMANCE2 D06DAL 4nadequate use of resources. 4nsufficient or significant gaps in s2ill application. 4nadequate communication. .imited awareness of professional codes of conduct. D 0PA552G 1061AL4 6atisfactory safe performance with the student able to demonstrate practice at a basic level with a reasonable level of guidance and support having been provided. 2G2 0LOWER CREDIT2 =06 =AL 6tudent demonstrates the ability to practice professionally with some guidance needed as appropriate. 6tudent demonstrates good performance s2ills to achieve learning outcomes and can identify and reflect on areas for improvement. 2G1 0HI:HER CREDIT2 ?06 ?AL 6tudent demonstrates competent practice with minimal guidance provided. <ery good performance is demonstrated consistently in all or most areas of wor2 practice and the student is confident in pursuing and further developing their professional practice. 1 0DI5TINCTION2 @06100L 3ide mar,i#- +a#d reF)iri#- ')r !er -)ideli#e clari'ica io# 'or lo37 mid a#d !i-! +a#di#- *oi# % a% 'ollo3% LOW 1 @06@AL 6tudent consistently demonstrates an excellent level of performance in all aspects and will see2 guidance independently. 6tudent ma2es a clearly evidenced contribution to the service setting through a very high standard of independent reflection analysis and application of professional practical and theoretical s2ills.
% % rd

 MID 1

<06<AL

6tudent consistently provides evidence in all of the above demonstrating professional excellence and autonomous practice in all areas and will see2 guidance independently. 6tudent also ma2es a significant contribution to wider aspects of service delivery and management through excellent investigative planning implementation and evaluative s2ills. HI:H 1
%

A06100L

T!e%e +a#di#- mar,% de#o e a# o) % a#di#- e(celle#ce %ee# i# all *er'orma#ce a%*ec % o' *ro'e%%io#al %,ill7 ,#o3led-e a#d +e!a$io)r4 T!e % )de# 3ill !a$e co#%i% e# l& demo#% ra ed !i-!l& ad$a#ced rea%o#i#- %,ill% o-e !er 3i ! i##o$a i$e a#d *ro$e# co# ri+) io# o o$erall %er$ice im*ro$eme# 4 Per%o#al a#d *ro'e%%io#al de$elo*me# %,ill% are a #a )ral em+odime# o' !e % )de# .% a+ili & o *ro'e%%io#all& *rac ice a a remar,a+le a#d o) % a#di#- le$el4 Mar,% a3arded a !i% le$el m)% +e re%er$ed 'or o) % a#di#- *er'orma#ce% o#l&4

5ec io# 1G Comm)#ica io# 5,ill% 9verall .earning 9utcome! Comm)#ica e a**ro*ria el& 3i !i# !e *laceme# %e i#- 3i ! clie# %7 % a'' a#d o !er%4 E#co)ra-e a#d 'acili a e o comm)#ica e +& )%i#- a**ro*ria e #o#6 $er+al a#d $er+al rei#'orceme# Comm)#ica e e''ec i$el& a#d co#'ide# l& 3i ! i#di$id)al clie# % a#d -ro)*% i# 'ace o 'ace co# ac Comm)#ica e e''ec i$el& )%i#- a**ro*ria e la#-)a-e 3i ! o !er *ro'e%%io#al% i# !e m)l idi%ci*li#ar& eam Comm)#ica e co#ci%el&7 clearl& a#d acc)ra el& +o ! orall& a#d i# 3ri i#+ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% %ome ime% a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G ;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

5ec io# 1G Comm)#ica io# 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

5ec io# 2G Pro'e%%io#al C!arac eri% ic% 9verall .earning 9utcome! Demo#% ra e *ro'e%%io#al c!arac eri% ic%7 3!ic! i#dica e !i%/!er a+ili & o 3or, %a'el& 3i !i# a m)l idi%ci*li#ar& *ro'e%%io#al 'rame3or, a% a**ro*ria e o occ)*a io#al !era*&4 5a'e *rac ice7 co#'ormi#- o !e % a#dard% o' !e 3or,*lace7 co#cer#i#% a''7 clie# % a#d *roced)re% 5,ill% i# or-a#i%i#- %el' a#d 3or, i# a %a i%'ac or& ma##er Ada* i#- %a i%'ac oril& o !e reF)ireme# % o' !e *laceme# i# a *ro'e%%io#al ma##er Reco-#i%i#- o3# % re#- ! a#d limi a io#% a#d )%e% a**ro*ria e % ra e-ie% o ')r !er de$elo* !eir o3# *ro'e%%io#al de$elo*me# A3are#e%% o' *ro'e%%io#al +o)#darie% a#d 3or,i#- 3i !i# !em +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le o demo#% ra e e$ide#ce o'G ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- !e % )de# i% -e#erall& a+le o demo#% ra e e$ide#ce o'G ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e e$ide#ce o'G ;ollo3i#- mi#imal -)ida#ce !e % )de# i% a+le o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

84

5ec io# 2G Pro'e%%io#al C!arac eri% ic% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

85

5ec io# DG OT Proce%% 5,ill% 9verall .earning 9utcome! Di%c)%% a#d *ar ici*a e i# !e occ)*a io#al !era*& *roce%% a% a**lica+le o !e %e i#-4 :a !er a#d %elec rele$a# i#'orma io# +e'ore i#i ial i# er$ie3 or mee i#3i ! a# i#di$id)al or -ro)* Demo#% ra e a# )#der% a#di#- o' !e Occ)*a io#al T!era*i% .% role a#d !e a+ili & o ar ic)la e i Reco-#i%e a#d re%*o#d o !e i#di$id)al #eed% o' clie# % +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

86

5ec io# DG OT Proce%% 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

87

5ec io# 1G Cli#ical Rea%o#i#9verall .earning 9utcome! Demo#% ra e %,ill% o' cli#ical rea%o#i#- a#d re'lec io# +& ide# i'&i#- a#d a#al&%i#- !e %a'e 3or,i#- *rac ice% o' a# occ)*a io#al !era*i% i# !e 3or, %e i#-7 i#cl)di#- role%7 core %,ill% a#d )%e o'7 i# rela io# o !e clie# % i#di$id)al #eed%4 Ide# i'& a#d di%c)%% !e *!ilo%o*!& o' Occ)*a io#al T!era*& Ide# i'& a#d di%c)%% !e Occ)*a io#al T!era*& *roce%% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# i% a+le o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

88

5ec io# 1G Cli#ical Rea%o#i#Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

89

5c!ool o' Heal ! 9 H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/

B5c 0Ho#%2 Occ)*a io#al T!era*&

Practice Placement +ssessment 9f Professional 6uitability Prac ice Placeme# D 0B5c2

6tudent ?ame! 6tudent ?umber! Practice Placement +ddress!

?ame of Practice Placement Educator!

Placeme# G Placement #ates Erom! To!

;i#al :radeG

Ho)r% Com*le edG +bsences =ecorded ?umber of days!

90

Prac ice Placeme# Ed)ca io#

6tudents must achieve a pass mar2 in all ) sections. + fail in one or more sections will result in overall failure of the placement. Each section will be awarded a mar2 form 0@0$$K based on the criteria. The overall grade is obtained by adding the mar2s from all four sections together and dividing by ) to gain a final percentage.

:rade ;ail Pa%% Lo3er Credi "**er Credi Di% i#c io# Drd 242 241 1%

Mar,% A3arded 0 > DAL 10 > 1AL =0 > =AL ?0 > ?AL @0 > 100L

91

A%%e%%me# 5)mmar& 5ec io#% 14Comm)#ica io# 5,ill% 24Pro'e%%io#al C!arac eri% ic% D4OT Proce%% 5,ill% 14Cli#ical Rea%o#i#Placeme# To al Mar,% I' 'ail i% i#dica ed i# o#e or more %ec io#% do #o o al mar,% or a ri+) e a *erce# a-e Ed)ca or -e#eral comme# % a#d o) li#e ') )re lear#i#- #eed%G L ;i#al Mar, Tic, +o( i' ;ail

5i-#a )re o' Prac ice Placeme# Ed)ca orG 5i-#a )re o' 5 )de# G

Da eG

Da eG

5i-#a )re o' o !er co# ri+) or 0i' a**lica+le2

Da eG

92

A%%e%%me# ;orm Com*le io# I i% im*or a# !a !e%e i#% r)c io#% are Carried o) e(ac l&
0. The student and educator are each required to complete a copy of this form prior to the final report recording their own grading of each section 5prepared grade7. +fter discussion at the final report meeting the final grading decision is made by the educator. The assessment performance criteria in the four sections of the form and the overall grading guidelines on page ( provide guidance on the expectations for student performance for the placement module. Each descriptor describes at performance the midpoint of each range of mar2s e.g. halfway between ($ 8 (, U ((K. The educator is required to note which of the performance criteria have and have not been achieved. + Budgement can be made by the educator if performance criteria are not applicable at the final report stage and this may not necessarily incur a fail. 4f a student exceeds the performance criteria for the placement this should be recorded. Each assessment section must be awarded a percentage mar2 between 0 @ 0$$K. /ar2s for each section are transferred onto the summary sheet 5page *7 added up and divided by ) to reach an overall percentage grade. >rades appearing as percentage fractions should be rounded up or down i.e. below .(K should be rounded down .(K or above should be rounded up to the next whole percentage point. e.g. -0.'(K U -0K. (*.(K U ()K
*.

'.

Pour comments in each section must and should reflect the level the student may be achieving in each grade. T!e % )de# m)% *a%% all %ec io#% i# order o ac!ie$e a *a%% mar,4 ;ail)re i# o#e or more %ec io#% 3ill re%)l i# 'ail)re o' !e *laceme# . ;i#al Re*or Mee i#Educator student or both may elect to have additional therapist present with the prior agreement of the other. +ll those present at the final report discussion must sign the assessment summary sheet on page * and the educator is also as2ed to provide general comments and an outline of any future learning needs for the student not documented within the assessment.

).

(.

-.

The educator must also complete the assessment front cover to include final assessment percentage hours and any student absence hours from placement.

93

%.

The educator and student must ta2e the opportunity to comment in each of the sections and must also provide tangible examples of evidence to support the grading awarded and to comment on areas for future development. 6tudents right of appeal : the student has the right to appeal against the assessment if there has been maladministration of these procedures.

&.

94

Cla%%i'ica io# -)ideli#e% demo#% ra i#- *laceme# *er'orma#ceG ;AILG 06DAL banding Even with considerable guidance prompting 8 counselling the student is unable to meet criteria demonstrating unsatisfactory performance with significant wea2nesses in one or more areas ;AIL 0EERY POOR PER;ORMANCE2 061AL Unable to use resources appropriately. ;onfused and ineffective communication. Unable to function effectively. .ittle or no awareness of professional codes of conduct o ;AIL 0POOR PER;ORMANCE2 2162AL 4nsufficient or inappropriate use of resources. 4nadequate limited or inappropriate s2ill application. 4nsufficient and C or unclear communication. 4nsufficient awareness of professional codes of conduct o ;AIL 0INADE/"ATE PER;ORMANCE2 D06DAL 4nadequate use of resources. 4nsufficient or significant gaps in s2ill application. 4nadequate communication. .imited awareness of professional codes of conduct. D 0PA552G 1061AL4 6atisfactory safe performance with the student able to demonstrate practice at a basic level with a reasonable level of guidance and support having been provided. 2G2 0LOWER CREDIT2 =06 =AL 6tudent demonstrates the ability to practice professionally with some guidance needed as appropriate. 6tudent demonstrates good performance s2ills to achieve learning outcomes and can identify and reflect on areas for improvement. 2G1 0HI:HER CREDIT2 ?06 ?AL 6tudent demonstrates competent practice with minimal guidance provided. <ery good performance is demonstrated consistently in all or most areas of wor2 practice and the student is confident in pursuing and further developing their professional practice. 1 0DI5TINCTION2 @06100L 3ide mar,i#- +a#d reF)iri#- ')r !er -)ideli#e clari'ica io# 'or lo37 mid a#d !i-! +a#di#- *oi# % a% 'ollo3% LOW 1 @06@AL 6tudent consistently demonstrates an excellent level of performance in all aspects and will see2 guidance independently. 6tudent ma2es a clearly evidenced contribution to the service setting through a very high standard of independent reflection analysis and application of professional practical and theoretical s2ills.
% % rd

95

 MID 1

<06<AL

6tudent consistently provides evidence in all of the above demonstrating professional excellence and autonomous practice in all areas and will see2 guidance independently. 6tudent also ma2es a significant contribution to wider aspects of service delivery and management through excellent investigative planning implementation and evaluative s2ills. HI:H 1
%

A06100L

T!e%e +a#di#- mar,% de#o e a# o) % a#di#- e(celle#ce %ee# i# all *er'orma#ce a%*ec % o' *ro'e%%io#al %,ill7 ,#o3led-e a#d +e!a$io)r4 T!e % )de# 3ill !a$e co#%i% e# l& demo#% ra ed !i-!l& ad$a#ced rea%o#i#- %,ill% o-e !er 3i ! i##o$a i$e a#d *ro$e# co# ri+) io# o o$erall %er$ice im*ro$eme# 4 Per%o#al a#d *ro'e%%io#al de$elo*me# %,ill% are a #a )ral em+odime# o' !e % )de# .% a+ili & o *ro'e%%io#all& *rac ice a a remar,a+le a#d o) % a#di#- le$el4 Mar,% a3arded a !i% le$el m)% +e re%er$ed 'or o) % a#di#- *er'orma#ce% o#l&4

96

5ec io# 1G Comm)#ica io# 5,ill% 9verall .earning 9utcome! Demo#% ra e e''ec i$e comm)#ica io# 3i !i# !e occ)*a io#al !era*& %e i#a#d 3i ! e( er#al a-e#cie% E#co)ra-e a#d 'acili a e o !er% o comm)#ica e +& )%i#- a**ro*ria e #o#6$er+al a#d $er+al rei#'orceme# Comm)#ica e e''ec i$el& a#d co#'ide# l& 3i ! i#di$id)al clie# % a#d -ro)*% i# 'ace o 'ace co# ac Comm)#ica e e''ec i$el& )%i#- a**ro*ria e ermi#olo-& 3i ! o !er *ro'e%%io#al% i# !e m)l idi%ci*li#ar& eam Comm)#ica e acc)ra el& a#d co#ci%el&7 +o ! orall& a#d i# 3ri i#Di%c)%% occ)*a io#al !era*& a a**ro*ria e le$el% "%e recei$ed i#'orma io# o ma,e o+%er$a io#% a#d i# er*re a io#%7 8)% i'&i#- !e%e 3i ! clari & a#d acc)rac& Pre%e# !im / !er%el' a**ro*ria el& o o !er% 5)% ai# -ood 3or,i#- rela io#%!i*% 3i ! m)l idi%ci*li#ar& eam mem+er% 5!are ,#o3led-e a#d %,ill !ro)-! a $arie & o' me !od% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

97

5ec io# 1G Comm)#ica io# 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

98

5ec io# 2G Pro'e%%io#al C!arac eri% ic% 9verall .earning 9utcome! Demo#% ra e a# a+ili & o 3or, a% a *ro'e%%io#al 3i !i# !e occ)*a io#al !era*& %er$ice *ro$i%io# "#der% a#d *ro'e%%io#al % a#dard%7 +e!a$i#- i# a *ro'e%%io#al ma##er7 ide# i'&i#- *olicie% a#d *roced)re%7 )%i#- re%o)rce% e''icie# l& Ada* *erce* i$el& o !e dema#d% o' !e 3or,*lace Ac i$el& %ee, ,#o3led-e a#d crea e lear#i#- o**or )#i ie% i# order o crea e *ro'e%%io#al com*e e#ce Co# ri+) e o !e *laceme# +& %ee,i#- o e$al)a e a#d im*ro$e !i% / !er *ro'e%%io#al %,ill% Be a3are o' *ro'e%%io#al +o)#darie% a#d 3or,i#- 3i !i# !em +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

99

5ec io# 2G Pro'e%%io#al C!arac eri% ic% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

10 0

5ec io# DG OT Proce%% 5,ill% 9verall .earning 9utcome! Ide# i'& a#d im*leme# !e a%*ec % o' !e OT Proce%% a**lica+le o !e %e i#-7 'rom a# a**ro*ria e e$ide#ce +a%e4 :a !er a#d %elec rele$a# i#'orma io# o !e clie# % %i )a io# 5elec a**ro*ria e a%%e%%me# /% a#d *re*are !e clie# Pla# a**ro*ria e i# er$e# io# Im*leme# i# er$e# io# E$al)a e i# er$e# io# +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

10 1

5ec io# DG OT Proce%% 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

10 2

5ec io# 1G Cli#ical Rea%o#i#9verall .earning 9utcome! "%e cli#ical rea%o#i#- a#d re'lec i$e *rac ice %,ill% o cri icall& a#al&%e !e c)rre# ,#o3led-e +a%e )#der*i##i#- %a'e *rac ice 3i ! %er$ice )%er%4 Demo#% ra e re'lec io# )*o# !e e(*erie#ce o' !e *laceme# i#cl)di#ide# i'ica io# o' !i% / !er *er%o#al a#d *ro'e%%io#al -ai#% a#d #eed% 'or ')r !er de$elo*me# 4 5,ill% o' e#F)ir& a#d a#al&%i% T!e a+ili & o %elec a#d re$ie3 !eorie% a#d co#ce* % rele$a# o !e *rac ice %e i#E$ide#ce o' !e )%e o' ra#%'era+le %,ill% Re'lec io# )*o# o3# a#d o !er% *er'orma#ce% a#d #eed%7 co#%ideri#- a $arie & o' i%%)e% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

10 3

5ec io# 1G Cli#ical Rea%o#i#Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

10 4

5c!ool o' Heal ! 9 H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/

B5c 0Ho#%2 Occ)*a io#al T!era*&

Practice Placement +ssessment 9f Professional 6uitability Prac ice Placeme# 1 0B5c2

6tudent ?ame! 6tudent ?umber! Practice Placement +ddress!

?ame of Practice Placement Educator!

Placeme# G Placement #ates Erom! To!

;i#al :radeG

Ho)r% Com*le edG +bsences =ecorded ?umber of days!

105

Prac ice Placeme# Ed)ca io#

6tudents must achieve a pass mar2 in all ) sections. + fail in one or more sections will result in overall failure of the placement. Each section will be awarded a mar2 form 0@0$$K based on the criteria. The overall grade is obtained by adding the mar2s from all four sections together and dividing by ) to gain a final percentage.

:rade ;ail Pa%% Lo3er Credi "**er Credi Di% i#c io# Drd 242 241 1%

Mar,% A3arded 0 > DAL 10 > 1AL =0 > =AL ?0 > ?AL @0 > 100L

106

A%%e%%me# 5)mmar& 5ec io#% 14Comm)#ica io# 5,ill% 24Pro'e%%io#al C!arac eri% ic% D4OT Proce%% 5,ill% 14Cli#ical Rea%o#i#Placeme# To al Mar,% I' 'ail i% i#dica ed i# o#e or more %ec io#% do #o o al mar,% or a ri+) e a *erce# a-e 5c!ool )%e o#l& Re'lec i$e a%%i-#me# mar,% Placeme# a#d academic o al Placeme# o$erall L a3ard Ed)ca or -e#eral comme# % a#d o) li#e ') )re lear#i#- #eed%G L ;i#al Mar, Tic, +o( i' ;ail

5i-#a )re o' Prac ice Placeme# Ed)ca orG 5i-#a )re o' 5 )de# G 5i-#a )re o' o !er co# ri+) or 0i' a**lica+le2

Da eG Da eG Da eG

107

A%%e%%me# ;orm Com*le io# I i% im*or a# !a !e%e i#% r)c io#% are Carried o) e(ac l&
0. The student and educator are each required to complete a copy of this form prior to the final report recording their own grading of each section 5prepared grade7. +fter discussion at the final report meeting the final grading decision is made by the educator. The assessment performance criteria in the four sections of the form and the overall grading guidelines on page ( provide guidance on the expectations for student performance for the placement module. Each descriptor describes at performance the midpoint of each range of mar2s e.g. halfway between ($ 8 (, U ((K. The educator is required to note which of the performance criteria have and have not been achieved. + Budgement can be made by the educator if performance criteria are not applicable at the final report stage and this may not necessarily incur a fail. 4f a student exceeds the performance criteria for the placement this should be recorded. Each assessment section must be awarded a percentage mar2 between 0 @ 0$$K. /ar2s for each section are transferred onto the summary sheet 5page *7 added up and divided by ) to reach an overall percentage grade. >rades appearing as percentage fractions should be rounded up or down i.e. below .(K should be rounded down .(K or above should be rounded up to the next whole percentage point. e.g. -0.'(K U -0K. (*.(K U ()K
*.

'.

Pour comments in each section must and should reflect the level the student may be achieving in each grade. T!e % )de# m)% *a%% all %ec io#% i# order o ac!ie$e a *a%% mar,4 ;ail)re i# o#e or more %ec io#% 3ill re%)l i# 'ail)re o' !e *laceme# . ;i#al Re*or Mee i#Educator student or both may elect to have additional therapist present with the prior agreement of the other. +ll those present at the final report discussion must sign the assessment summary sheet on page * and the educator is also as2ed to provide general comments and an outline of any future learning needs for the student not documented within the assessment.

).

(.

-.

The educator must also complete the assessment front cover to include final assessment percentage hours and any student absence hours from placement.

108

%.

The educator and student must ta2e the opportunity to comment in each of the sections and must also provide tangible examples of evidence to support the grading awarded and to comment on areas for future development. 6tudents right of appeal : the student has the right to appeal against the assessment if there has been maladministration of these procedures.

&.

109

Cla%%i'ica io# -)ideli#e% demo#% ra i#- *laceme# *er'orma#ceG ;AILG 06DAL banding Even with considerable guidance prompting 8 counselling the student is unable to meet criteria demonstrating unsatisfactory performance with significant wea2nesses in one or more areas ;AIL 0EERY POOR PER;ORMANCE2 061AL Unable to use resources appropriately. ;onfused and ineffective communication. Unable to function effectively. .ittle or no awareness of professional codes of conduct o ;AIL 0POOR PER;ORMANCE2 2162AL 4nsufficient or inappropriate use of resources. 4nadequate limited or inappropriate s2ill application. 4nsufficient and C or unclear communication. 4nsufficient awareness of professional codes of conduct o ;AIL 0INADE/"ATE PER;ORMANCE2 D06DAL 4nadequate use of resources. 4nsufficient or significant gaps in s2ill application. 4nadequate communication. .imited awareness of professional codes of conduct. D 0PA552G 1061AL4 6atisfactory safe performance with the student able to demonstrate practice at a basic level with a reasonable level of guidance and support having been provided. 2G2 0LOWER CREDIT2 =06 =AL 6tudent demonstrates the ability to practice professionally with some guidance needed as appropriate. 6tudent demonstrates good performance s2ills to achieve learning outcomes and can identify and reflect on areas for improvement. 2G1 0HI:HER CREDIT2 ?06 ?AL 6tudent demonstrates competent practice with minimal guidance provided. <ery good performance is demonstrated consistently in all or most areas of wor2 practice and the student is confident in pursuing and further developing their professional practice. 1 0DI5TINCTION2 @06100L 3ide mar,i#- +a#d reF)iri#- ')r !er -)ideli#e clari'ica io# 'or lo37 mid a#d !i-! +a#di#- *oi# % a% 'ollo3% LOW 1 @06@AL 6tudent consistently demonstrates an excellent level of performance in all aspects and will see2 guidance independently. 6tudent ma2es a clearly evidenced contribution to the service setting through a very high standard of independent reflection analysis and application of professional practical and theoretical s2ills.
% % rd

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6tudent consistently provides evidence in all of the above demonstrating professional excellence and autonomous practice in all areas and will see2 guidance independently. 6tudent also ma2es a significant contribution to wider aspects of service delivery and management through excellent investigative planning implementation and evaluative s2ills. HI:H 1
%

A06100L

T!e%e +a#di#- mar,% de#o e a# o) % a#di#- e(celle#ce %ee# i# all *er'orma#ce a%*ec % o' *ro'e%%io#al %,ill7 ,#o3led-e a#d +e!a$io)r4 T!e % )de# 3ill !a$e co#%i% e# l& demo#% ra ed !i-!l& ad$a#ced rea%o#i#- %,ill% o-e !er 3i ! i##o$a i$e a#d *ro$e# co# ri+) io# o o$erall %er$ice im*ro$eme# 4 Per%o#al a#d *ro'e%%io#al de$elo*me# %,ill% are a #a )ral em+odime# o' !e % )de# .% a+ili & o *ro'e%%io#all& *rac ice a a remar,a+le a#d o) % a#di#- le$el4 Mar,% a3arded a !i% le$el m)% +e re%er$ed 'or o) % a#di#- *er'orma#ce% o#l&4

111

5ec io# 1G Comm)#ica io# 5,ill% 9verall .earning 9utcome! Demo#% ra e e''ec i$e comm)#ica io# 3i !i# !e occ)*a io#al !era*& %e i#a#d 3i ! e( er#al a-e#cie% E#co)ra-e a#d 'acili a e o !er% o comm)#ica e +& )%i#- a**ro*ria e #o#6$er+al a#d $er+al rei#'orceme# Comm)#ica e e''ec i$el& a#d co#'ide# l& 3i ! i#di$id)al clie# % a#d -ro)*% i# 'ace o 'ace co# ac Comm)#ica e e''ec i$el& )%i#- a**ro*ria e ermi#olo-& 3i ! o !er *ro'e%%io#al% i# !e m)l idi%ci*li#ar& eam Comm)#ica e acc)ra el& a#d co#ci%el&7 +o ! orall& a#d i# 3ri i#Di%c)%% occ)*a io#al !era*& a a**ro*ria e le$el% "%e recei$ed i#'orma io# o ma,e o+%er$a io#% a#d i# er*re a io#%7 8)% i'&i#- !e%e 3i ! clari & a#d acc)rac& Pre%e# !im / !er%el' a**ro*ria el& o o !er% 5)% ai# -ood 3or,i#- rela io#%!i*% 3i ! m)l idi%ci*li#ar& eam mem+er% 5!are ,#o3led-e a#d %,ill !ro)-! a $arie & o' me !od% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

112

5ec io# 1G Comm)#ica io# 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

113

5ec io# 2G Pro'e%%io#al C!arac eri% ic% 9verall .earning 9utcome! Demo#% ra e a# a+ili & o 3or, a% a *ro'e%%io#al 3i !i# !e occ)*a io#al !era*& %er$ice *ro$i%io# "#der% a#d *ro'e%%io#al % a#dard%7 +e!a$i#- i# a *ro'e%%io#al ma##er7 ide# i'&i#- *olicie% a#d *roced)re%7 )%i#- re%o)rce% e''icie# l& Ada* *erce* i$el& o !e dema#d% o' !e 3or,*lace Ac i$el& %ee, ,#o3led-e a#d crea e lear#i#- o**or )#i ie% i# order o crea e *ro'e%%io#al com*e e#ce Co# ri+) e o !e *laceme# +& %ee,i#- o e$al)a e a#d im*ro$e !i% / !er *ro'e%%io#al %,ill% Be a3are o' *ro'e%%io#al +o)#darie% a#d 3or,i#- 3i !i# !em +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

114

5ec io# 2G Pro'e%%io#al C!arac eri% ic% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

115

5ec io# DG OT Proce%% 5,ill% 9verall .earning 9utcome! Ide# i'& a#d im*leme# !e a%*ec % o' !e OT Proce%% a**lica+le o !e %e i#-7 'rom a# a**ro*ria e e$ide#ce +a%e4 :a !er a#d %elec rele$a# i#'orma io# o !e clie# % %i )a io# 5elec a**ro*ria e a%%e%%me# /% a#d *re*are !e clie# Pla# a**ro*ria e i# er$e# io# Im*leme# i# er$e# io# E$al)a e i# er$e# io# +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

116

5ec io# DG OT Proce%% 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

117

5ec io# 1G Cli#ical Rea%o#i#9verall .earning 9utcome! "%e cli#ical rea%o#i#- a#d re'lec i$e *rac ice %,ill% o cri icall& a#al&%e !e c)rre# ,#o3led-e +a%e )#der*i##i#- %a'e *rac ice 3i ! %er$ice )%er%4 Demo#% ra e re'lec io# )*o# !e e(*erie#ce o' !e *laceme# i#cl)di#ide# i'ica io# o' !i% / !er *er%o#al a#d *ro'e%%io#al -ai#% a#d #eed% 'or ')r !er de$elo*me# 4 5,ill% o' e#F)ir& a#d a#al&%i% T!e a+ili & o %elec a#d re$ie3 !eorie% a#d co#ce* % rele$a# o !e *rac ice %e i#E$ide#ce o' !e )%e o' ra#%'era+le %,ill% Re'lec io# )*o# o3# a#d o !er% *er'orma#ce% a#d #eed%7 co#%ideri#- a $arie & o' i%%)e% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

118

5ec io# 1G Cli#ical Rea%o#i#Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

119

5c!ool o' Heal ! 9 H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/

B5c 0Ho#%2 Occ)*a io#al T!era*&

Practice Placement +ssessment 9f Professional 6uitability Prac ice Placeme# = 0B5c2

6tudent ?ame! 6tudent ?umber! Practice Placement +ddress!

?ame of Practice Placement Educator!

Placeme# G Placement #ates Erom! To!

;i#al :radeG

Ho)r% Com*le edG +bsences =ecorded ?umber of days!

120

Prac ice Placeme# Ed)ca io#

6tudents must achieve a pass mar2 in all ) sections. + fail in one or more sections will result in overall failure of the placement. Each section will be awarded a mar2 form 0@0$$K based on the criteria. The overall grade is obtained by adding the mar2s from all four sections together and dividing by ) to gain a final percentage.

:rade ;ail Pa%% Lo3er Credi "**er Credi Di% i#c io# Drd 242 241 1%

Mar,% A3arded 0 > DAL 10 > 1AL =0 > =AL ?0 > ?AL @0 > 100L

121

A%%e%%me# 5)mmar& 5ec io#% 14Comm)#ica io# 5,ill% 24Pro'e%%io#al C!arac eri% ic% D4OT Proce%% 5,ill% 14Cli#ical Rea%o#i#Placeme# To al Mar,% I' 'ail i% i#dica ed i# o#e or more %ec io#% do #o o al mar,% or a ri+) e a *erce# a-e Ed)ca or -e#eral comme# % a#d o) li#e ') )re lear#i#- #eed%G L ;i#al Mar, Tic, +o( i' ;ail

5i-#a )re o' Prac ice Placeme# Ed)ca orG 5i-#a )re o' 5 )de# G

Da eG

Da eG

5i-#a )re o' o !er co# ri+) or 0i' a**lica+le2

Da eG

122

A%%e%%me# ;orm Com*le io# I i% im*or a# !a !e%e i#% r)c io#% are Carried o) e(ac l&
0. The student and educator are each required to complete a copy of this form prior to the final report recording their own grading of each section 5prepared grade7. +fter discussion at the final report meeting the final grading decision is made by the educator. The assessment performance criteria in the four sections of the form and the overall grading guidelines on page ( provide guidance on the expectations for student performance for the placement module. Each descriptor describes at performance the midpoint of each range of mar2s e.g. halfway between ($ 8 (, U ((K. The educator is required to note which of the performance criteria have and have not been achieved. + Budgement can be made by the educator if performance criteria are not applicable at the final report stage and this may not necessarily incur a fail. 4f a student exceeds the performance criteria for the placement this should be recorded. Each assessment section must be awarded a percentage mar2 between 0 @ 0$$K. /ar2s for each section are transferred onto the summary sheet 5page *7 added up and divided by ) to reach an overall percentage grade. >rades appearing as percentage fractions should be rounded up or down i.e. below .(K should be rounded down .(K or above should be rounded up to the next whole percentage point. e.g. -0.'(K U -0K. (*.(K U ()K
*.

'.

Pour comments in each section must and should reflect the level the student may be achieving in each grade. T!e % )de# m)% *a%% all %ec io#% i# order o ac!ie$e a *a%% mar,4 ;ail)re i# o#e or more %ec io#% 3ill re%)l i# 'ail)re o' !e *laceme# . ;i#al Re*or Mee i#Educator student or both may elect to have additional therapist present with the prior agreement of the other. +ll those present at the final report discussion must sign the assessment summary sheet on page * and the educator is also as2ed to provide general comments and an outline of any future learning needs for the student not documented within the assessment.

).

(.

-.

The educator must also complete the assessment front cover to include final assessment percentage hours and any student absence hours from placement.

123

%.

The educator and student must ta2e the opportunity to comment in each of the sections and must also provide tangible examples of evidence to support the grading awarded and to comment on areas for future development. 6tudents right of appeal : the student has the right to appeal against the assessment if there has been maladministration of these procedures.

&.

124

Cla%%i'ica io# -)ideli#e% demo#% ra i#- *laceme# *er'orma#ceG ;AILG 06DAL banding Even with considerable guidance prompting 8 counselling the student is unable to meet criteria demonstrating unsatisfactory performance with significant wea2nesses in one or more areas ;AIL 0EERY POOR PER;ORMANCE2 061AL Unable to use resources appropriately. ;onfused and ineffective communication. Unable to function effectively. .ittle or no awareness of professional codes of conduct o ;AIL 0POOR PER;ORMANCE2 2162AL 4nsufficient or inappropriate use of resources. 4nadequate limited or inappropriate s2ill application. 4nsufficient and C or unclear communication. 4nsufficient awareness of professional codes of conduct o ;AIL 0INADE/"ATE PER;ORMANCE2 D06DAL 4nadequate use of resources. 4nsufficient or significant gaps in s2ill application. 4nadequate communication. .imited awareness of professional codes of conduct. D 0PA552G 1061AL4 6atisfactory safe performance with the student able to demonstrate practice at a basic level with a reasonable level of guidance and support having been provided. 2G2 0LOWER CREDIT2 =06 =AL 6tudent demonstrates the ability to practice professionally with some guidance needed as appropriate. 6tudent demonstrates good performance s2ills to achieve learning outcomes and can identify and reflect on areas for improvement. 2G1 0HI:HER CREDIT2 ?06 ?AL 6tudent demonstrates competent practice with minimal guidance provided. <ery good performance is demonstrated consistently in all or most areas of wor2 practice and the student is confident in pursuing and further developing their professional practice. 1 0DI5TINCTION2 @06100L 3ide mar,i#- +a#d reF)iri#- ')r !er -)ideli#e clari'ica io# 'or lo37 mid a#d !i-! +a#di#- *oi# % a% 'ollo3% LOW 1 @06@AL 6tudent consistently demonstrates an excellent level of performance in all aspects and will see2 guidance independently. 6tudent ma2es a clearly evidenced contribution to the service setting through a very high standard of independent reflection analysis and application of professional practical and theoretical s2ills.
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<06<AL

6tudent consistently provides evidence in all of the above demonstrating professional excellence and autonomous practice in all areas and will see2 guidance independently. 6tudent also ma2es a significant contribution to wider aspects of service delivery and management through excellent investigative planning implementation and evaluative s2ills. HI:H 1
%

A06100L

T!e%e +a#di#- mar,% de#o e a# o) % a#di#- e(celle#ce %ee# i# all *er'orma#ce a%*ec % o' *ro'e%%io#al %,ill7 ,#o3led-e a#d +e!a$io)r4 T!e % )de# 3ill !a$e co#%i% e# l& demo#% ra ed !i-!l& ad$a#ced rea%o#i#- %,ill% o-e !er 3i ! i##o$a i$e a#d *ro$e# co# ri+) io# o o$erall %er$ice im*ro$eme# 4 Per%o#al a#d *ro'e%%io#al de$elo*me# %,ill% are a #a )ral em+odime# o' !e % )de# .% a+ili & o *ro'e%%io#all& *rac ice a a remar,a+le a#d o) % a#di#- le$el4 Mar,% a3arded a !i% le$el m)% +e re%er$ed 'or o) % a#di#- *er'orma#ce% o#l&4

126

5ec io# 1G Comm)#ica io# 5,ill% 9verall .earning 9utcome! Demo#% ra e a# a+ili & o 3or, a#d comm)#ica e *ro'e%%io#all& 3i !i# !e occ)*a io#al !era*& %e i#-7 3ider m)l idi%ci*li#ar& eam a#d 3i ! e( er#al a-e#cie% Demo#% ra e a**ro*ria e #o#6$er+al a#d li% e#i#- %,ill% Ta,e i#i ia i$e i# comm)#ica i#- clearl& a#d co#ci%el& 3i ! clie# %7 % a'' a#d o !er% i# oral a#d 3ri e# 'orm O''er *erce* i$e7 3ell rea%o#ed % a eme# % a#d i# er*re a io#% Di%c)%% occ)*a io#al !era*& a a**ro*ria e le$el% 3i ! o !er% E$al)a e !i% / !er %,ill% a% a comm)#ica or ;orm a#d %)% ai# -ood 3or,i#- rela io#%!i*% 5!are ,#o3led-e a#d %,ill 3i ! clari & a#d *ro'e%%io#ali%m +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

127

5ec io# 1G Comm)#ica io# 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

128

5ec io# 2G Pro'e%%io#al C!arac eri% ic% 9verall .earning 9utcome! E$al)a e a#d cri icall& re'lec )*o# !i% / !er 3or, a% a# occ)*a io#al !era*i% 7 ide# i'&i#- co# i#)i#- *ro'e%%io#al de$elo*me# #eed% o e$ide#ce Pro'e%%io#al +e!a$io)r i# all a%*ec % o' !e 3or, 5a i%'ac oril& 3or, 3i ! all !e eam mem+er%7 co# ri+) i#- mea#i#-')ll& o !e *laceme# "%i#- %o)#d *ro'e%%io#al 8)d-eme# o %elec 7 i# er*re a#d re*or i#'orma io# T!e a+ili & o e$al)a e a#d cri icall& re'lec )*o# !i% / !er o3# a#d o !er% *rac ice Be a3are o' *ro'e%%io#al +o)#darie% a#d 3or,i#- 3i !i# !em +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

129

5ec io# 2G Pro'e%%io#al C!arac eri% ic% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

130

5ec io# DG OT Proce%% 5,ill% 9verall .earning 9utcome! Demo#% ra e *ro'e%%io#al re%*o#%i+ili & 'or a# alloca ed ca%eload7 ma#a-i#all a%*ec % o' 3or,7 re*or i#- o !e Prac ice Placeme# Ed)ca or a% reF)ired :a !er a#d %elec rele$a# i#'orma io# 'rom a**ro*ria e %o)rce% 5elec 7 *ar ici*a e i# a#d ada* a**ro*ria e a%%e%%me# % 5e#%i i$el& carr& o) a%%e%%me# % o de ermi#e clie# #eed% Elici !e reF)ired i#'orma io# i# +o ! +read ! a#d de* ! E$al)a e !e reF)ired i#'orma io#6-a !eri#- *roce%% Ma#a-i#- a %mall ca%eload o *ro'e%%io#al % a#dard%7 )%i#- a# e( e#%i$e ra#-e o' *rac ical %,ill%7 rea%%e%%i#-7 re$i%i#- a#d e$al)a i#!oro)-!l& Re$ie3 a#d ) ili%e a**ro*ria e !eor& o i#'orm a#d % r)c )re *rac ice +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

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5ec io# DG OT Proce%% 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

132

5ec io# 1G Cli#ical Rea%o#i#9verall .earning 9utcome! E$al)a e a#d cri icall& re'lec o# !e Occ)*a io#al T!era*& *roce%% 'rom a# e$ide#ce +a%e i# order o de$elo* *rac ice4 "%e a 3ide ra#-e o' e#F)ir& %,ill% o e''ec i$el& a#al&%e a#d ar ic)la e !e e$ide#ce +a%e 'or *rac ice I# e-ra e !eor& a#d *rac ice ra#%'erri#- ,#o3led-e a#d %,ill% o a 3ide ra#-e o' %i )a io#% E''ec i$el& cri icall& a**rai%e a#d re'lec o# all 'ace % o' *rac ice +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

133

5ec io# 1G Cli#ical Rea%o#i#Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

134

M5c 0*re6re-i% ra io#2 The /6c 5Pre@registration7 occupational therapy accelerated programme aims to offer suitably qualified graduate applicants the opportunity to register as an occupational therapist within two years. The programme is clinically orientated with over 0$$$ hours of clinical practice complemented by rigorous academic content. The aim of the programme is to produce an occupational therapist that is capable of wor2ing in the changing healthcare environment. 9n completion of the programme the student should have the capabilities to Bustify critically appraise systematically analyse and reflect on his or her own professional clinical practice in the context of recent research findings and evidence@based practice. Eurthermore they should be committed to their own continual professional development and able to contribute to occupational therapy and other health@related professions. The philosophy of the programme is to build on transferable s2ills and combine a strong emphasis on evidence@based clinical practice along with critical and analytical reflective learning. The 3orld Eederation of 9ccupational Therapists 53E9T7 requires evidence of 0$$$ hours prior to qualification. 6tudents on the programme will underta2e a minimum of 0$&$ hrs in practice through the completion of four practice placements. 5The first assessed at level ( the second at level -7. The first two placements aim to promote the development of competence in occupational therapy practice encouraging effective clinical reasoning and facilitating the integration of theory with practical s2ills. The final placements aim to consolidate practice and to prepare the student for the transition to independent autonomous practitioner. 6tudents placement activity is assessed by practice educators using the standard occupational therapy assessment forms.

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Pro-ramme 5 r)c )re Dia-ram > M5c

1 Year
%

;o)#da io#% o' OT Prac ice H5<@0 0 credi % le$el ?

Occ)*a io#al ac i$i & a#d *er'orma#ce H5<@1 0 credi % le$el ?

Lear#i#- i# Prac ice 1 H5<@? 0 credi % le$el =

Occ)*a io#al *er'orma#ce i# *rac ice H5<@2 D0 credi % le$el @

Lear#i#- i# *rac ice 2 H5<@= 0 credi % le$el ?

Re%earc! i# Heal !care H5<=< Le$el @

I# er*ro'e%%io#al 3or,i#- a#d *rac ice H5<1A 1= credi % le$el @

#d

Year

Tra#%'orma io# !ro)-! occ)*a io# H5<@D D0 credi % le$el @

Lear#i#- i# *rac ice D H5<@< 0 credi % le$el ?

Co# e( % o' Occ)*a io#al !era*& Prac ice H5<@1 D0 credi % le$el @

Lear#i#- i# Prac ice 1 H5<@A 0 credi % le$el ?

T!e com*e e# Occ)*a io#al T!era*i% H5<@= D0 credi % le$el @

Re%earc! ac i$i & H5<=A D0 credi % le$el @

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Pro-ramme Co# e# M5c 0*re re-i% ra io#2 *ro-ramme Occ)*a io#al T!era*& mod)le% Eoundations of 9ccupational Therapy Practice H6&%$ This module is an introduction to occupational therapy which enables the students to explore the values philosophy 2nowledge base and responsibility of the profession. These themes will be further expanded in subsequent modules. 9ccupational +ctivity and Performance H6&%0 6tudents will develop an understanding of the demands that normal activity places on people introducing them to the core s2ill of tas2 and activity analysis. Experiential opportunities enable students to understand this essential s2ill which underpins occupational therapy intervention. The student will then have the opportunity to develop the s2ills in practice as part of the module learning outcomes. .earning in Practice 0 H6&%This first eight wee2 placement provides students with their first experience of a practice setting. 4nitially students will observe gradually increasing their participation and enabling them analyse with guidance the ways in which 9T professional philosophy and theory are interpreted and applied within an 9T practice setting. 9ccupational Performance in Practice H6&%' The impact of physical and psychological health and ill@health and the impact on the individual will be explored and critiqued from a bio@psychosocial perspective. The complexities of occupation are considered alongside the role that the 9T has in enabling clients and carers to deal with the effects of psychological and physical ill health underpinned by the theoretical base. + practice placement is integral to this module and will allow students to integrate 2nowledge gained in practice. .earning in Practice ' H6&%% This module enables the student to develop and build on academic and professional s2ills of analysis application and synthesis and under guidance of the placement educator continue to integrate their academic learning into practice. 6tudents continue the practice placement experience enabling them to extend their 2nowledge of wor2ing with a diverse range of client groups. Transformation through occupation H6&%* This experiential module exposes students to a variety of s2ills used within 9T intervention and enables them to gain an 2nowledge and understanding of the components required to perform a s2ill. Emphasis is placed on adaptation of the environment and change in the individual enabling clients to adapt to new situations and needs. 6tudents have the opportunity to consolidate these s2ills on placement. .earning in Practice * H6&%& 4n this third &@wee2 module students have the opportunity to experience wor2 with a third client group and to draw upon previous 2nowledge and experience to manage a small caseload or ta2e equivalent responsibility under supervision. Professional Budgments will be based upon sound theoretical 2nowledge demonstrating the ability to integrate theoretical perspectives from previous learning into practice. Professional suitability and development are assessed using a pro forma.

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;ontexts of 9ccupational Therapy Practice H6&%) This module aims to develop students s2ills in relation to leadership innovation and entrepreneurship. Through completion of the module learning students acquire an understanding of the legal political and cultural contexts in which occupational therapy practice occurs. 6tudents consider occupational therapy practice in relation to developing societal trends government policy research evidence legislation and ethics. 6uch learning is then extended by supporting students in identifying and critically analysing novel and emerging areas of occupational therapy practice. .eadership management and business development are all included in the module teaching in order for students to critically appraise different service delivery structures and models 5for example social enterprise7. 6tudent learning then culminates in the completion of a patchwor2 text which is focused around students chosen innovative area of occupational therapy practice for the module assessment. .earning in Practice ) H6&%, 4n this final &@wee2 practice placement students supply evidence of competence to practice. +ll previous learning supports the effective management of a small caseload. The completion of the ;P# portfolio provides evidence of critical evaluation of self in readiness for transition into professional practice. The ;ompetent 9ccupational Therapist H6&%( This module consolidates students learning over the two years and prepares the student for professional practice. 6tudents will investigate professional practice within clinical ethical legal and managerial framewor2s and explore aspects of practice examining the influence of current trends. I# er6*ro'e%%io#al mod)le% Healthcare =esearch 50( credits7 and =esearch +ctivity 5*$ credits7 H6&(% 6tudents research and problem solving s2ills gained during undergraduate study are developed in these modules with an emphasis on critical analysis and creative thin2ing. 6tudents pursue an area of interest identify practice issues and translate one of these into a research question. The modules provide students with the opportunity to demonstrate in@depth understanding of a specific area of practice. 4nter@professional wor2ing and practice H6&), To facilitate the transition from student to effective practitioner this module engages the student in interagency and inter@professional collaborative wor2ing lifelong learning and reflective practice in the wor2place.

13 8

T!e occ)*a io#al !era*& *laceme# e(*erie#ce 6 Le$el% a#d e(*ec a io#% The /6c students underta2e four practice placements which provides them with a range of clinical opportunities reflecting the variety of settings in which occupational therapy is delivered. Lear#i#- i# Prac ice 1 0< 3ee,%2 This module requires transference and consolidation of understanding of basic 9T core s2ills and 2nowledge values and beliefs gained in the academic component of the module into a practice setting. Eollowing identification of learning needs the student will have opportunity to apply 2nowledge and s2ills in a negotiable increased level of participant involvement in occupational therapy practice with a different service user group. 6tudent develops 8 consolidates basic s2ills and understanding through involvement in information gathering processes planning and implementing treatment under supervision. =equires basic practice s2ills to be demonstrated and students will further develop the ability to integrate theory and practice via reflection reasoning and presentation of case material Lear#i#- i# Prac ice 2 0< 3ee,%2 =equires active participation in practice with guidance from the placement educator. =equires more responsibility to be ta2en in the occupational therapy process and involvement in ma2ing professional decisions. #evelops s2ills and understanding through involvement in assessment and use of Budgement to plan treatment following through the occupational therapy process with guidance. =equires demonstration of effective s2ills and ta2ing an analytical and reflective approach to practice =equires critical integration of theory with practice via presentation of material which considers identification 8 development of 9T core s2ills Lear#i#- i# Prac ice D 0< 3ee,%2. =equires supervised responsibility to be ta2en for managing a small caseload. =equires professional Budgements to be made from a sound critical evidence base. #evelops s2ills and understanding through independent involvement in the whole occupational therapy process ma2ing effective use of supervision. =equires demonstration of theoretical and practical problem solving s2ills and critical appraisal of practice. Lear#i#- i# Prac ice 1 0< 3ee,%2 =equires the student to ta2e full responsibility for an allocated caseload. =equires the development of innovative and creative ideas for practice based on strong theoretical principles. =equires demonstrable evidence of competent practice and readiness for transition from student to therapist.

139

=equires demonstration of a highly professional level of s2ills and the use of critical evaluation and reflection to continually develop practice from a robust evidence base.

140

Occ)*a io#al T!era*& Prac ice Placeme# Ca%e 5 )d& Pre%e# a io# :)ideli#e% 6tudents are required to demonstrate integration of theory and practice and the development of occupational therapy clinical reasoning s2ills through a case study presentation of their understanding and level of involvement in case wor2ing practices. Placeme# 1 M5c 9n return from placement students will be required to construct a poster demonstrating the biopsychosocial impacts on a service user seen on practice placement4 The information required can be gathered and presented to a small number of others in the form of a case study. Placeme# 2 0M5c2 6tudents on placement * should ta2e opportunity to demonstrate understanding and analysis of client need and 9T intervention distinguishing the application of core occupational therapy s2ills guiding intervention within wider multidisciplinary team wor2ing. Presentations should be between 0(@'$ minutes long and should be prepared and delivered in a professional manner4 Placeme# D 9 1 0M5c2 6tudents on placements *C) and )C( may elect to choose to present a case study or an area of specific interest relevant to the service which is to be negotiated with the practice educator. The presentation will be evaluated by the educator to form one source of evidence for the integration of theory into practice and clinical reasoning component of the assessment. 6tudents on placements ) 5A6c7 will also submit a written reflection to the 6chool for assessment and material used for this wor2 may be used to inform presentation approaches in negotiation with the placement educator. >eneral guidelines for all client based case studies The study will include information relevant to the Doccupational therapy process as appropriate to the service area and to demonstrate student clinical reasoning processes at an appropriate level for stage of training. 9verview of person referred to the service =eason for referral Primary and secondary Dproblems C needs 4mpact of conditionCepisode on persons lifestyle 9T process : assessment : how needs are identified >uiding theory : model of practice intervention approach 3or2place practices guiding intervention: local policiesCproceduresClegislation +ims of 9T intervention 141

Planning 8 implementation of treatmentCactivity Evaluation : how has person benefited from 9T 6erviceCresource limitations Euture plans and actions Evidence base for study : source references

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5c!ool o' Heal ! 9 H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/

M5c Occ)*a io#al T!era*&

Practice Placement +ssessment 9f Professional 6uitability Lear#i#- i# Prac ice 1 0M5c2

6tudent ?ame! 6tudent ?umber! Practice Placement +ddress!

?ame of Practice Placement Educator!

Placeme# G Placement #ates Erom! To!

;i#al :radeG

Ho)r% Com*le edG +bsences =ecorded ?umber of days!

143

Prac ice Placeme# Ed)ca io#

6tudents must achieve a pass mar2 in all ) sections. + fail in one or more sections will result in overall failure of the placement. Each section will be awarded a mar2 form 0@0$$K based on the criteria. The overall grade is obtained by adding the mar2s from all four sections together and dividing by ) to gain a final percentage.

:rade ;ail Pa%% Lo3er Credi "**er Credi Di% i#c io# Drd 242 241 1%

Mar,% A3arded 0 > DAL 10 > 1AL =0 > =AL ?0 > ?AL @0 > 100L

144

A%%e%%me# 5)mmar& 5ec io#% 14Comm)#ica io# 5,ill% 24Pro'e%%io#al C!arac eri% ic% D4OT Proce%% 5,ill% 14Cli#ical Rea%o#i#Placeme# To al Mar,% I' 'ail i% i#dica ed i# o#e or more %ec io#% do #o o al mar,% or a ri+) e a *erce# a-e Ed)ca or -e#eral comme# % a#d o) li#e ') )re lear#i#- #eed%G L ;i#al Mar, Tic, +o( i' ;ail

5i-#a )re o' Prac ice Placeme# Ed)ca orG 5i-#a )re o' 5 )de# G

Da eG

Da eG

5i-#a )re o' o !er co# ri+) or 0i' a**lica+le2

Da eG

145

A%%e%%me# ;orm Com*le io# I i% im*or a# !a !e%e i#% r)c io#% are Carried o) e(ac l&
0. The student and educator are each required to complete a copy of this form prior to the final report recording their own grading of each section 5prepared grade7. +fter discussion at the final report meeting the final grading decision is made by the educator. The assessment performance criteria in the four sections of the form and the overall grading guidelines on page ( provide guidance on the expectations for student performance for the placement module. Each descriptor describes at performance the midpoint of each range of mar2s e.g. halfway between ($ 8 (, U ((K. The educator is required to note which of the performance criteria have and have not been achieved. + Budgement can be made by the educator if performance criteria are not applicable at the final report stage and this may not necessarily incur a fail. 4f a student exceeds the performance criteria for the placement this should be recorded. Each assessment section must be awarded a percentage mar2 between 0 @ 0$$K. /ar2s for each section are transferred onto the summary sheet 5page *7 added up and divided by ) to reach an overall percentage grade. >rades appearing as percentage fractions should be rounded up or down i.e. below .(K should be rounded down .(K or above should be rounded up to the next whole percentage point. e.g. -0.'(K U -0K. (*.(K U ()K
*.

'.

Pour comments in each section must and should reflect the level the student may be achieving in each grade. T!e % )de# m)% *a%% all %ec io#% i# order o ac!ie$e a *a%% mar,4 ;ail)re i# o#e or more %ec io#% 3ill re%)l i# 'ail)re o' !e *laceme# . ;i#al Re*or Mee i#Educator student or both may elect to have additional therapist present with the prior agreement of the other. +ll those present at the final report discussion must sign the assessment summary sheet on page * and the educator is also as2ed to provide general comments and an outline of any future learning needs for the student not documented within the assessment.

).

(.

-.

The educator must also complete the assessment front cover to include final assessment percentage hours and any student absence hours from placement.

146

%.

The educator and student must ta2e the opportunity to comment in each of the sections and must also provide tangible examples of evidence to support the grading awarded and to comment on areas for future development. 6tudents right of appeal : the student has the right to appeal against the assessment if there has been maladministration of these procedures.

&.

147

Cla%%i'ica io# -)ideli#e% demo#% ra i#- *laceme# *er'orma#ceG ;AILG 06DAL banding Even with considerable guidance prompting 8 counselling the student is unable to meet criteria demonstrating unsatisfactory performance with significant wea2nesses in one or more areas ;AIL 0EERY POOR PER;ORMANCE2 061AL Unable to use resources appropriately. ;onfused and ineffective communication. Unable to function effectively. .ittle or no awareness of professional codes of conduct o ;AIL 0POOR PER;ORMANCE2 2162AL 4nsufficient or inappropriate use of resources. 4nadequate limited or inappropriate s2ill application. 4nsufficient and C or unclear communication. 4nsufficient awareness of professional codes of conduct o ;AIL 0INADE/"ATE PER;ORMANCE2 D06DAL 4nadequate use of resources. 4nsufficient or significant gaps in s2ill application. 4nadequate communication. .imited awareness of professional codes of conduct. D 0PA552G 1061AL4 6atisfactory safe performance with the student able to demonstrate practice at a basic level with a reasonable level of guidance and support having been provided. 2G2 0LOWER CREDIT2 =06 =AL 6tudent demonstrates the ability to practice professionally with some guidance needed as appropriate. 6tudent demonstrates good performance s2ills to achieve learning outcomes and can identify and reflect on areas for improvement. 2G1 0HI:HER CREDIT2 ?06 ?AL 6tudent demonstrates competent practice with minimal guidance provided. <ery good performance is demonstrated consistently in all or most areas of wor2 practice and the student is confident in pursuing and further developing their professional practice. 1 0DI5TINCTION2 @06100L 3ide mar,i#- +a#d reF)iri#- ')r !er -)ideli#e clari'ica io# 'or lo37 mid a#d !i-! +a#di#- *oi# % a% 'ollo3% LOW 1 @06@AL 6tudent consistently demonstrates an excellent level of performance in all aspects and will see2 guidance independently. 6tudent ma2es a clearly evidenced contribution to the service setting through a very high standard of independent reflection analysis and application of professional practical and theoretical s2ills.
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6tudent consistently provides evidence in all of the above demonstrating professional excellence and autonomous practice in all areas and will see2 guidance independently. 6tudent also ma2es a significant contribution to wider aspects of service delivery and management through excellent investigative planning implementation and evaluative s2ills. HI:H 1
%

A06100L

T!e%e +a#di#- mar,% de#o e a# o) % a#di#- e(celle#ce %ee# i# all *er'orma#ce a%*ec % o' *ro'e%%io#al %,ill7 ,#o3led-e a#d +e!a$io)r4 T!e % )de# 3ill !a$e co#%i% e# l& demo#% ra ed !i-!l& ad$a#ced rea%o#i#- %,ill% o-e !er 3i ! i##o$a i$e a#d *ro$e# co# ri+) io# o o$erall %er$ice im*ro$eme# 4 Per%o#al a#d *ro'e%%io#al de$elo*me# %,ill% are a #a )ral em+odime# o' !e % )de# .% a+ili & o *ro'e%%io#all& *rac ice a a remar,a+le a#d o) % a#di#- le$el4 Mar,% a3arded a !i% le$el m)% +e re%er$ed 'or o) % a#di#- *er'orma#ce% o#l&4

149

5ec io# 1G Comm)#ica io# 5,ill% 9verall .earning 9utcome! Demo#% ra e e''ec i$e comm)#ica io# 3i !i# !e occ)*a io#al !era*& %e i#a#d 3i ! e( er#al a-e#cie% E#co)ra-e a#d 'acili a e o !er% o comm)#ica e +& )%i#- a**ro*ria e #o#6$er+al a#d $er+al rei#'orceme# Comm)#ica e e''ec i$el& a#d co#'ide# l& 3i ! i#di$id)al clie# % a#d -ro)*% i# 'ace o 'ace co# ac Comm)#ica e e''ec i$el& )%i#- a**ro*ria e ermi#olo-& 3i ! o !er *ro'e%%io#al% i# !e m)l idi%ci*li#ar& eam Comm)#ica e acc)ra el& a#d co#ci%el&7 +o ! orall& a#d i# 3ri i#Di%c)%% occ)*a io#al !era*& a a**ro*ria e le$el% "%e recei$ed i#'orma io# o ma,e o+%er$a io#% a#d i# er*re a io#%7 8)% i'&i#- !e%e 3i ! clari & a#d acc)rac& Pre%e# !im / !er%el' a**ro*ria el& o o !er% 5)% ai# -ood 3or,i#- rela io#%!i*% 3i ! m)l idi%ci*li#ar& eam mem+er% 5!are ,#o3led-e a#d %,ill !ro)-! a $arie & o' me !od% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

150

5ec io# 1G Comm)#ica io# 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

151

5ec io# 2G Pro'e%%io#al C!arac eri% ic% 9verall .earning 9utcome! Demo#% ra e a# a+ili & o 3or, a% a *ro'e%%io#al 3i !i# !e occ)*a io#al !era*& %er$ice *ro$i%io# "#der% a#d *ro'e%%io#al % a#dard%7 +e!a$i#- i# a *ro'e%%io#al ma##er7 ide# i'&i#- *olicie% a#d *roced)re%7 )%i#- re%o)rce% e''icie# l& Ada* *erce* i$el& o !e dema#d% o' !e 3or,*lace Ac i$el& %ee, ,#o3led-e a#d crea e lear#i#- o**or )#i ie% i# order o crea e *ro'e%%io#al com*e e#ce Co# ri+) e o !e *laceme# +& %ee,i#- o e$al)a e a#d im*ro$e !i% / !er *ro'e%%io#al %,ill% Be a3are o' *ro'e%%io#al +o)#darie% a#d 3or,i#- 3i !i# !em

+ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

152

5ec io# 2G Pro'e%%io#al C!arac eri% ic% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

153

5ec io# DG OT Proce%% 5,ill% 9verall .earning 9utcome! Ide# i'& a#d im*leme# !e a%*ec % o' !e OT Proce%% a**lica+le o !e %e i#-7 'rom a# a**ro*ria e e$ide#ce +a%e4 :a !er a#d %elec rele$a# i#'orma io# o !e clie# % %i )a io# 5elec a**ro*ria e a%%e%%me# /% a#d *re*are !e clie# Pla# a**ro*ria e i# er$e# io# Im*leme# i# er$e# io# E$al)a e i# er$e# io# +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

154

5ec io# DG OT Proce%% 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

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5ec io# 1G Cli#ical Rea%o#i#9verall .earning 9utcome! "%e cli#ical rea%o#i#- a#d re'lec i$e *rac ice %,ill% o cri icall& a#al&%e !e c)rre# ,#o3led-e +a%e )#der*i##i#- %a'e *rac ice 3i ! %er$ice )%er%4 Demo#% ra e re'lec io# )*o# !e e(*erie#ce o' !e *laceme# i#cl)di#ide# i'ica io# o' !i% / !er *er%o#al a#d *ro'e%%io#al -ai#% a#d #eed% 'or ')r !er de$elo*me# 4 5,ill% o' e#F)ir& a#d a#al&%i% T!e a+ili & o %elec a#d re$ie3 !eorie% a#d co#ce* % rele$a# o !e *rac ice %e i#E$ide#ce o' !e )%e o' ra#%'era+le %,ill% Re'lec io# )*o# o3# a#d o !er% *er'orma#ce% a#d #eed%7 co#%ideri#- a $arie & o' i%%)e% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

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5ec io# 1G Cli#ical Rea%o#i#Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

157

5c!ool o' Heal ! 9 H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/

M5c Occ)*a io#al T!era*&

Practice Placement +ssessment 9f Professional 6uitability Lear#i#- i# Prac ice 2 9 D 0M5c2

6tudent ?ame! 6tudent ?umber! Practice Placement +ddress!

?ame of Practice Placement Educator!

Placeme# G Placement #ates Erom! To!

;i#al :radeG

Ho)r% Com*le edG +bsences =ecorded ?umber of days!

158

Prac ice Placeme# Ed)ca io#

6tudents must achieve a pass mar2 in all ) sections. + fail in one or more sections will result in overall failure of the placement. Each section will be awarded a mar2 form 0@0$$K based on the criteria. The overall grade is obtained by adding the mar2s from all four sections together and dividing by ) to gain a final percentage.

:rade ;ail Pa%% Lo3er Credi "**er Credi Di% i#c io# Drd 242 241 1%

Mar,% A3arded 0 > DAL 10 > 1AL =0 > =AL ?0 > ?AL @0 > 100L

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A%%e%%me# 5)mmar& 5ec io#% 14Comm)#ica io# 5,ill% 24Pro'e%%io#al C!arac eri% ic% D4OT Proce%% 5,ill% 14Cli#ical Rea%o#i#Placeme# To al Mar,% I' 'ail i% i#dica ed i# o#e or more %ec io#% do #o o al mar,% or a ri+) e a *erce# a-e Ed)ca or -e#eral comme# % a#d o) li#e ') )re lear#i#- #eed%G L ;i#al Mar, Tic, +o( i' ;ail

5i-#a )re o' Prac ice Placeme# Ed)ca orG 5i-#a )re o' 5 )de# G

Da eG

Da eG

5i-#a )re o' o !er co# ri+) or 0i' a**lica+le2

Da eG

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A%%e%%me# ;orm Com*le io# I i% im*or a# !a !e%e i#% r)c io#% are Carried o) e(ac l&
0. The student and educator are each required to complete a copy of this form prior to the final report recording their own grading of each section 5prepared grade7. +fter discussion at the final report meeting the final grading decision is made by the educator. The assessment performance criteria in the four sections of the form and the overall grading guidelines on page ( provide guidance on the expectations for student performance for the placement module. Each descriptor describes at performance the midpoint of each range of mar2s e.g. halfway between ($ 8 (, U ((K. The educator is required to note which of the performance criteria have and have not been achieved. + Budgement can be made by the educator if performance criteria are not applicable at the final report stage and this may not necessarily incur a fail. 4f a student exceeds the performance criteria for the placement this should be recorded. Each assessment section must be awarded a percentage mar2 between 0 @ 0$$K. /ar2s for each section are transferred onto the summary sheet 5page *7 added up and divided by ) to reach an overall percentage grade. >rades appearing as percentage fractions should be rounded up or down i.e. below .(K should be rounded down .(K or above should be rounded up to the next whole percentage point. e.g. -0.'(K U -0K. (*.(K U ()K
*.

'.

Pour comments in each section must and should reflect the level the student may be achieving in each grade. T!e % )de# m)% *a%% all %ec io#% i# order o ac!ie$e a *a%% mar,4 ;ail)re i# o#e or more %ec io#% 3ill re%)l i# 'ail)re o' !e *laceme# . ;i#al Re*or Mee i#Educator student or both may elect to have additional therapist present with the prior agreement of the other. +ll those present at the final report discussion must sign the assessment summary sheet on page * and the educator is also as2ed to provide general comments and an outline of any future learning needs for the student not documented within the assessment.

).

(.

-.

The educator must also complete the assessment front cover to include final assessment percentage hours and any student absence hours from placement.

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%.

The educator and student must ta2e the opportunity to comment in each of the sections and must also provide tangible examples of evidence to support the grading awarded and to comment on areas for future development. 6tudents right of appeal : the student has the right to appeal against the assessment if there has been maladministration of these procedures.

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Cla%%i'ica io# -)ideli#e% demo#% ra i#- *laceme# *er'orma#ceG ;AILG 06DAL banding Even with considerable guidance prompting 8 counselling the student is unable to meet criteria demonstrating unsatisfactory performance with significant wea2nesses in one or more areas ;AIL 0EERY POOR PER;ORMANCE2 061AL Unable to use resources appropriately. ;onfused and ineffective communication. Unable to function effectively. .ittle or no awareness of professional codes of conduct o ;AIL 0POOR PER;ORMANCE2 2162AL 4nsufficient or inappropriate use of resources. 4nadequate limited or inappropriate s2ill application. 4nsufficient and C or unclear communication. 4nsufficient awareness of professional codes of conduct o ;AIL 0INADE/"ATE PER;ORMANCE2 D06DAL 4nadequate use of resources. 4nsufficient or significant gaps in s2ill application. 4nadequate communication. .imited awareness of professional codes of conduct. D 0PA552G 1061AL4 6atisfactory safe performance with the student able to demonstrate practice at a basic level with a reasonable level of guidance and support having been provided. 2G2 0LOWER CREDIT2 =06 =AL 6tudent demonstrates the ability to practice professionally with some guidance needed as appropriate. 6tudent demonstrates good performance s2ills to achieve learning outcomes and can identify and reflect on areas for improvement. 2G1 0HI:HER CREDIT2 ?06 ?AL 6tudent demonstrates competent practice with minimal guidance provided. <ery good performance is demonstrated consistently in all or most areas of wor2 practice and the student is confident in pursuing and further developing their professional practice. 1 0DI5TINCTION2 @06100L 3ide mar,i#- +a#d reF)iri#- ')r !er -)ideli#e clari'ica io# 'or lo37 mid a#d !i-! +a#di#- *oi# % a% 'ollo3% LOW 1 @06@AL 6tudent consistently demonstrates an excellent level of performance in all aspects and will see2 guidance independently. 6tudent ma2es a clearly evidenced contribution to the service setting through a very high standard of independent reflection analysis and application of professional practical and theoretical s2ills.
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6tudent consistently provides evidence in all of the above demonstrating professional excellence and autonomous practice in all areas and will see2 guidance independently. 6tudent also ma2es a significant contribution to wider aspects of service delivery and management through excellent investigative planning implementation and evaluative s2ills. HI:H 1
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A06100L

T!e%e +a#di#- mar,% de#o e a# o) % a#di#- e(celle#ce %ee# i# all *er'orma#ce a%*ec % o' *ro'e%%io#al %,ill7 ,#o3led-e a#d +e!a$io)r4 T!e % )de# 3ill !a$e co#%i% e# l& demo#% ra ed !i-!l& ad$a#ced rea%o#i#- %,ill% o-e !er 3i ! i##o$a i$e a#d *ro$e# co# ri+) io# o o$erall %er$ice im*ro$eme# 4 Per%o#al a#d *ro'e%%io#al de$elo*me# %,ill% are a #a )ral em+odime# o' !e % )de# .% a+ili & o *ro'e%%io#all& *rac ice a a remar,a+le a#d o) % a#di#- le$el4 Mar,% a3arded a !i% le$el m)% +e re%er$ed 'or o) % a#di#- *er'orma#ce% o#l&4

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5ec io# 1G Comm)#ica io# 5,ill% 9verall .earning 9utcome! Demo#% ra e e''ec i$e comm)#ica io# 3i !i# !e occ)*a io#al !era*& %e i#a#d 3i ! e( er#al a-e#cie% E#co)ra-e a#d 'acili a e o !er% o comm)#ica e +& )%i#- a**ro*ria e #o#6$er+al a#d $er+al rei#'orceme# Comm)#ica e e''ec i$el& a#d co#'ide# l& 3i ! i#di$id)al clie# % a#d -ro)*% i# 'ace o 'ace co# ac Comm)#ica e e''ec i$el& )%i#- a**ro*ria e ermi#olo-& 3i ! o !er *ro'e%%io#al% i# !e m)l idi%ci*li#ar& eam Comm)#ica e acc)ra el& a#d co#ci%el&7 +o ! orall& a#d i# 3ri i#Di%c)%% occ)*a io#al !era*& a a**ro*ria e le$el% "%e recei$ed i#'orma io# o ma,e o+%er$a io#% a#d i# er*re a io#%7 8)% i'&i#- !e%e 3i ! clari & a#d acc)rac& Pre%e# !im / !er%el' a**ro*ria el& o o !er% 5)% ai# -ood 3or,i#- rela io#%!i*% 3i ! m)l idi%ci*li#ar& eam mem+er% 5!are ,#o3led-e a#d %,ill !ro)-! a $arie & o' me !od% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

165

5ec io# 1G Comm)#ica io# 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

166

5ec io# 2G Pro'e%%io#al C!arac eri% ic% 9verall .earning 9utcome! Demo#% ra e a# a+ili & o 3or, a% a *ro'e%%io#al 3i !i# !e occ)*a io#al !era*& %er$ice *ro$i%io# "#der% a#d *ro'e%%io#al % a#dard%7 +e!a$i#- i# a *ro'e%%io#al ma##er7 ide# i'&i#- *olicie% a#d *roced)re%7 )%i#- re%o)rce% e''icie# l& Ada* *erce* i$el& o !e dema#d% o' !e 3or,*lace Ac i$el& %ee, ,#o3led-e a#d crea e lear#i#- o**or )#i ie% i# order o crea e *ro'e%%io#al com*e e#ce Co# ri+) e o !e *laceme# +& %ee,i#- o e$al)a e a#d im*ro$e !i% / !er *ro'e%%io#al %,ill% Be a3are o' *ro'e%%io#al +o)#darie% a#d 3or,i#- 3i !i# !em +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

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5ec io# 2G Pro'e%%io#al C!arac eri% ic% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

168

5ec io# DG OT Proce%% 5,ill% 9verall .earning 9utcome! Ide# i'& a#d im*leme# !e a%*ec % o' !e OT Proce%% a**lica+le o !e %e i#-7 'rom a# a**ro*ria e e$ide#ce +a%e4 :a !er a#d %elec rele$a# i#'orma io# o !e clie# % %i )a io# 5elec a**ro*ria e a%%e%%me# /% a#d *re*are !e clie# Pla# a**ro*ria e i# er$e# io# Im*leme# i# er$e# io# E$al)a e i# er$e# io# +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

169

5ec io# DG OT Proce%% 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

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170

5ec io# 1G Cli#ical Rea%o#i#9verall .earning 9utcome! "%e cli#ical rea%o#i#- a#d re'lec i$e *rac ice %,ill% o cri icall& a#al&%e !e c)rre# ,#o3led-e +a%e )#der*i##i#- %a'e *rac ice 3i ! %er$ice )%er%4 Demo#% ra e re'lec io# )*o# !e e(*erie#ce o' !e *laceme# i#cl)di#ide# i'ica io# o' !i% / !er *er%o#al a#d *ro'e%%io#al -ai#% a#d #eed% 'or ')r !er de$elo*me# 4 5,ill% o' e#F)ir& a#d a#al&%i% T!e a+ili & o %elec a#d re$ie3 !eorie% a#d co#ce* % rele$a# o !e *rac ice %e i#E$ide#ce o' !e )%e o' ra#%'era+le %,ill% Re'lec io# )*o# o3# a#d o !er% *er'orma#ce% a#d #eed%7 co#%ideri#- a $arie & o' i%%)e% +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

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5ec io# 1G Cli#ical Rea%o#i#Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

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172

5c!ool o' Heal ! 9 H)ma# 5cie#ce% Wi$e#!oe Par, Colc!e% er CO1 D5/

M5c Occ)*a io#al T!era*&

Practice Placement +ssessment 9f Professional 6uitability Lear#i#- i# Prac ice 1 0M5c2

6tudent ?ame! 6tudent ?umber! Practice Placement +ddress!

?ame of Practice Placement Educator!

Placeme# G Placement #ates Erom! To!

;i#al :radeG

Ho)r% Com*le edG +bsences =ecorded ?umber of days!

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Prac ice Placeme# Ed)ca io#

6tudents must achieve a pass mar2 in all ) sections. + fail in one or more sections will result in overall failure of the placement. Each section will be awarded a mar2 form 0@0$$K based on the criteria. The overall grade is obtained by adding the mar2s from all four sections together and dividing by ) to gain a final percentage.

:rade ;ail Pa%% Lo3er Credi "**er Credi Di% i#c io# Drd 242 241 1%

Mar,% A3arded 0 > DAL 10 > 1AL =0 > =AL ?0 > ?AL @0 > 100L

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A%%e%%me# 5)mmar& 5ec io#% 14Comm)#ica io# 5,ill% 24Pro'e%%io#al C!arac eri% ic% D4OT Proce%% 5,ill% 14Cli#ical Rea%o#i#Placeme# To al Mar,% I' 'ail i% i#dica ed i# o#e or more %ec io#% do #o o al mar,% or a ri+) e a *erce# a-e Ed)ca or -e#eral comme# % a#d o) li#e ') )re lear#i#- #eed%G L ;i#al Mar, Tic, +o( i' ;ail

5i-#a )re o' Prac ice Placeme# Ed)ca orG 5i-#a )re o' 5 )de# G

Da eG

Da eG

5i-#a )re o' o !er co# ri+) or 0i' a**lica+le2

Da eG

175

A%%e%%me# ;orm Com*le io# I i% im*or a# !a !e%e i#% r)c io#% are Carried o) e(ac l&
0. The student and educator are each required to complete a copy of this form prior to the final report recording their own grading of each section 5prepared grade7. +fter discussion at the final report meeting the final grading decision is made by the educator. The assessment performance criteria in the four sections of the form and the overall grading guidelines on page ( provide guidance on the expectations for student performance for the placement module. Each descriptor describes at performance the midpoint of each range of mar2s e.g. halfway between ($ 8 (, U ((K. The educator is required to note which of the performance criteria have and have not been achieved. + Budgement can be made by the educator if performance criteria are not applicable at the final report stage and this may not necessarily incur a fail. 4f a student exceeds the performance criteria for the placement this should be recorded. Each assessment section must be awarded a percentage mar2 between 0 @ 0$$K. /ar2s for each section are transferred onto the summary sheet 5page *7 added up and divided by ) to reach an overall percentage grade. >rades appearing as percentage fractions should be rounded up or down i.e. below .(K should be rounded down .(K or above should be rounded up to the next whole percentage point. e.g. -0.'(K U -0K. (*.(K U ()K
*.

'.

Pour comments in each section must and should reflect the level the student may be achieving in each grade. T!e % )de# m)% *a%% all %ec io#% i# order o ac!ie$e a *a%% mar,4 ;ail)re i# o#e or more %ec io#% 3ill re%)l i# 'ail)re o' !e *laceme# . ;i#al Re*or Mee i#Educator student or both may elect to have additional therapist present with the prior agreement of the other. +ll those present at the final report discussion must sign the assessment summary sheet on page * and the educator is also as2ed to provide general comments and an outline of any future learning needs for the student not documented within the assessment.

).

(.

-.

The educator must also complete the assessment front cover to include final assessment percentage hours and any student absence hours from placement.

176

%.

The educator and student must ta2e the opportunity to comment in each of the sections and must also provide tangible examples of evidence to support the grading awarded and to comment on areas for future development. 6tudents right of appeal : the student has the right to appeal against the assessment if there has been maladministration of these procedures.

&.

177

Cla%%i'ica io# -)ideli#e% demo#% ra i#- *laceme# *er'orma#ceG ;AILG 06DAL banding Even with considerable guidance prompting 8 counselling the student is unable to meet criteria demonstrating unsatisfactory performance with significant wea2nesses in one or more areas ;AIL 0EERY POOR PER;ORMANCE2 061AL Unable to use resources appropriately. ;onfused and ineffective communication. Unable to function effectively. .ittle or no awareness of professional codes of conduct o ;AIL 0POOR PER;ORMANCE2 2162AL 4nsufficient or inappropriate use of resources. 4nadequate limited or inappropriate s2ill application. 4nsufficient and C or unclear communication. 4nsufficient awareness of professional codes of conduct o ;AIL 0INADE/"ATE PER;ORMANCE2 D06DAL 4nadequate use of resources. 4nsufficient or significant gaps in s2ill application. 4nadequate communication. .imited awareness of professional codes of conduct. D 0PA552G 1061AL4 6atisfactory safe performance with the student able to demonstrate practice at a basic level with a reasonable level of guidance and support having been provided. 2G2 0LOWER CREDIT2 =06 =AL 6tudent demonstrates the ability to practice professionally with some guidance needed as appropriate. 6tudent demonstrates good performance s2ills to achieve learning outcomes and can identify and reflect on areas for improvement. 2G1 0HI:HER CREDIT2 ?06 ?AL 6tudent demonstrates competent practice with minimal guidance provided. <ery good performance is demonstrated consistently in all or most areas of wor2 practice and the student is confident in pursuing and further developing their professional practice. 1 0DI5TINCTION2 @06100L 3ide mar,i#- +a#d reF)iri#- ')r !er -)ideli#e clari'ica io# 'or lo37 mid a#d !i-! +a#di#- *oi# % a% 'ollo3% LOW 1 @06@AL 6tudent consistently demonstrates an excellent level of performance in all aspects and will see2 guidance independently. 6tudent ma2es a clearly evidenced contribution to the service setting through a very high standard of independent reflection analysis and application of professional practical and theoretical s2ills.
% % rd

178

 MID 1

<06<AL

6tudent consistently provides evidence in all of the above demonstrating professional excellence and autonomous practice in all areas and will see2 guidance independently. 6tudent also ma2es a significant contribution to wider aspects of service delivery and management through excellent investigative planning implementation and evaluative s2ills. HI:H 1
%

A06100L

T!e%e +a#di#- mar,% de#o e a# o) % a#di#- e(celle#ce %ee# i# all *er'orma#ce a%*ec % o' *ro'e%%io#al %,ill7 ,#o3led-e a#d +e!a$io)r4 T!e % )de# 3ill !a$e co#%i% e# l& demo#% ra ed !i-!l& ad$a#ced rea%o#i#- %,ill% o-e !er 3i ! i##o$a i$e a#d *ro$e# co# ri+) io# o o$erall %er$ice im*ro$eme# 4 Per%o#al a#d *ro'e%%io#al de$elo*me# %,ill% are a #a )ral em+odime# o' !e % )de# .% a+ili & o *ro'e%%io#all& *rac ice a a remar,a+le a#d o) % a#di#- le$el4 Mar,% a3arded a !i% le$el m)% +e re%er$ed 'or o) % a#di#- *er'orma#ce% o#l&4

179

5ec io# 1G Comm)#ica io# 5,ill% 9verall .earning 9utcome! Demo#% ra e a# a+ili & o 3or, a#d comm)#ica e *ro'e%%io#all& 3i !i# !e occ)*a io#al !era*& %e i#-7 3ider m)l idi%ci*li#ar& eam a#d 3i ! e( er#al a-e#cie% Demo#% ra e a**ro*ria e #o#6$er+al a#d li% e#i#- %,ill% Ta,e i#i ia i$e i# comm)#ica i#- clearl& a#d co#ci%el& 3i ! clie# %7 % a'' a#d o !er% i# oral a#d 3ri e# 'orm O''er *erce* i$e7 3ell rea%o#ed % a eme# % a#d i# er*re a io#% Di%c)%% occ)*a io#al !era*& a a**ro*ria e le$el% 3i ! o !er% E$al)a e !i% / !er %,ill% a% a comm)#ica or ;orm a#d %)% ai# -ood 3or,i#- rela io#%!i*% 5!are ,#o3led-e a#d %,ill 3i ! clari & a#d *ro'e%%io#ali%m +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

180

5ec io# 1G Comm)#ica io# 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

181

5ec io# 2G Pro'e%%io#al C!arac eri% ic% 9verall .earning 9utcome! E$al)a e a#d cri icall& re'lec )*o# !i% / !er 3or, a% a# occ)*a io#al !era*i% 7 ide# i'&i#- co# i#)i#- *ro'e%%io#al de$elo*me# #eed% o e$ide#ce Pro'e%%io#al +e!a$io)r i# all a%*ec % o' !e 3or, 5a i%'ac oril& 3or, 3i ! all !e eam mem+er%7 co# ri+) i#- mea#i#-')ll& o !e *laceme# "%i#- %o)#d *ro'e%%io#al 8)d-eme# o %elec 7 i# er*re a#d re*or i#'orma io# T!e a+ili & o e$al)a e a#d cri icall& re'lec )*o# !i% / !er o3# a#d o !er% *rac ice Be a3are o' *ro'e%%io#al +o)#darie% a#d 3or,i#- 3i !i# !em +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

182

5ec io# 2G Pro'e%%io#al C!arac eri% ic% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

183

5ec io# DG OT Proce%% 5,ill% 9verall .earning 9utcome! Demo#% ra e *ro'e%%io#al re%*o#%i+ili & 'or a# alloca ed ca%eload7 ma#a-i#all a%*ec % o' 3or,7 re*or i#- o !e Prac ice Placeme# Ed)ca or a% reF)ired :a !er a#d %elec rele$a# i#'orma io# 'rom a**ro*ria e %o)rce% 5elec 7 *ar ici*a e i# a#d ada* a**ro*ria e a%%e%%me# % 5e#%i i$el& carr& o) a%%e%%me# % o de ermi#e clie# #eed% Elici !e reF)ired i#'orma io# i# +o ! +read ! a#d de* ! E$al)a e !e reF)ired i#'orma io#6-a !eri#- *roce%% Ma#a-i#- a %mall ca%eload o *ro'e%%io#al % a#dard%7 )%i#- a# e( e#%i$e ra#-e o' *rac ical %,ill%7 rea%%e%%i#-7 re$i%i#- a#d e$al)a i#!oro)-!l& Re$ie3 a#d ) ili%e a**ro*ria e !eor& o i#'orm a#d % r)c )re *rac ice +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

184

5ec io# DG OT Proce%% 5,ill% Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

185

5ec io# 1G Cli#ical Rea%o#i#9verall .earning 9utcome! E$al)a e a#d cri icall& re'lec o# !e Occ)*a io#al T!era*& *roce%% 'rom a# e$ide#ce +a%e i# order o de$elo* *rac ice4 "%e a 3ide ra#-e o' e#F)ir& %,ill% o e''ec i$el& a#al&%e a#d ar ic)la e !e e$ide#ce +a%e 'or *rac ice I# e-ra e !eor& a#d *rac ice ra#%'erri#- ,#o3led-e a#d %,ill% o a 3ide ra#-e o' %i )a io#% E''ec i$el& cri icall& a**rai%e a#d re'lec o# all 'ace % o' *rac ice +ssessment criteria : ;riteria must be applied in relation to the learning outcome above Eail 06 DAL Pass *rd 106 1AL .ower credit '!' =06 =AL Higher credit '!0 ?06 ?AL #istinction 0st @06100L E$e# a' er co#%idera+le -)ida#ce a#d co)#%elli#- !e % )de# i% )#a+le oG Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 Hi-! Middle Lo3 ;ollo3i#- -)ida#ce7 o#-oi#- %)**or 7 a#d 3i ! *rom* i#- i% -e#erall& a+le oG ;ollo3i#- -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e !e a+ili & oG ;ollo3i#- mi#imal -)ida#ce !e % )de# a em* % %a i%'ac oril& o demo#% ra e com*e e#ce i#G A' er i#de*e#de# l& %ee,i#- -)ida#ce !e % )de# co#%i% e# l& *ro$ide% e$ide#ce o'G

;i#al Mar, 5 )de# % *re*ared mar, Prac ice *laceme# ed)ca or% *re*ared mar, Prac ice *laceme# ed)ca or 'i#al mar,

186

5ec io# 1G Cli#ical Rea%o#i#Educators Einal ;omments W!a are !e % )de# .% % re#- !% a#d area% 'or de$elo*me# ide# i'ied 'rom *er'orma#ce cri eriaJ W!a i% &o)r ad$ice 'or co# i#)i#- *ro'e%%io#al de$elo*me# J

6tudents Einal ;omments

187