Potential failure of placement 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 unlikely to successfully complete the placement. 1. 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. 2. The placement educator should complete a placement issue of concern form identifying unsatisfactory performance and outlining expectations & action points for development & review in conjunction 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 objectives and will fail. ". The practice placement tutor will co#ordinate a meeting between the student placement educator and practice placement tutor. $. %here retrieval is not possible the practice placement tutor may be re&uested to participate in the final assessment process by either the student or the placement educator. Failure of Practice Placement modules 1. 'ach of the four practice placements has to be passed in order to progress through the academic levels to achieve final &ualification 2. ( 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

". ( second failure of the repeat placement will normally result in termination of the course and procedures are consistent with those for academic modules. $. ( student who fails one placement )at any level* successfully retrieves it but then fails the subse&uent 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. +. ,tudents who fail submitted written reflective components for placements will fail the placement pending successful resubmission of the written component only. -. .f 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 /ollege policy and guidelines. Guidelines for Removal from Placement The 0niversity recognises the need for termination of a placement where a students behaviour seriously breaches codes of conduct or procedures operating in the clinical setting or the professions /ode of 'thics & 1rofessional /onduct. 'vidence of professional unsuitability or misconduct and2or ill health must be clearly documented utilising the issue of concern form process in conjunction with the /ollege to support the educators decision to exclude the student from the workplace. .n 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 /ollege will then implement appropriate procedures. .f the student withdraws themselves from placement it is deemed as a first failure. Therefore the next placement will be capped at "34. ( student has the right of appeal through the 560 appeals procedure

Self Evaluation Form For Professional Development on Placement To complete the Self Evaluation Form analysis identify your perceived Strengths and areas of Weakness for personal & professional development for the next placement experience. .dentify your Aspirations )what you hope to be able to do or achieve during the placement* and your Inhibitions )what you think may get in the way of achieving or undertaking your aspirations*. 7utline what you feel are your personal and professional development Needs 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. Strengths Weaknesses

Aspirations

Inhibitions

eeds

An! special considerations for the placement"

'xpected placement start date8 ,ignature

'xpected placement finish date8 9ate

#ase Stud! #onsent Form

I consent to being part of a case stud!$ used for the education of the %ccupational &herap! student named belo'( I understand that all m! details 'ill remain confidential and 'ill onl! be used for the purposes of this stud! and that this form 'ill remain 'ith the occupational therap! service(

#lients

ame

#lients Signature %ccupational &herap! Student ame %ccupational &herap! Student Signature Practice Placement Educator)s ame Practice Placement Educator)s Signature Date

(*( It is important this form must remain 'ithin the occupational therap! practice placement education placement setting(

Record of #linical ,ours #ompleted Please ensure all hours are recorded on a dail! basis b! the student -. total hours added up/ and signed b! the Practice Educator to sho' an accurate record of attendance( .t would be expected that you would achieve at least !! hours per week excluding study time unless negotiated otherwise. 1lacement preparation and feedback session time is .ncluded in these hours. Please note" 0unch breaks are not included as clinical hours( Please indicate e1pected hours per 'eek
9ate %eek 1 22 +on( &ues( Weds &hurs( Fri( Total %eek ! 22 +on( &ues( Weds &hurs( Fri( Total :ours completed 9ate %eek 2 22 +on( &ues( Weds &hurs( Fri( Total %eek " 22 +on( &ues( Weds &hurs( Fri( Total 6onthly total :ours completed

. confirm that this is an accurate record of the hours completed by the student. 1ractice 'ducator ;ame8 ,ignature8

9ate %eek $ 22 +on( &ues( Weds &hurs( Fri( Total %eek 22 +on( &ues( Weds &hurs( Fri( Total

:ours completed

9ate %eek + 22 +on( &ues( Weds &hurs( Fri( Total %eek < 22 +on( &ues( Weds &hurs( Fri( Total

:ours completed

=inal Total

. confirm that this is an accurate record of the hours completed by the student. 1ractice 'ducator ;ame8 ,ignature8

Practice Placement 2 Attendance Record Student name" Group" 3ear" &itle of Programme" *Sc -,ons/ %ccupational &herap! Placement no" Dates from" &o" 9ate of (bsence 9uration >eason for (bsence 'ducator ,ignature

&otal ,ours Absent

Educator Signature

&he 0earning #ontract 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. ,tudent and practice educator will work collaboratively to negotiate and complete the ?earning /ontract at the end of the first week 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. :owever 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 re&uirements. The student becomes a more active participant in the learning process and takes 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 feedback as the learning experience is monitored. The ?earning /ontract with an example of how it can be completed can be found overleaf 0earning %utcomes .n order to develop the learning outcomes in conjunction with the practice placement educator students should ask themselves the following &uestions8 # %hat do . want to learn or develop during this placement which is at an appropriate level to meet the module outcomes@ %hat are my needs and interests baseline knowledge and understanding previous experience and knowledge gaps@

The practice placement educator offers information about opportunities and experience available essential knowledge for safe practice and realistic goals. These are then translated in learning outcomes that ate realistic and achievable within the timeframe of the placement. %alker '. )1AAA* ?earning /ontracts in 1ractice8 Their >ole in /19. British Cournal of Therapy and >ehabilitation + )2*

E1ample Placement 0earning #ontract Supervision -ho' 'ill supervision occur$ for ho' long$ 'hen and 'ith 'hom/ ,upervision with Cohn will be one hour on =riday mornings at A.!3 in the seminar room. %e will both bring ideas for what we want to discuss Date Set 0earning %utcomes ;eeds and interests areas of essential knowledge and skill To understand how to plan a group 0earning Resources 6ethods and situations for how and when learning can occur Tutorial week ! on principles of planning groups. Textbooks. 6eet with senior 7T to discuss plans for setting up carers groups 7bserve 7Ts in activity and support group. Tutorial on techni&ues & group processes in week ". Textbooks Evidence %ngoing (nd )D* opportunities to show that learning objectives have been met To choose one activity and plan how it could be used in the reminiscence group in week $. :ave plans written out for supervisor :ave regular Eafter groupF sessions with supervisor where . 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 &uestions and answers Gideo done in week ". /o# facilitating groups. =eeling more confident. 1lan to run groups Date +et

2<2A

1lans finished in week $. 9iscussed in supervision

2<2A

To understand how groups work

2<2A

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

Gideo EmockF group with 7T assistants and nursing students. /o# facilitate art and reminiscence groups

21213

To understand how a family cope when someone has schiHophrenia

2<213

To set up and run a group

Gisit 6.;9. 6eet with chaplain. 6eet with /1;. ,pend 2 days at /6:T. 7bserve in case conferences. >eading To use my plan for reminiscence group and run the group in week -

9iscuss in supervision in week -. %rite up brief notes from each visit and link to reading

9iscussed in supervision and EpresentedF what . found out to 7T(s Iroup run in week and discussed in extra supervision session

,how my group work skills through choice of activity preparation opening maintaining group interest encouraging all to participate responding to all participants closing

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Placement 0earning #ontract Supervision -ho' 'ill supervision occur$ for ho' long$ 'hen and 'ith 'hom/

Date Set

0earning %utcomes
;eeds and interests areas of essential knowledge and skill

0earning Resources
6ethods and situations for how and when learning can occur

Evidence
(nd opportunities to show that learning objectives have been met

%ngoing )D*

Date +et

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Practice Placement Supervision 0og

Practice Placement Supervision 0og

Agenda including revie' of practice 4 learning5support issues to be discussed

Student name" Educator name"

Issues discussed$ reflections$ learning points and plans for ne1t 'eek

Date &ime

e1t supervision scheduled for"

Educator Signature"

39

Weekl! Action Plan 2 Student ame" &o be used in con6unction 'ith issue of concern form or if student or educator 'ish to use it(

%b6ective 2 development point

Resources

Action

+et7

40

School of ,ealth and ,uman Sciences Placement issue of concern Support and revie' form Student name Placement number Placement address Placement t!pe Practice placement educator >isiting tutor Date of contact #ohort

PP 8 9 PP : 9 PP ; 9 PP < 9 PP = 9

1lacement issue J poor performance danger of failure other issue of concern

(ction plan or recommendations made8

Gisiting tutor signature 1lacement educator signature ,tudent signature 9ate (greed review date

Revie' of performance5issue of concern 1erformance2issue reviewed & resolved

'ducator signature ,tudent signature 9ate 1erformance2issue unresolved =ollow up action plan or recommendation

'ducator signature ,tudent signature 9ate .n 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 student@

,ignature )s* 9ate %utcome of revie' process -for school use onl!/ .nformation forwarded if applicable to8
,tudent 1lacement educator 1rofessional 1ractice tutor 1rogramme manager 'xternal examiner 1anel

9ate

45

School of ,ealth and ,uman Sciences Practice Placement Educator Feedback

(s a valued part of the schools &uality monitoring process we would be grateful if you could provide written feedback on your experiences of providing this current student placement. The information will be collated with other evaluation information to provide an e&uitable picture of the placement experience from placement provider student and school perspectives.

Educator Student Placement Dates of Placement Placement number 8 9:

st nd

9;

rd

9< 9= 9

th

th

Placement preparation 2 !our contact 'ith the student prior to commencing placement
Was the student prepared for 'orking 'ith !our service7 1lease tick Gery well prepared 9 %ell prepared 9 ;ot well prepared K 0nprepared 9 If unprepared$ 'hat preparation 'ould !ou e1pect the student to have done7

Placement induction 4 e1pectations of the placement

Did the student have opportunit! to engage 'ith the follo'ing in the earl! stages of the placement7 %rientation to the service J Les or no@ Spend time 'ith other %& staff J Les or no@ Spend time 'ith other professions J Les or no@ ,o' 'as the student able to discuss their learning needs 'ith !ou7 1lease tick Gery well 9 %ell 9 ;ot very well K ;ot at all 9 ;o opportunity 9 Was the student able to formulate 4 'rite his5her o'n learning contract7 1lease tick Gery well 9 %ell 9 ;ot very well K ;ot at all 9 ;o opportunity 9

During the placement

What use did the student make of the available learning opportunities in !our service environment including interdisciplinar! 'orking7 1lease tick 'xcellent use 9 Gery well 9 %ell K ;ot very well 9 ;ot at all 9 /omments8

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#ontinuing professional development ? Supervision

Was the student regularl! able to prepare for 4 make use of formal 4 informal supervision7 1lease tick 'xcellent use Gery well %ell ;ot very well ;ot at all ,o' 'as the student able to reflect on and discuss their practice e1periences during formal 4 informal supervision7 'xcellently Gery well %ell ;ot very well ;ot at all Did the student use an! reflective structures to help discussion and evidence their clinical reasoning7 Les ;o %as not discussed 0naware if in use Was the student able to accuratel! record their supervision discussions 4 learning needs7 'xcellently Gery well %ell ;ot very well ;ot at all

Performance or Placement considerations

Were there an! issues or concerns about student performance and5or placement related issues -not raised else'here/ that ma! be useful for future consideration7

%ther comments

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1ractice placement 1 :,1$+ This introductory "#week practice placement provides students with the opportunity to experience occupational therapy practice where they can observe and describe with guidance the ways in which 7T professional philosophy and theory are interpreted and applied in a multi#disciplinary service provider environment. The emphasis of this module is on observation of professional practice with levels of active participant involvement particularly in information gathering negotiable as the student develops confidence and the skills of safe practice. The student will have opportunity to develop basic integration of theory with practice skills. 1rofessional suitability is assessed in detail by means of a proforma in which professional interpersonal and a limited range of practice skills are assessed. 1ractice placement 2 :,1"< This five#week second practice placement provides students with the opportunity to experience a different service user environment. They will continue to observe and analyse with guidance the ways in which 7T professional philosophy and theory are interpreted and applied within a different 7T practice setting and through reflection will develop increased awareness of 7T and multidisciplinary working practices. (gain the emphasis for this module is on a negotiable level of participant involvement in information gathering and to extend this to planning & implementing intervention as the student develops in confidence and skills of safe practice. The student has opportunity to further develop understanding of basic underpinning 7T theoretical frameworks guiding practice. 1rofessional suitability is assessed in detail by means of a proforma in which professional interpersonal and a limited range of practice skills are assessed. 1ractice placement ! :,2$! This <#week placement continues the development of the students practice experience with other client2patient groups enabling them to expand & develop professional knowledge and skills. The experience will enable them to take increased responsibility in the occupational therapy process by beginning to make professional judgments based on clinical reasoning processes. 1rofessional 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. 1ractice placement " :,2$+ .n this <#week module students have the opportunity to experience work with a third client group and to draw upon previous knowledge and experience to manage a small caseload or take e&uivalent responsibility under supervision. 1rofessional judgements will be based upon sound theoretical knowledge. 1rofessional suitability and development are assessed using a pro forma and submission of reflective work which demands increased levels of professional skills and increasingly critical appraisal of students practice from a sound knowledge base.

48

&he occupational therap! placement e1perience ? 0evels and e1pectations *Sc -,ons/ programme The B,c ):ons* students undertake =our 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 Practice placement 8 -< 'eeks/ >e&uires student observation of and a negotiable level of basic participant involvement in practice under close supervision 'nables the practice of occupational therapy and the application of professional core skills activity values and beliefs to be experienced and understood. ,tudent develops practice skills and understanding through observation of and involvement in information gathering processes and discussion of planning and implementing treatment. >e&uires basic practice skills to be demonstrated and students will begin to develop the ability to integrate theory and practice via basic reflection and presentation of case material Practice placement : -= 'eeks/ This module re&uires transference and consolidation of understanding of basic 7T core skills and knowledge values and beliefs gained in placement one into a practice setting with different service user needs. =ollowing identification of learning needs arising from the first placement experience the student will have opportunity to apply knowledge and skills in a negotiable increased level of participant involvement in occupational therapy practice with a different service user group. ,tudent develops & consolidates basic skills and understanding through involvement in information gathering processes planning and implementing treatment under supervision. >e&uires basic practice skills to be demonstrated and students will further develop the ability to integrate theory and practice via reflection reasoning and presentation of case material Practice placement ; -@ 'eeks/ >e&uires active participation in practice with guidance from the placement educator. >e&uires more responsibility to be taken in the occupational therapy process and involvement in making professional decisions. 9evelops skills and understanding through involvement in assessment and use of judgement to plan treatment following through the occupational therapy process with guidance. >e&uires demonstration of effective skills and taking an analytical and reflective approach to practice >e&uires integration of theory with practice via presentation of material which considers identification & development of 7T core skills

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Section <" #linical Reasoning

Practice placement < -@ 'eeks/ >e&uires supervised responsibility to be taken for managing a small caseload. >e&uires professional judgements to be made based on sound theoretical knowledge. 9evelops skills and understanding through independent involvement in the whole occupational therapy process making effective use of supervision. >e&uires demonstration of theoretical and practical problem solving skills and critical appraisal of practice. >e&uires integration of theory with practice via academic submission of material which evidences development of professional therapeutic relationships

Practice placement = -@ 'eeks/ This placement forms part of the "$ credit competence in practice module >e&uires student to take full responsibility for an allocated caseload. >e&uires the development of innovative and creative ideas for practice based on strong theoretical principles. >e&uires demonstrable evidence of competent practice and readiness for transition from student to therapist. >e&uires demonstration of a highly professional level of skills and the use of critical evaluation and reflection to continually develop practice.

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