BSc(Hons)OCCUPATIONAL THERAPY

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Faculty of Health and Wellbeing

PRACTICE LEARNING HANDBOOK

2017 Validation

BSc(Hons)OCCUPATIONAL THERAPY

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Contents

1 Introduction to the Occupational Therapy Programme

1.1 Philosophy and programme themes

1.2 Programme Aims

1.3 Programme learning outcomes

1.4 Programme structure

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2 Occupational Therapy placement structure

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3 Placement processes

3.1 Role of practice learning unit

3.2 Student role in the allocation process

3.3 Requests for change of placement

3.4 Factors affecting placement

3.5 Review of placement allocation

3.6 Accommodation

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4 Professional requirements for placement

4.1 Professional conduct

4.2 Unprofessional conduct

4.3 Equality and diversity

4.4 Confidentiality

4.5 Informed consent

4.6 Professional relationships

4.7 Accountability and responsibility

4.8 Service user safety

4.9 Adherence to policies and procedure

4.9.1 Moving and Handling

4.9.2 Infection control

4.9.3 Lone working

4.9.4 Smoking

4.9.5 Mobile phones

4.9.6 Social media

4.10 Good health and good character

4.10.1 Health clearance

4.10.2 Immunisations

4.10.3 Accidents and incidents in practice

4.10.4 Reasonable adjustments

4.11 Criminal records check

4.12 Readiness for practice

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5 Attendance

5.1 Hours

5.2 Reporting absence

5.3 Unauthorised absence

5.4 Annual leave

5.5 Study leave

5.6 Compassionate leave

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6 Insurance Issues

6.1 Professional indemnity

6.2 Car insurance

6.3 Personal property

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7 Personal Presentation

7.1 Time keeping

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7.2 Professional dress and appearance

7.3 Body language and interpersonal skills

7.4 Readiness to learn

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8 Roles and Responsibilities

8.1 Practice Learning Unit

8.2 Placement coordinator

8.3 Practice educator

8.4 Student

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9 Assessment

9.1 Assessment of Practice Tool

9.2 Merit award

9.2.1 Mechanism for award of a merit

9.3 Guide to assessing student progress

9.4 Withdrawal from placement

9.5 Failure of placement

9.6 Reassessment of practice placement

9.7 Submission arrangements

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10 Planning and Implementation of placement

10.1 Placement information

10.2 Placement induction

10.3 Placement resource file

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11 Supervision

11.1 Models of supervision

11.2 Formal supervision

11.3 Informal supervision

11.4 Learning contracts and learning logs

11.5 Feedback from service users/carers

11.6 Feedback from other professionals

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12 Support and guidance

12.1 Support and guidance on placement

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13 Practice placement quality management

13.1 Educational audit

13.2 Student feedback

13.3 Practice educator feedback

13.4 Placement moderation

13.5 Practice educator preparation

13.6 Accreditation of Practice Educators Scheme

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List of Tables

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Modules completed as part of the BSc(Hons) Occupational

Therapy programme

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2 Indicative annual calendar

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Pattern of practice placements 13

List of Appendices

1 Record of hours’ sheet

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2 Placement proficiencies overview

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3 Criteria for the award of a merit

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4 Guide to determining student progress

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5 Placement induction checklist

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6 Supervision log

65

7 Learning contract/learning log

66

8 Service user feedback form

67

9 Feedback from other professionals form

69

10 Student visit report form

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11 Placement tutorial checklist

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12 HCPC Standards of Education & Training (SET 5)

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1. Introduction to the Occupational Therapy Pathway

1.1 Philosophy and programme themes

“Occupational therapists view people as occupational beings. As occupational beings,

people are intrinsically active and creative, needing to engage in a balanced range of

activities in their daily lives in order to sustain health and wellbeing. People shape, and are

shaped by, their experiences and interactions with their environments. They create identity,

purpose and meaning through what they do and have the capacity to transform themselves

through conscious and autonomous action.

The purpose of occupational therapy is to enable people to fulfil, or to work towards

fulfilling, their potential as occupational beings. Occupational Therapists promote activity,

quality of life and the realisation of potential in people who are experiencing occupational

disruption, deprivation, imbalance or isolation. We believe that activity can be an effective

medium for remediation, facilitating adaptation and re-creating identity” (p2, COT, 2014)1

The 2016 revision to the World Federation of Occupational Therapists Minimum Standards

for the Education of Occupational Therapists will include the need to address human and

occupational rights within the curriculum. “In Occupational Therapy there is an opportunity

to work with excluded groups to remove practical barriers, discover creative options for

participation, and otherwise create societies that are more occupationally and socially

inclusive”. (p69, Hocking and Townsend 2015)2

Occupational therapy holds as its core beliefs

“1. The centrality of occupation in human life. Occupation is essential both to individual

health and wellbeing and to the health of communities and populations.

Occupation is both the goal and the main tool of occupational therapists in their efforts to

fulfil their professional purpose.

2. Transformation through occupation. The purpose of occupational therapy is to transform

the occupational lives of individuals, groups, communities and societies.”

(p3, COT, 2014)3

1 College of Occupational Therapists (2014) College of Occupational Therapists learning and development

standards for pre-registration. London:COT

2 Hocking and Townsend Driving Social Change: Occupational Therapists’ contributions to occupational

justice World Federation of Occupational Therapists Bulletin 71:2 68-71; (2015)



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The Standards also require that students “gain a system view of the contexts in which

occupational therapists might practise, acquire political astuteness and hone leadership

skills” (p3, COT 2014)4

.

In this curriculum, given local challenges such as low employment, high deprivation,

homelessness, transient populations, high population of elderly people, large prison

population, we are further strengthening these concepts through the use of an occupational

justice lens. “Occupational justice emphasises the justice of difference and social inclusion

in everyday life occupations …. a justice for all to participate in those occupations that

underpin economic, social and cultural structures”. (Whiteford and Townsend 2011)5

Whiteford and Townsend’s Participatory Occupational Justice Framework (POJF) (2011)6

introduces the concept of “critical occupational therapy” which focuses on the critique of

policy, guidelines, law or other forces that govern what people can and want to do.

“Critical perspective typically raises ethical, moral, civic and philosophic questions about

injustice and the tension or gaps between ideals and the reality of communities or

populations living every day with inequitable disadvantage…” (p.66, Whiteford and

Townsend 2011)7

.

The key features of critical occupational therapy are described as “articles”:

1. Occupational therapists engage in critical reflexivity to constantly challenge gaps

between occupational therapy philosophy, ideas, theories and the practical realities

of everyday practice

2. Occupational therapy practice is collaborative and participatory in all decision

making processes from planning, to evaluation and follow-up

3. Occupational therapy goals and objectives are explicit on enabling the social

inclusion of disadvantaged or oppressed communities or populations

4. Occupational therapy solutions and methods are through engagement of people

individually and collectively in necessary and desired occupations

5. Occupational therapy is known to emphasise social change as well as individual

change in transformation of the environment (context) to develop more equitable



5 Whiteford and Townsend’s Participatory Occupational Justice Framework (POJF) (2011)



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opportunities, resources, privilege and enablement for all to participate to their

potential and to exert choice and control over what they do everyday

6. Occupational therapists work in teams and partnerships with relentless optimism,

visions of possibility, hope for an occupationally just world.

(Whiteford and Townsend 2011)8

The programme will adopt these articles and these will support Canterbury Christ Church

Graduate Attributes (2015), Health and Care Professions Council Standards of Proficiency

(2014)9

and Royal College of Occupational Therapists Standards of Education (2014)10

. As

we are preparing graduate therapists who will lead practice in the future, the programme

will instil key values such as confidentiality, compassion and empathy and further build on

critical thinking skills through supporting students to develop digital literacy, seek and use

best practice and evidence and be reflexive. They will be encouraged to use technologies

and assistive technologies to support people to address their needs and develop

understanding and skills in how to manage information in health and social care. They will

be required to participate in professional networks that provide opportunities to make

national and global links and explore issues related to occupational therapy practice from

different perspectives. As one of the key tools as a therapist is ourselves students will work

with staff, peers, other students and people who use services to develop skills in working

collaboratively, negotiating and managing group dynamics, developing confidence in

expressing their own ideas and receiving feedback. They will be supported to become more

self-directed throughout the programme and to be proactive in their continuous personal

and professional development. Through periods of practice placement each year they will

be able to practice these skills, apply knowledge, learn from a range of other professions in

authentic settings and work towards being an autonomous practitioner ready for first post.

We endorse the need for interprofessional education and will create opportunities to work

with other staff and students within the Faculty and wider university. Given the diversity of

practice areas that registered occupational therapists may work in we believe that a more

authentic learning environment may be provided on placement. For example, if a student

was in a local authority social services placement they would explore the roles of community

equipment store, case managers, housing officers, environmental health officers,


9 Health & Care Professions Council Standards of Proficiency: Occupational Therapists (2013). HCPC:London



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enablement and community resource providers, to name a few as opposed to focussing on

what is viewed as the traditional multi-disciplinary team.

1.2 Programme Aims

The aim of this programme is to enable graduates to be confident, capable practitioners

who will meet the changing needs of the people they work with, local employers, and

national and international settings in health, public health and social care as the next

generation of occupational therapists.

The graduate occupational therapist will have excellent knowledge, attitudes, graduate and

profession specific skills, will be able to work with compassion and in true collaboration with

the individuals / communities they work with, and their family and carers. They will be able

to use themselves as a therapeutic tool, be effective communicators and work in partnership

with a range of other professionals. They will be able to work in an ethically informed way

in different practice contexts, with people across the lifespan underpinned by a strong belief

in the power of occupation, the concept of occupational justice to transform the health and

wellbeing of people they work with. Graduates from this Occupational Therapy Programme

will demonstrate sound leadership, management and delegation skills and be creative,

politically and environmentally aware demonstrating high standards of practice when

working alone or with others in any setting.

1.3 Programme learning outcomes

On successful completion of the programme (360 credits), students will be able to:

1. Critically analyse and demonstrate an advanced and detailed knowledge and

understanding of the principles and theories relating to occupational therapy and

occupational science within a broader international context;

2. Critique and evaluate the use of occupation, and activity as the primary therapeutic tool

used by occupational therapists;

3. Demonstrate in-depth knowledge and sustain an argument of how theory relates to

occupational therapy practice;

4. Utilise skills to reflect on practice, evaluate and utilise the evolving evidence base to

ensure effective practice, incorporate and utilise new technology in practice and the

changing patterns of health and social care;

5. Demonstrate an advanced understanding of the relationship of occupation to health,

health promotion and participation through the conveying of ideas and the development

of innovations or a business case;

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6. Identify and consolidate lifelong learning through engagement in continuing

professional development and quality improvement measures;

7. Demonstrate an advanced understanding of the need to work collaboratively as a

member of an interprofessional / multi-agency team in complex and practice situations

1.4 Programme structure

The programme is structured to ensure a spiral curriculum whereby modules build on each

other to scaffold the students learning and spiral through each year by increasing the depth

and range of topics learnt. The practice placement structure reflects this both in relation to

the increasing hours spent on practice placement and the complexity of proficiencies

students are expected to achieve. Twenty credits (one module) in each year are practice

placement modules with increasing amounts of the module being awarded for passing

placement and a decreasing academic load in these modules providing students with a clear

link between university learning and practice placement learning.

Practice Learning and learning for practice is central to the programme aims. The practice

placement structure has been planned to ensure that practice learning experiences both

inform and are informed by academic modules. All students will be required to meet practice

proficiencies that reflect the standards of the Health and Care Professions Council and the

Royal College of Occupational Therapists curriculum requirements. Learning in the practice

setting requires active engagement of the student working in partnership and is facilitated

through a range of methods; observation, supervised practice, structured learning

opportunities, active learning processes and facilitated reflection.

As occupational therapists work in very diverse areas, we believe exploring that exploring

partnership working in an authentic way when on placement will enhance student learning.

Therefore, students will be required to spend time on placement with other professionals in

order to understand their contribution to the people we all work with and to explore the

dynamics and challenges of interprofessional and interagency working.

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Table 1: Modules completed as part of the BSc(Hons) Occupational Therapy programme

Year 1 (Level Four)

Academic & Professional

Development 1 (20 credits) 200 hours

Occupation and Wellbeing

(20 credits) 200 hours

Describing Occupation (20 credits) 200 hours

Mind and Body 1


Working with People

Practice Module


7 weeks (262.5 hours) Practice

Participation in Context


Year 2 (Level Five)

Academic & Professional

Development 2 (20 credits) 200 hours

Theoretical Perspectives in Occupational

Therapy (20 credits) 200 hours

Mind and Body 2


Skills for Occupational

Therapy Practice


Facilitating

Occupational Change


Working in Teams and

Services Practice Module


9 weeks (337.5 hours) Practice

Year 3 (Level Six)

Academic Development 3


Professional Development 3


Promoting Engagement in Occupation for

Wellbeing (20 credits) 200 hours

Critical Occupation-

Focused Practice


Practice in Context Practice Module


12 weeks (450 hours) Practice

Enterprise and Innovation (20 credits) 200 hours

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Table 2: Indicative annual calendar

Wk Year 1 / Level 4

Wk Year 2 / Level 5

Wk Year 3 / Level 6

3 Acad & Prof Develop 1 3 Acad & Prof Develop 2 3 Acad & Prof Develop 3

4 IPE 4 Theo

retical Persp

ectives

Min

d &

Bo

dy 2

Acad

& P

rof D

evelop

2

4 C

ritical Occu

patio

n-Fo

cuse

d P

ractice

Pro

mo

tin

g En

gag

em

en

t in

O

ccu

patio

n fo

r W

ellb

ein

g

Acad

emic D

evelop

men

t 3

Pro

fession

al Develo

pm

ent 3

5

Occupation and

Wellbeing

Mind &

Body 1

5 5

6 6 6

7 7 7

8 8 8

9 Consolidation Week 9 Consolidation Week 9

10

Occu

patio

n an

d W

ellbein

g

Min

d &

Bo

dy 1

Describ

ing O

cc

Acad

& P

rof D

ev 1

10

Theo

ry Persp

ectives

Min

d &

Bo

dy 2

Acad

& P

rof D

ev 2

10

11 11 11

12 12 12*

13 13 13*

14 14* 14*

15 15 FOC Skill

15 Practice in Context

16* 16* 16

17 Holiday 17 Holiday 17 Holiday

18 Holiday 18 Holiday 18 Holiday

19

Occ &

WB

M &

B 1

DO

A&

PD

1

19 Acad & Prof Develop 2

(Community Project)

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Placement 3

(12 weeks)

20 20 20

21* 21 Facilitating O

ccup

ation

Ch

ange

Skills for O

T Practice

Acad

& P

rof D

evelop

2

21

22* Working with People 22 22

23

Placement 1

(7 weeks)

23* 23

24 24 24

25 25 25

26 26 26

27 27 Consolidation Week 27

28 28* FOC Skills

A&PD

2

28

29 29* 29

12

30* Working with People 30 Holiday 30

31 Min

d &

Bo

dy 1

Occ &

Well

A&

PD

1

31 Holiday 31* Practice in Context

32 32 Working in Team &

Services

32 Holiday

33* 33 33 Holiday

34 Holiday 34

Placement 12

(9 weeks)

34* Academic Development 3

35 Holiday 35 35

Enterprise and

Innovation

36*

Min

d &

Bo

dy 1

Occu

patio

n &

Wellb

ein

g

Acad

& P

rof D

ev 1

36 36

37 37 37

38 38 38

39 39 39

40 40 40*

41* 41 41

Placement Reassessment

(12 weeks)

42 42 42

43 43* Working in Teams & S 43

44 44


(9 weeks)

44

45


(7 weeks)

45 45

46 46 46

47 47 47

48 48 48

49 49 49

50 50 50

51 51 51

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2 Occupational Therapy Practice Placement Structure

Placement learning opportunities occur throughout the three years of the programme and

have been structured to reflect the students’ level of training and offer the opportunity to

consolidate, apply and reflect on learning gained in the educational setting as well as

learning new knowledge and skills in a supported environment allowing them to

demonstrate and achieve relevant proficiencies. This new knowledge and skills can be later

drawn on in the education setting.

Practice education continues to be central to the curriculum as a means of achieving the

programme outcomes allowing the students to become graduate occupational therapists

who will lead practice in the future.

Placements will be modules in their own right and practice will be assessed on a pass/fail

basis (with an option for students to be recommended for a merit award) and a small

academic assignment. Students will be required to complete three practice placements as

part of the programme. At level 4 there is a 7-week placement half way through the

academic year, at level 5 a 9-week placement at the end of the academic year and at level 6

student undertake a 12- week placement towards the middle of the academic year.

Table 3: Pattern of Practice Placements

Practice Placement One 7weeks Level 4

Practice Placement Two 9 weeks Level 5

Practice Placement Three 12 weeks Level 6

The placement pattern provides 28 weeks of practice placement offering students 1050

supervised practice hours which conforms with the minimum requirements of 1000 hours

(WFOT 2002)11

. A working week is considered to be 37½ hours. The hours should be

recorded and authorised by the Practice Educator for each week of the placement as part of

the supervision process.

In order to support this structure collaboration is required between the Occupational

Therapy pathway, students and the placement providers or other stakeholders. Placement

11

World Federation of occupational Therapists (2002) Revised Minimum Standards for the Education of

Occupational Therapists

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providers and students will have available this Placement Handbook outlining learning

outcomes, assessment and expectations of all relevant parties before, during and after the

placement. The handbook has been written to assist both Practice Educators and students

in understanding the requirements of and for placement. These and other relevant practice

placement resources are made available to students and Practice Educators at placement

preparation, training events, via the University virtual learning environment and a dedicated

area on the University website.

Placement arrangements for students are in keeping with the guidance laid down by Royal

College of Occupational Therapists’ learning and development Standards for Pre-registration

Education (COT 2014)12

and, together with the acquisition of knowledge and theory at

University will enable student graduates to meet the Standards of Proficiency laid down by

the Health and Care Professions Council (HCPC) (HCPC, 2013)13

.

New placement areas are continually being sought, and used, to allow students to

experience a diversity of work that represents new and emerging areas in which

occupational therapists work. This includes experiences in the private, voluntary and

independent sectors.

3. Placement Processes

3.1 Role of Practice Learning Unit

The University has a dedicated Practice Learning Unit comprising of support staff and an

academic placement lead whose role is to arrange placements for students, which will meet

their educational needs. The Practice Learning Unit is the first point of contact for all matters

related to placements. This is further supported by Senior Lecturer in Practice Learning roles

across the Faculty.

Occupational therapy practice placements are sourced by the Practice Learning Unit and

Placement Lead on behalf the University. For placements based in Kent, Surrey and Sussex

there is direct liaison with identified practice placement coordinators within each

organisation using a range of communication methods. Placements in the London region

are secured via The Placement Management Partnership, currently managed by Tribal. This

12

College of Occupational Therapists (2014) College of Occupational Therapists learning and development

standards for pre-registration. London: COT

13 Health & Care Professions Council Standards of Proficiency: Occupational Therapists (2013) HCPC:

London

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is a joint venture between what were NHS London commissioned universities involved in the

education and training of occupational therapy and other allied health professions students.

Timely notification of placement availability from practice areas is crucial to assist in the

appropriate matching of students to placement areas and for both student and Practice

Educator preparation. Effective partnership working is therefore vital to this process.

Ongoing work is encouraging organisations to adopt an annual model of offering

placements to support more timely allocation, enabling all parties to suitably prepare prior

to starting placement.

Practice placement is not intended to prepare a student for a specific first post but rather

offer them the opportunity to gain a range and diversity of experiences to enable graduates

to meet the Standards of Proficiency as laid down by HCPC (HCPC, 2013)14

. The allocation

processes therefore consider the learning opportunities for each student so as to ensure an

appropriate breadth of experience by the end of the programme (COT, 2014).

To facilitate this process, the following criteria are used:

up to 1½ hours travel to/from can be expected

students may be required to live away from home/term time address

availability of placements

identified learning needs

consideration of reasonable adjustment requirements for students where identified

Once placements have been organised and confirmed, students and Practice Educators are

notified via the University’s electronic placement database. Whilst the placement team will

notify both students and Practice Educators of the placement allocations a minimum of 4

weeks prior to the start of the placement, they will endeavour to make this notification 6

weeks prior to the start of placement.

3.2 Student role in the allocation process

Prior to each placement block students are invited to update their personal details via the

electronic placement database to ensure the allocation process is based on current and

accurate information. Students are also able to indicate other addresses where they can live

during placement blocks (for example, relatives/friends), carers responsibilities and if they

have use of a car and this is considered when allocating to, where possible, minimise the

14

Health & Care Professions Council Standards of Proficiency Occupational Therapists (2013) HCPC: London

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impact on the student. Students are also asked to declare any extenuating circumstances or

conflicts of interest. This may include for example:

the student has experienced a recent, personal bereavement in a placement area

the student or close family member has recently been / or is undergoing treatment

in a placement area

the student is involved in litigation with a placement area.

close relatives/family friends working in potential placement areas

the student’s previous work experience/employers – particularly for those previously

employed in areas where occupational therapists work.

3.3 Requests for change of placement

Once placements have been allocated, changes will only be made in extenuating

circumstances and with the written consent of the placement lead. Request forms can be

found on the virtual learning environment under policies and guidelines.

3.4 Factors affecting placement

Occasionally situations happen in practice that can affect the viability of a placement. For

example, the availability of the Practice Educator may be reduced or the placement/service

may be re-located or re-organised. Where this occurs prior to a placement commencing the

placement team will work to establish a suitable action plan with the Practice Educator to

maintain, if possible, the availability of the placement or if necessary, secure an alternative

placement opportunity. Initially the same organisation will be requested to establish if an

alternative area/Practice Educator can facilitate a placement. Where after discussion the

placement cannot be facilitated by the original organisation the academic placement lead

and the practice learning unit will work to secure another placement for the student and

will wherever possible ensure the student is able to commence placement in a timely

manner. Close contact will be maintained with the student throughout this process.

Where the viability of the placement changes and the student is already on placement an

action plan will be initiated jointly by the Practice Educator, placement lead and student to

address the issues and to ensure relevant learning opportunities continue to be available to

the student. In rare circumstances where the learning experiences are compromised and a

suitable action plan cannot be put into place it may be necessary to neutrally withdraw the

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student from placement. This would be a last resort situation and would only be done after

extensive discussion between the placement academic team and the placement area.

3.5 Review of Placement Allocation

On some occasions it may be necessary to review a student’s placement allocation, for

example due to:

1. reasons related to the student

2. reasons related to the practice educator

3. reasons related to the placement.

Where this is indicated the University guidelines found on the virtual learning environment

will be used to review the placement experience using professional judgement to interpret

the guidelines and situation in a collaborative manner to determine appropriate action.

3.6 Accommodation

Where available, hospital accommodation can be requested and details for this are available

on the virtual learning environment. It is the student’s responsibility to make their own

arrangements regarding accommodation and they should be aware that depending upon

demand requests may not always be successful. Under these circumstances students may

wish to arrange bed and breakfast accommodation. Students will be responsible for the

payment of any costs related to accommodation.

4. Professional Requirements for Placement

4.1 Professional Conduct

Students are required familiarise themselves with and to abide by the Code of Ethics and

Professional Conduct for Occupational Therapists as defined by the Royal College of

Occupational Therapists (2015)15

and the student procedures of Canterbury Christ Church

University during their education programme. The University and practice placement

partners have a duty to ensure that only students who meet the requirements for fitness to

practice are recruited to and graduate from the programme.

15

College of Occupational Therapists (2015) Code of Ethics and Professional Conduct for Occupational

Therapists. London:COT

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Students should conduct themselves and undertake agreed work in a manner

commensurate with their student status, respecting the rights of service users and their

families. Students are responsible for identifying their limitations to the Practice Educator

and not to work outside their level of proficiency.

The Health and Care Professions Council has written guidance for students to help them

understand these issues: ‘Guidance on Conduct and Ethics for Students’ (HCPC, 2016)16

.

4.2 Unprofessional Conduct

Unprofessional conduct is viewed extremely seriously and will be dealt with in line with

Canterbury Christ Church University guidelines and the Royal College of Occupational

Therapists Code of Ethics and Professional Conduct for Occupational Therapists (COT 2015)17

and may result in the termination of the student’s education.

Examples of unprofessional conduct may include failure to remedy unsafe practice when it

has been brought to their attention, crossing professional boundaries, violent or aggressive

behaviour and incapacity to work due to the influence of illegal drugs or alcohol.

4.3 Equality and Diversity

Whilst on placement students will meet people from diverse cultures, religions and those

whose value base differs from their own. At all times students are expected to recognise,

respect and actively support the diversity of individuals, carers, groups and communities,

and demonstrate non-discriminatory practice.

Placement areas and Practice Educators should also recognise that students can come from

diverse backgrounds and should work with the student in a non-discriminatory manner to

facilitate and assess their abilities within a practice setting.

4.4 Confidentiality

Students must be familiar with the Code of Ethics and Professional Conduct for Occupational

Therapy (2015) and their obligations to safeguard confidential information. They should

ensure that they understand what information can be shared and with whom.

16

Health & Care Professions Council (2016) Guidance on Conduct and Ethics for Students HCPC: London

17 College of Occupational Therapists (2015) Code of Ethics and Professional Conduct for Occupational

Therapists. London: COT

19

Service users must never be discussed outside of the placement and anonymity of

individuals, organisations and staff must be maintained when completing placement related

work or academic assignments. Where academic work requires specific reference to

placement learning experiences students should if necessary use pseudonyms for service

users, placement sites, staff etc. Particular care may be required where specialist

services/teams are referred to.

Any breach of confidentiality will be viewed extremely seriously and will dealt with in line

with University policies and procedures.

4.5 Informed Consent

Students should be aware that they must always seek consent for their participation with

service users and will need to evidence this as required by local policy. Service users may

decline student involvement and where this occurs it should be discussed with the Practice

Educator so that other appropriate learning opportunities can be identified.

4.6 Professional Relationships

Students should never arrange to meet service users socially either during placements or

after the placement has finished. Students should aim to develop professional relationships,

this means being friendly rather than becoming friends.

Students should also be aware that they are not allowed to accept personal gifts from service

users, their families or friends.

There is an opportunity for servicer users/relatives to comment on the students’ participation

as part of the placement assessment process (section 11.5).

4.7 Accountability and responsibility

Part of being a professional is being aware of personal limitations. It is essential that

students do not undertake any intervention beyond the level of expectation for their stage

of training as detailed within the placement documentation or not agreed with their Practice

Educator. It is appreciated how important it is for students to feel useful when in placement,

but this must not be at the expense of service user safety.

Throughout their education students will work under the supervision of a qualified

practitioner. This means that student practice should be observed and their level of

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proficiency assessed until it is deemed safe and appropriate for them to work with reducing

levels of supervision.

Practice Educators are accountable for their delegation decisions. However, students are

responsible for their own actions and therefore if a student does not know how to do

something, it is important that this is raised and explained to the Practice Educator.

As students’ progress through the programme, they may be risk assessed to undertake lone

working activities. This will be subject to service users consent, the Practice Educator’s

judgement that the student is proficient to do so and through collaborative discussion with

the student. (Section 4.9.3)

4.8 Service User Safety

Service user safety is everyone’s responsibility and is concerned with reducing the likelihood

of harm as a result of their contact with health and social care services. Risk management,

incident reporting and learning lessons form part of the strategies NHS and other

organisations have introduced to measure, monitor and improve service user safety. To

reduce risk, organisations are required to provide staff with evidence based policies and

procedures to follow, regular appraisal, training and education to meet the needs of services

and support to improve service delivery to meet individual needs. Equally staff are required

to abide by their employment contract and professional codes of conduct.

Students on placement have a responsibility to work within their level of proficiency, follow

the organisation’s and University’s policies and procedures and complete any training the

organisation requires. In line with professional requirements, placement provider’s policy

and Faculty guidelines students have an obligation to raise, discuss and escalate concerns

where they feel service user safety is compromised and/or poor practice is observed within

practice. Ideally this is done in consultation and with support from their Practice Educator

but where indicated senior staff/service user safety experts and University staff will need to

be in involved.

Incidents and near misses that students are involved in or witness in practice must be

reported to the placement organisation and University in accordance with Faculty

guidelines. The organisation and the University will support the student through this

process, so lessons can be learnt and patient safety improved.

21

4.9 Adherence to policies and procedures

Students must adhere to the organisation’s policies and procedures at all times. Some

specific examples include:

4.9.1 Moving and Handling

Students must complete mandatory Moving & Handling training prior to commencing their

first placement and annually thereafter to gain an awareness of relevant legislative

requirements and safe practice. Students must comply with the organisation’s policies and

procedures related to moving and handling.

Students must only participate in Moving & Handling procedures that comply with the safe

principles they have been taught. Students should be made aware of who in their placement

could advise them on Moving & Handling issues as necessary.

Students have the right to refuse to participate in Moving and Handling activities that do

not conform to techniques taught at either the University or host organisation.

4.9.2 Infection Control

Students must complete mandatory infection control training prior to commencing their

placement and annually thereafter. Whilst on placement local policy must be followed at all

times.

4.9.3 Lone Working

University guidelines have been developed to inform lone working for students and should

be considered in line with local policies. These guidelines bring to the student and Practice

Educator’s attention the specific risks associated with lone working. The guidelines outline

the measures that it is necessary to take or consider in order to manage the risk present

where students find themselves working alone.

Students should familiarise themselves with the University ‘Lone Working’ guidelines that

can be found on the virtual learning environment and also lone working guidance within

the organisation.

The Placement Educator will exercise discretion when selecting a home visit/community

work that will involve students. This will consider the ability and experience of the student,

the nature of the intervention and the level of responsibility required.

The Practice Educator should make available, and the student be responsible for familiarising

themselves with, all local procedures relating to a home visit/community working for

example lone working, managing violence and aggression. The student and Practice

Educator are responsible for ensuring that all procedures relating to the home

visit/community working are followed. These include:

22

the Practice Educator remaining responsible for the student’s practice whilst on

an unaccompanied home visit/community working.

before making unaccompanied visits/community working the student has had the

opportunity to experience the same or very similar interventions with the Practice

Educator or other staff as appropriate,

carrying out a full risk assessment to include recording details of the intended

visit, including route, mode of transport, expected duration of the visit.

discussion prior to the work exploring anticipated issues, determine boundaries

of student responsibility and possible actions

recording the return of those involved in the home visit/community work.

4.9.4 Smoking

Students must follow the local policy for smoking within the practice setting during

placements.

4.9.5 Mobile Phones

Students should routinely turn their phones off whilst on placement, unless they are

required to use it for contact with service users, their Practice Educator or other nominated

staff members. Personal messages, voice mails and any social media should be accessed at

break times only.

Where students use their phone as a strategy to set reminders for appointments etc this

should be checked and agreed in advance with the Practice Educator and should be in line

with local policy.

Students must not take photographs using camera phones or other similar devices of

service users/practice areas etc. whilst in placement.

4.9.6 Social Media

There are positive benefits to engaging in social media but students should be aware that

behaviour online with regards to staying safe and acting professionally is no to different to

expected behaviours offline. This applies to personal as well as any professional accounts

and confidentiality and sensitivity must be maintained at all times. Information that makes

service users, placement areas or staff members identifiable should not be posted. (COT,

2015)18

18

College of Occupational Therapists (2015) Introduction to Social Media. London:COT

23

4.10 Good Health and Good Character

4.10.1 Health Clearance

Students undergo an occupational health check upon joining the programme and are not

able to commence their first placement until cleared by the University’s Occupational Health

department. Delays in being cleared will impact upon the commencement of placement.

Additionally, prior to each placement students are required to complete a declaration via

the University’s placement electronic database to indicate any change to their health status.

Where changes are indicated students are referred to the University occupational health

doctor for advice and further clearance. Students are encouraged to give Practice Educators

information about health matters which they believe may affect their performance whilst

on placement to ensure they receive the appropriate support. Failure to notify the Practice

Educator of health or personal problems that may affect safety to practice could lead to a

student failing the placement.

Any student who is withdrawn from placement due to ill health or has interrupted their

studies for any reason will need to be occupational health checked/cleared prior to

commencing placement again.

4.10.2 Immunisations

For their own protection students must complete all of 4 stages of their immunisation

programme for Hepatitis B. This involves 3 vaccinations and a blood test. Students should

be aware that they will be responsible for funding the completion of their immunisation

programme if they fail to attend appointments planned for them and that they must do this

prior to completion of their year 2 declaration of Good Health and Good Character.

4.10.3 Accidents and incidents in practice

Students who are involved in accidents or incidents in practice that result in organisational

reporting mechanisms being initiated must inform the placement lead. Copies of any

incident/accident forms should be submitted to the personal tutor for inclusion into the

student’s personal file. In addition, it may be necessary to complete the University process

for reporting incidents in accordance with Faculty practice guidelines.

In the event of any other emergency whilst on placement students are to inform their

Practice Educator who will in collaboration with the student work to deal with the

immediate situation. The Practice Educator should document the situation and the proposed

24

solution. The practice placement team should be informed as soon as is practicably possible

to provide support if required and for further actions to be taken as necessary.

4.10.4 Reasonable adjustments

The Faculty is committed to supporting students with additional needs in both the University

and practice settings. Students have opportunity to disclose additional needs prior to

commencing their studies, upon commencement or during the programme. The guidelines

for the process to implement reasonable adjustments can be found under ‘Policies and

Guidelines’ on the virtual learning environment.

A placement will be allocated to the student giving due regard to the needs of the student.

In collaboration, and through consultation the student’s needs will be discussed with them,

the Practice Educator and the University to reach an agreement regarding reasonable

adjustments that can be made to the placement setting whilst allowing the student to

satisfactorily achieve the required proficiencies and without compromising their learning

experience. This will be documented in the Placement Learning Support Plan. Both student

and Practice Educator have close contact with the placement lead/academic staff to monitor

and ensure the effectiveness of adjustments that have been made.

Practice Learning Support Plans are reviewed prior to each placement with an emphasis on

the student developing an increasing awareness of their own strategies/needs in preparation

for their first post and beyond.

4.11 Criminal Records Check

Students undergo enhanced criminal record checks via the Disclosure Barring Service prior

to commencing the programme and have their own copy of the processed disclosure form.

Students must keep their clearance notification in a safe place and may be asked to

produce it for their practice setting prior to the start of a placement. In addition, prior

to each placement students complete a declaration on the placement electronic database

to indicate any changes to their original disclosure. Where a change of status is identified

this is followed up within the University in accordance with Faculty guidelines.

A delay in the initial clearance process or a declaration of a change of status may delay a

student commencing placement until satisfactorily cleared.

25

Any placement that deems it necessary to carry out their own criminal record check on a

student should follow the procedure normally used by their organisation for carrying out

checks on other staff.

The University is not responsible if the student loses their paperwork/disclosure.

4.12 Readiness for Practice

Students may not commence placement until all mandatory training and requirements are

completed and recorded on the placement electronic database. The student is then able to

print and share with their Practice Educator a ‘Readiness for Practice’ certificate to evidence

that these requirements have been met. Details of mandatory training and requirements are

provided in the placement documentation called the Ongoing Achievement Record.

5. Attendance

5.1 Hours

The student’s placement pattern offers students 1,050 supervised placement hours and they

must complete a minimum of 1,000 passed placement hours to be awarded their degree

(WFOT 2002)19

; and to subsequently be eligible to apply for registration with HCPC. The

hours completed for each passed placement are recorded on the ‘Record of Hours’ sheet

and verified by the Practice Educator (Appendix 1). A working week is considered to be 37½

hours. The hours should be monitored by the Practice Educator each week as part of the

supervision process.

It is recognised that occupational therapists increasingly work shifts, often over a 7-day week

and where this occurs students are expected to experience these work patterns which reflect

the real working world. At these times safe working practices such as appropriate levels of

supervision and lone working policies should be adhered to.

Practice placement hours that can be counted are:

pre-placement visits

time spent directly working with service users

indirect time related to service users e.g. completing documentation, attending case

conferences

attendance at meetings

19

World Federation of occupational Therapists (2002) Revised Minimum Standards for the Education of

Occupational Therapists

26

half day per week study time if used in relation to the placement e.g. written

reflections

practice placement visits from University staff or attendance at mid placement

tutorial

attendance at lectures/tutorials within placement environment

travel undertaken as part of the placement requirements e.g. to and from a

community location

Failed placement hours cannot be counted towards the minimum requirement of 1000

hours.

5.2 Reporting Absence

Attendance on practice placement is compulsory and sustained failure to attend will be

treated seriously and investigated in accordance with the University procedures. Overall

students must complete a minimum of 1000 hours on practice placement and absence will

seriously jeopardise a student being able to achieve this.

Non-attendance on placement due to ill health should be reported to the Practice Educator

in line with local policy. In addition, the non-attendance should be reported via the

placement electronic database. Self-certificates and/or a doctor’s certificate must be

presented to the University in the manner indicated in the Student Handbook.

Accrued practice placement hours are closely monitored by the placement lead and/or

personal tutor. Where a shortfall in hours is identified these will be made up as soon as is

possible through negotiation with the Practice Educator and student on a case by case basis.

For example, students may be able to work a longer day for part of a placement or they may

have additional time added to their next placement.

Where significant time has been missed during a placement block due to absence, for

whatever reason, the impact on learning opportunities available and the ability to complete

the placement proficiencies will be jointly discussed with the University, Practice Educator

and student. In some circumstances it may be necessary to withdraw the student from

placement and for the student to repeat the placement block at an identified point in the

future.

5.3 Unauthorised Absence

27

Unauthorised absence, which is not sick leave, is considered to be unprofessional behaviour

that reflects negatively on the student in terms of their professional values and respect for

the team they are working with.

Any unauthorised absence must be reported by the Practice Educator to the University. This

will be documented and followed up with the student to determine reasons for absence.

Lateness and poor time keeping is also considered poor professional behaviour and will be

taken into account during the assessment process.

Students should be aware that this form of unprofessional conduct could lead to a fail in

practice, referral to the Fitness to Practice panel or disciplinary action in University.

5.4 Annual Leave/holidays

Annual leave/holidays is pre-set at the start of the programme. Students are not allowed to

make arrangements with individual placement areas to exchange placement time with

annual leave/holiday time or vice versa. Students are advised to inform family/friends of their

placement blocks so they are aware of these and to plan accordingly.

5.5 Study Leave

Students should have half a day per week of placement as study time. Where agreed they

may take this as one day per fortnight. Study leave should always be jointly negotiated

between the student and Practice Educator in a manner to optimise learning. Study leave

should not be accrued to allow a placement to be completed earlier than scheduled.

Practice areas are made aware of times during placement blocks when students are required

to attend at University prior to placement commencing. Students should also ensure their

Practice Educator is aware of these times at the beginning of their placement.

5.6 Compassionate Leave

If a student receives distressing news during their placement, the Practice Educator should

do their best to ensure the student is supported and if they are placement that they get

home safely. They should also inform the Placement Lead to discuss compassionate leave

arrangements.

6. Insurance issues

6.1 Professional Indemnity

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All students are required to be a member of the British Association of Occupational

Therapists which affords professional indemnity insurance and provides opportunity for

access to learning resources relevant to their academic studies and practice learning

experiences.

Students should be aware that when under supervision their Practice Educator is

accountable for their delegation decisions.

Any student who takes themselves outside of their supervision or the boundaries of their

student role and proficiency are putting themselves and the people they are working with

at risk. Under these circumstances students are considered to be ‘reckless’ and would not

be covered under the placements liability insurance.

6.2 Car Insurance

Students should be aware that routine travel to and from placement is considered to be a

commute which is covered by normal car insurance. If students are required to travel to

another site or in the community in their own transport as part of the working day this is

considered a business journey and as such requires restricted business use insurance.

Students carrying out placement related activities who do not have restricted business

insurance will not be covered in the case of an accident.

All health care students are advised that they must not transport service users/carers in their

cars.

To assist in the placement allocation process and to help the student gain the correct

insurance cover the Practice Educator should give prior notification of how the car is to be

used as part of the working day. Additionally, students are asked via the electronic

placement database to indicate availability of any transport and the level of insurance cover

they have.

6.3 Personal Property

Students are advised that their personal property is not covered when in placement or

in alternative accommodation and that they should check and ensure the appropriate

level of cover with their own insurers.

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7. Personal Presentation

7.1 Time keeping

Students are expected to arrive promptly at the start of their working day, for appointments

and to return from breaks at the time agreed with their Practice Educator. Poor time-keeping

is considered to be unprofessional behaviour and will be taken into account during the

assessment process.

7.2 Professional dress and appearance

Students should adhere to the Faculty guidelines on dress and appearance which can be

found on the University’s virtual learning environment. These guidelines are intended to

indicate to students the rationale for the expectations placed upon them and also clarify

University expectations that students will adhere to the policies of their host organisation.

Practice Educators should make students aware of their local dress code in advance of the

placement.

7.3 Body language and interpersonal skills

Students should be aware of how they present themselves in their placement. The Faculty

expects students to be polite and use professional language at all times. It is important to

be aware of our body language and how this makes us appear to others.

7.4 Readiness to learn

The prime role of the student in placement is to learn the practice of their profession. To

make the most of placement experience students will need to attend and be ready to make

the most of the opportunities available to them. Portraying an interest and enthusiasm for

the experience and potential learning opportunities and be ready to make notes and ask

questions at appropriate times is a pre-requisite.

8. Roles and Responsibilities

The role of the Practice Educator is vital. The guidance and support provided by Practice

Educators to students is crucial to the success of the placement and standard of the future

professional. A number of key roles in relation to mentoring students have been identified

which includes:

30

socialising the student into the placement area and developing a relationship

conducive to learning

understanding how students learn

planning and facilitating the learning experience

contributing to the overall effectiveness of the learning environment

reviewing student progress

evaluating the learning experience with the student and

reflecting on and developing own performance

8.1 Practice Learning Unit

The University has a dedicated Practice Learning Unit comprising of support staff and an

academic placement lead whose role is to arrange placements for students, which will meet

their educational needs. The Practice Learning Unit is the first point of contact for all matters

related to placements. This is further supported by those in Senior Lecturer Practice Learning

roles across the Faculty. Duties include:

1. Liaison with practice placement coordinators to obtain sufficient numbers and range of

practice placements

2. Identification of new placement opportunities ensuring appropriate preparation prior to

engagement with student education

3. Liaison with personal tutors and students directly to arrange a balanced programme of

placements as well as fulfilling the requirement to have at least 1000 hours of practice

placement experience

4. Monitoring the quality of practice placements reporting to relevant internal and external

forums

5. Monitoring and reviewing the educational audit of placement areas

6. Liaison with Practice Educators to arrange placement details for students

7. Allocation of practice placements for students to ensure an appropriate mix and breadth

of experience and learning opportunities and to give both students and Practice Educators

a minimum of 4 weeks’ notice of the allocation

8. Liaison with students and Student Support Services to complete, disseminate and

implement Placement Learning Support Plans where need has been identified

31

9. Preparation of students including pre-placement briefing, re-orientation and debriefing

of students

10. Organisation of learning programmes to allow practice staff to prepare for and be

supported in the role of Practice Educator and for existing Practice Educators to maintain

their status as an educator

11. Arranging and monitoring placement visits and support mechanisms for students and

Practice Educators before, during and after placement

12. Offer ongoing support and problem solving to students and Practice Educators in

relation to learning challenges and other placement issues

13. Liaison with the programme team on issues relating to practice placements

8.2 Placement Coordinator

The placement coordinator is a named practice based member of staff who coordinates

placements within a defined area. The exact duties may vary according to the organisation

for which the coordinator works but may include:

1. Liaison with Practice Learning Unit/Placement Lead and distribution/circulation of practice

placement information and requests for placements

2. Liaison with Practice Educators and potential educators in order to obtain placements

and to work towards adopting an annual model of offering placements to support more

timely allocation, enabling all parties to suitably prepare prior to starting placement.

3. Coordination of placements and support of students and Practice Educators

4. Ensuring learning facilities and resources are up to date, appropriate and demonstrate

that the placement is within an organisation committed to lifelong learning

5. Participating in and ensuring regular audit of placement areas

6. Encouraging/supporting Practice Educators to be accredited for their role through the

Royal College of Occupational Therapists scheme (section 13.6).

8.3 Practice Educator

The Practice Educator is a practice-based member of staff usually with a minimum of one

year’s experience as an occupational therapist, who facilitates the students’ learning

experience and progress throughout the placement. Duties include:

32

1. Liaison with the placement coordinator and placement lead working towards adopting

an annual model of offering placements to support more timely allocation, enabling all

parties to suitably prepare prior to starting placement.

2. Planning the placement to ensure a welcoming environment including informing

colleagues, re-arranging workloads, arranging facilities and determining learning

opportunities available

3. Provision of pre-placement information including hours of work, dress code, working

patterns, recommended reading and offer of a pre-placement visit

4. Provision of an induction programme to introduce student to work area and

design/overview of a programme of student activities each week relevant to stage of training

including allocated study time and formal supervision

5. Provision of informal and weekly formal supervision opportunities, taking into account

student learning style and particular needs, and offering constructive feedback and

guidance on strengths and areas for development

6. Being fully conversant with the placement proficiencies for the stage of training,

academic modules completed prior to placement, and assignment expectations

7. Completing formative and summative assessments of student proficiency in consultation

with the student, and other quality assurance paperwork as required by the University in a

timely manner

8. Offering a positive and comprehensive learning environment to enable student

development in core proficiencies

9. Collaborating with student to help identify and meet agreed learning objectives relevant

to stage of training and student needs

10. Contacting University where student gives cause for concern or where difficulties arise

between student and Practice Educator that cannot be resolved

11. Keeping up to date with the University’s programme and regularly update knowledge

and skills required as a Practice Educator and practitioner in line with continuing

professional development

33

12. Ensuring that assessment decisions are the outcome of informed, evidence based

judgements and clearly explain these to the student

13. To be aware of, and question the use of, authority and power in the student supervision

and assessment relationship.

14. Acting as a role model for students

15. Working towards/being accredited for their role through the College of Occupational

Therapists scheme (section 13.6).

8.4 Student

The student is expected to be active within both the Practice Educator/student

partnership and the team they are placed with. It is important for the student to

contribute to the work of the team and feel that they are valued and part of it. Quality

placement learning time is essential if the student is to be enabled to apply theory

within the practice setting and internalise professional practice. An important aspect

of this process is exposure to expert role models who can actively involve students in

practice and challenge their skills, knowledge, understanding and approach in a safe

environment. Through having a Practice Educator, the student should be enabled to

identify their learning needs, strategies to support this and learning resources and

opportunities that are available to them.

The student will:

act professionally at all times during the placement experience

review and utilise previous placement’s learning to inform subsequent placements

attend placement preparation sessions and appropriately prepare for the

placement experience

liaise with personal tutor and placement lead to ensure awareness of issues that

may impact upon placement and affect performance are known and to ensure a

balance of placement experiences

contact the Practice Educator once informed of allocation to introduce themselves

and request relevant information

34

consider arranging a pre-placement visit to check travel arrangements, meet the

Practice Educator, discuss potential learning opportunities etc

take advantage of learning opportunities and contribute to and review the

Learning Contract on a weekly basis

disclose any special needs or disability in order that reasonable adjustment can be

identified in a Placement Learning Support Plan and shared with the Practice

Educator

comply with placement policies and procedures

complete University placement paperwork

attend their placement hours and when this is not possible due to unforeseen

circumstances use University/local procedures to inform of absence

agree with the Practice Educator ground rules and expectations for their working

relationship

understand the expected outcomes for their placement and the proficiencies they need

to achieve

be aware of the placement environment and take advantage of the learning

opportunities and resources available

actively participate in formal and informal supervision and show an ability to accept

and respond to feedback, formulate a learning contract relevant to stage of training

and placement setting and evaluate own progress

identify their own personal learning needs by asking appropriate questions and working

towards achieving identified learning objectives in collaboration with the practice

educator

assess their own progress and discuss it with their Practice Educator

participate actively in their assessment process and provide written evidence of learning

and achievement

always work within their limitations, policies, guidelines and their professional codes.

contribute to the quality monitoring of placements

35

increase their understanding of and promote the roles and functions of occupational

therapists

increase their understanding of and respect for the roles and functions of other team

members

9. Assessment

9.1 Assessment of Practice

All placements have an Ongoing Achievement Record which is the overarching name given

to all of the documents related to placement. The OAR has a number of components to fully

evidence student achievement and progress throughout the placement which includes:

the Assessment of Practice Tool

Supervision log

Learning contract and learning log

Feedback from service users form

Feedback from other professionals form

Reflective proforma

Students are assessed by the designated Practice Educator using a proficiency based tool

called the Assessment of Practice Tool. This is based on an assessment tool that has been

used in the occupational therapy programme since 2004. Validity for the tool has been

addressed through consultation with Practice Educators in the development of the tool and

through the monitoring and evaluation of its use. The tool is contextualised to profession

specific and interprofessional requirements, is mapped to academic modules completed, the

Health and Care Standards of Proficiency (2013)20

and provides indications of the minimum

expectations for the stage of training in order to pass the placement. On over view of all the

proficiencies for each placement can be found in appendix 2.

A separate Ongoing Achievement Record and Assessment of Practice Tool is used for each

placement. Through ongoing consultation and discussion, the student and Practice Educator

should contextualise the proficiencies to the specific learning environment and the student’s

20

Health & Care Professions Council Standards of Proficiency: Occupational Therapists (2013).

HCPC:London

36

identified learning needs (see 11.4) through use of the learning contract and learning

objectives. Practice Educator study days are regularly used as a forum for discussion to

ensure consistency and reliability of use of the tool. Practice placement visits by academic

staff and placement moderation provide further opportunity to monitor the use of the

Assessment of Practice Tool. (See 13.4).

Formative assessment is completed by the Practice Educator at the midpoint of the

placement on a working towards/not met basis for each proficiency. Students are also

expected to self-evaluate and comment upon their performance.

At any point during placement or at the formative assessment a student is found to be not

meeting the proficiency requirements for a placement the Practice Educator should discuss

this with the student and document as soon as possible through formal or informal

supervision and provide clear guidance on expectations. As a result, it may be necessary for

new learning objectives to be set or existing ones to be revised. Should the student not

satisfactorily respond the placement lead at the University should be contacted for advice

and/or a possible placement visit.

Summative assessment should be completed by the Practice Educator indicating a pass/fail

for each proficiency and again students are also expected to self-evaluate and comment

upon their performance. All proficiencies with the Assessment of Practice Tool carry equal

weighting. It is considered good practice for the summative assessment to be completed a

few days prior to the end of the placement so that the student has time to reflect upon the

feedback and seek further clarification if necessary. The summative assessment should detail

reasons for decisions made, and summarise overall achievements along with constructive

feedback to inform future practice. If a student does not achieve a pass grade for one or

more of the proficiencies, they will be deemed to have failed the placement overall. In this

instance only ONE reassessment opportunity will be offered and should ideally be carried

out in a setting of a similar type. If the module is ultimately failed when the first attempt

and retrieval processes for the module have been exhausted, the student should be required

to leave the course. A student will be denied a retrieval attempt if the failure originally

occurred on grounds of professional unsuitability (COT, 2014).

Students are not permitted to carry a fail in practice placement and must successfully

complete placements at each level of training before progressing onto the next. This may

result in students needing to interrupt their studies and join a later cohort once successful

on placement.

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9.2 Merit Award

The merit award is designed to acknowledge that in practice placement some students

exceed expectations for their level of education and Practice Educators may recommend a

student for this award. It is expected that students will have demonstrated consistent and

excellent skills in relation to all learning outcomes and proficiencies for the placement and

through their supporting evidence which are well in advance of those expected for the

stage of education.

Students who excel in some, but not all, areas will not meet the standard to be awarded a

merit for practice placement. However as with all feedback, both written and verbal, the

student’s strengths and areas for future development should be noted as part of the

routine placement process.

A placement merit will not contribute to the degree classification but will be referred to

when writing employment references for students.

9.2.1 Mechanisms for the award of a Merit for Placement

Via the ongoing assessment process throughout the placement the Practice

Educator will verify a range of evidence that the student has exceeded expectations

in relation to the identified placement proficiencies.

The student will maintain and complete all components of the Ongoing

Achievement Record to support the assessment process and the potential award of

a merit.

When the recommendation for a merit award is deemed appropriate the Practice

Educator will indicate this on page 2 of the Ongoing Achievement Record.

Students recommended for a merit award will be identified when the Ongoing

Achievement Record is submitted at the end of the placement and will be

automatically selected for consideration at the internal placement moderation

panel which is convened in line with Faculty guidelines.

The panel will evaluate the evidence presented by the student and their Practice

Educator (Appendix 3)

Following the panel all students will be informed of the decision and the outcome

recorded on the Faculty placement electronic data base.

A letter will be sent to the practice educator to inform them of the outcome

Where a merit has been awarded this will be referred to when writing employment

references for students.

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9.3 Guide to Assessing Students Progress

Students develop over the period of the programme as they begin to integrate knowledge,

skills and attitude within practice based experiences. As student’s progress their learning

and supervision needs will change and mature according to their level of development.

Appendix 4 provides guidance on determining student progress.

9.4 Withdrawal from Practice Placement

Students who do not commence/attend placement or self-withdraw from placement will be

deemed to have failed the placement.

Where a student is failing a placement, and when despite remedial action having been

taken, it is clear that the student is unable to meet the required level of proficiency in the

time remaining, the student may be withdrawn from the setting by the placement lead or

other member of academic staff. This would be after discussion with the student, Practice

Educator and University Occupational Therapy Programme Director. Withdrawal under such

circumstances would normally constitute a failed placement.

Any breaches of the Code of Ethics and Professional Conduct for Occupational Therapists

(COT 2015)21

will be dealt with on an individual basis in line with the University guidelines

for review of a student’s placement allocation to determine appropriate action.

On rare occasions a student who has failed a piece of academic work may be required to be

withdrawn from the programme by the Exam Board. If this student is on placement it is

likely they will be required to be withdrawn from placement with immediate effect. This is

done as sensitively and as compassionately as possible. Individual students will know if they

have a resubmitted piece of work and are waiting to have the mark ratified at an Exam

Board and should therefore be prepared for all eventualities. A member of staff from

University will contact the student and Practice Educator and arrange to visit them as a

matter of urgency. The requirement to withdraw will be explained and the best way to finish

and handover placement responsibilities etc. will be discussed. Please be advised that this

is a worst case scenario and one that both students and staff seek to avoid as far as

possible.

21

College of Occupational Therapists (2015) Code of Ethics and Professional Conduct for Occupational

Therapists. London:COT

39

9.5 Failure of Placement

If one or more of the proficiencies within the Assessment of Practice Tool are failed at the

summative stage of assessment the student is deemed to have failed placement overall. It

is however strongly recommended that the placement lead be alerted as soon as there is an

indication that there may be a problem. Please note that it is not appropriate to wait to

‘give the student a chance’ as placements are short and waiting may not allow the student

time to rectify problems. When a student is failing the Practice Educator should be very clear

about the reasons for this, about the expectations for success and actions to be taken to

achieve these. Where a student fails placement the final meeting should formally confirm

the result of the placement and not be a surprise to any party. It is considered to be good

practice for a representative of the University to attend this meeting and staff will therefore

endeavour to attend.

If a student fails placement and subsequently successfully appeals the decision one of the

possible outcomes is for the student to be given a new first sit. The fail grade will NEVER be

changed to a pass.

It is acknowledged that failing placement is not easy for the student or Practice Educator.

Debriefing is given to the student upon return to University. Post placement support is also

available to Practice Educators if required whilst acknowledging some Practice Educators

chose to be debriefed as part of their own practice supervision.

9.6 Reassessment of Practice Placement

As there is a requirement to successfully complete a minimum of 1000 assessed hours to

complete the programme (COT, 2014)22

hours accrued where a fail grade has been given

cannot be counted towards this and the student will be deemed to have a referred

placement. It is therefore necessary for the reassessment placement to be of the same

duration. A referred practice placement may be repeated once and will ideally be carried out

in a setting of a similar type at a suitable time determined by the University. Students are

not permitted to carry a fail in practice placement and must successfully complete

placements at each level of training before progressing onto the next.

22

College of Occupational Therapists (2014) College of Occupational Therapists learning and development


40

The timing of a reassessment placement is usually discussed with students on an individual

basis. In all but one instance placement blocks are followed by students returning to

University for academic modules. Students will be offered a reassessment placement

opportunity as soon as is practicably possible but should be aware that this is likely to

necessitate them being on placement during student holiday periods.

9.7 Submission Arrangements

The submission of the Ongoing Achievement Record is required at the end of each

placement and will normally be the week after placement is completed as part of placement

de-briefing. Non or late submission may delay the student’s progression on the programme.

Submitting an incomplete placement documentation is the equivalent of submitting an

incomplete assignment. It is the student’s responsibility to ensure it is fully completed and

submitted.

10. Planning and Implementation of Placements

10.1 Placement Information

Prior to each placement, the Practice Educator will be provided with information and

resources via email and/or access to the University website to enable them to appropriately

plan and prepare for the student.

This information includes:

A summary of the academic modules related to the placement

Ongoing Achievement Record relevant to the level of placement which contains

the Assessment of Practice Tool and other relevant placement documentation

Guidelines on completing the Assessment of Practice Tool

Student profile form - giving student contact details, previous experience and

other relevant information the student wishes the practice educator to be aware

of, for example: Identified learning needs (this is sent directly by the student)

Copy of the Placement Learning Support Plan (where required)

Students also have access to the above but in addition will carry a Record of Hours sheet to

be signed off upon successfully completing their placement.

41

All students have access to the University virtual learning environment and University

website for all relevant resources. Practice Educators are encouraged to access placement

resources and information on the University website.

Prior to the commencement of the placement students will contact their allocated Practice

Educator for pre-placement information such as hours of work, dress code, map, reading

list and facilities such as access to canteen, library etc. Practice Educators are encouraged to

provide placement information to the student through completion of a Placement Profile

on the Faculty placement electronic database.

10.2 Placement Induction

HCPC Standards of Education and Training (2014)23

require students to be inducted into the

practice area. A comprehensive induction programme to introduce the student to the

placement area should be completed. This should include:

identification of key personnel

relevant health and safety procedures e.g. lone working policy, infection control

relevant local protocols/procedures e.g. reporting sickness and absences, locking

up routine

information governance

discussion of and details of allocated study time and formal supervision.

An induction checklist is incorporated in the Ongoing Achievement Record to document this

process (Appendix 5). It is not an exhaustive list and should be added to as relevant to the

practice setting or a suitable local induction form used.

10.3 Placement Resource file

A placement resource file should be held by each placement area and might include:

Description of placement facilities including details of access to information

resources such as internet, journals/publications held in the placement setting,

library etc.

Mode of service provision

23

Health & Care Professions Council Standards of Education and Training Guidance (2014) London:HCPC

42

Service philosophy and mission statement

Relationship of service to the wider community

Nature of the client group

Staffing arrangements

Models/theories and/or approaches used by occupational therapists and other

team members

Learning opportunities and educational experiences available

Operational policies

Health and safety guidelines/information

Risk management

Details of contacts for further information

It is acknowledged that increasingly this type of information is held/accessed

electronically and therefore Practice Educators should ensure that students have their

own log on and relevant permissions to access these resources. Additionally, some of this

information can be made available to students via the ‘placement profile’ accessed by

students upon allocation through the placement electronic database.

11. Supervision

Supervision in practice education is a process that involves a partnership between the

Practice Educator and the student. The aim of supervision is to facilitate students’ learning

in order that theoretical concepts can be applied in practice. Quality supervision is the

balance between supporting the student in the new environment and new role whilst

providing the ‘just right challenge’. It therefore has components of teaching, support and

evaluation. Formal and informal supervision opportunities are expected throughout the

placement.

11.1 Models of Supervision

Practice Educators will be encouraged to use a range of supervision models to:

43

enhance the student learning experience

allow all occupational therapists to participate in student education and

ensure there are sufficient numbers of placements to meet demand.

There are a range of supervision models that may be employed and the most suitable one

will be determined by the type of placement setting and availability and/or preference of

the Practice Educator.

Models of supervision students may experience include:

a) 1:1 model. This is the model many Practice Educators are comfortable and familiar

with. It involves one Practice Educator supervising one student in a placement setting.

b) Collaborative (2:1) model. Two students are placed in the same placement

environment and use each other for support and mentoring in addition to that

provided by the Practice Educator.

c) Spilt model (2:1). One student is shared between two members of a team. This model

gives opportunity for all staff to be involved with student supervision, for example,

part time staff or those with managerial responsibilities,

Whichever model of supervision is used the Practice Educator(s) involved will be required to

plan the placement appropriately to meet the students learning needs and to maximise the

placement experience.

Support is offered from the placement lead for new and existing Practice Educators who

adopt any, or all, of these models of placement. These approaches to practice placements

are incorporated into Practice Educator study days offering opportunity to discuss the skills

required and share knowledge and skills on these models of placement.

11.2 Formal supervision

Comprises of a pre-arranged weekly session of a minimum of one hour’s duration with the

student and their designated Practice Educator and should take place in a quiet setting, free

from interruptions. The supervision time is a matter of priority and should not be altered

unless absolutely necessary. It allows for reflection on the week’s work and issues, provides

an opportunity for questioning and exploration of therapeutic reasoning and for feedback

on progress. Evidence of achievement is recorded by the student through the learning

objective and learning log and through weekly written reflections. The areas of discussion,

44

feedback and any agreed actions should be contemporaneously documented using the

weekly supervision log within the Ongoing Achievement Record and signed by both student

and Practice Educator to confirm it as an accurate record of the supervision session.

(Appendix 6). Quality feedback should give specific examples of good practice with

indications of how to develop further. Areas of concern should be discussed clearly, without

ambiguity, illustrated with examples from practice and documented. Where concerns are

raised guidance on expected minimum criteria for success should be discussed with a review

of existing learning objectives or creation of a new ones.

Preparation for Supervision

Prior to supervision the student should:

review identified learning objectives

note evidence of achievement in relation to learning objectives and required

proficiencies

identify examples of learning over the past week

note any queries or difficulties encountered

check the University’s requirements for the placement

develop their own agenda for the session

undertake any preparatory reading

share their written reflection

Prior to supervision the Practice Educator should:

book a quiet area appropriate for supervision (or delegate this responsibility to

the student)

arrange that calls and messages are diverted for later attention

review identified learning objectives - have appropriate opportunities been made

available to the student? Has evidence of achievement been demonstrated?

record student’s areas of success for feedback

45

note any issues of concern or points for discussion

develop own agenda for discussion in the session

review the University’s requirements for the Practice Placement

review the student’s written reflection

During supervision:

an agenda is agreed

both will participate equally in the discussion

performance is reviewed in light of agreed learning objectives, evidence of

achievement and the written reflection

new learning objectives are identified, agreed and incorporated into the learning

contract by the student

the next week’s programme is agreed

discussion points are recorded by the student in the supervision log, and signed

by both parties

the University’s requirements are addressed

After the session:

both Practice Educator and student undertake and meet agreed learning

objectives

learning is consolidated by necessary reading

reflection is made on performance in light of feedback

further evidence of achievement is identified and demonstrated

any issues of concern will be addressed using the appropriate channels

11.3 Informal Supervision

Informal supervision can take place at any time during the working day. It enables the

Practice Educator to give immediate feedback on the student’s performance or for the

46

student to seek guidance or clarification. It provides an opportunity for debriefing and for

developing theoretical and practical links. It enables the student to reflect on their

knowledge and skills and to evaluate success and developmental needs. The amount of

informal supervision required is dependent upon the level of training and the complexity of

the work. It is anticipated that in the early stages of training or in new or unfamiliar

locations a student may require direct or close supervision from their Practice Educator. As

the student progresses through their placement and training, they are increasingly expected

to use the formal weekly supervision.

11.4 Learning Contract and Learning Logs

(i) Learning contracts (Appendix 7) offer a way of encouraging communication and

collaboration between the student, the academic programme and the placement setting.

Learning contracts are a means of managing self-directed learning and can be used for self-

assessment. The learning contract is a signed, negotiated written agreement between the

student and Practice Educator that reflects an appropriate balance between University,

practice placement and student priorities, and is appropriate to the students’ stage of

training. It should be utilised during the supervisory process. The learning contract and

learning log should be used to provide evidence of the proficiencies met. The University

Learning Objectives and Learning Log should be used for all placements. It is the

responsibility of the student to complete and maintain the contract and to share this with

their Practice Educator.

(ii) Learning Objectives should be used by the student to identify what they intend to achieve

and should be discussed between the student and Practice Educator. Learning objectives

should be regularly reviewed and added to if necessary. Evidence required to meet the

learning objectives should be upgraded following supervision. Students are required to

evidence their placement learning and achievements as part of their assessment. Selected

evidence should demonstrate what they have learnt to do and the associated weekly written

reflections capture what they have learnt from the experience and how it influences their

practice.

(iii) The learning log records progress in relation to the agreed learning objectives and in

light of what has been discussed and agreed in weekly formal supervision with the

designated Practice Educator. The completed learning log is signed by the Practice Educator

and student at the end of each supervision session to indicate agreement. The learning log

47

is the responsibility of the student and entries should be made for each week of the

placement.

11.5 Feedback from service users/carers

Students will work with individuals and groups of people and their carers during their

placement experiences. Feedback from them is therefore important to inform the

professional development of the student and this should be routinely sought and recorded

throughout placement (Appendix 8) and used to inform the assessment process (HCPC,

2014)24

.

11.6 Feedback from other professionals

Students are required to demonstrate their ability to effectively communicate and work

with other professionals and the wider team (HCPC, 2014)25

. It is therefore important for

them and their Practice Educator(s) to receive feedback on time spent with, and

interactions with, a range of professionals and for students to reflect upon these

experiences. Routinely during placement this feedback and reflections should be recorded

(Appendix 9) as part of the overall evidence of achievement for placement.

12. Support and Guidance

Student support is offered using a range of mechanisms including the student’s personal

tutor and the Student Support Services. In addition, there is a dedicated practice learning

unit comprising of the placement lead, senior lecturers in practice learning and

administrative staff to support students before, during and after practice placement.

Support is also available using a range of IT facilities such as the virtual learning

environment.

Practice Educator support is offered from the same dedicated practice learning unit

comprising of the placement lead, senior lecturers in practice learning and administrative

staff and is available before, during and after practice placement.

There is a dedicated telephone number and email account for ease of contact for students

and educators alike.

24


25 Health & Care Professions Council Standards of Education and Training Guidance (2014) London:HCPC

48

12.1 Support and Guidance on Placement

In addition to the above support mechanisms routine structures are in place to support

students and monitor progress in a range of ways depending upon their stage of training.

The details of this mechanism are given below and follow a model already in use within

the programme which has to date provided appropriate support and allowed

identification of students and/or practice educators who require additional input for

whatever reason.

Level 4/Year 1

Placement 1 – 7 weeks:

All students/practice educators will receive contact from a member of the occupational

therapy academic team in the form of a one to one meeting. This will normally occur around

the halfway point of the placement on or around the time that the students have received

their formative feedback. Academic tutors will arrange a contact time or an appointment

with the Practice Educator and the student, usually at the start of the placement.

The visiting tutor will interview the student and Practice Educator separately and will record

the discussion on the Student Visit Report Form (Appendix 10) within the Ongoing

Achievement Record and will forward a copy to the placement lead within one week of the

visit.

The purpose of the placement visit is to:

provide support for the student and Practice Educator if required

gain an interim report from the Practice Educator on the student’s progress

ensure the student is on target to meet placement proficiencies

evaluate the quality of the student’s learning experience

monitor and guide the student’s personal and professional progress

become more familiar with the placement and facilities for learning

act as an advocate for the student to maximise learning opportunities

Level 5/Year 2

Placement 2 – 9 weeks:

49

All students will attend a group tutorial within the University around the halfway point of

the placement when they should have received their formative feedback. These tutorials

will be set up and organised by the placement lead. Tutorial groups will be made up of

around 10 students and one member of academic staff. A mid placement checklist

(Appendix 11) will be completed and students will share and exchange experiences in a

supportive, collaborative manner. Whilst students are expected to attend the tutorial those

who are unable to attend, for example due to ill health, will be contacted by an academic

member of staff on an individual basis.

The purpose of the tutorial is to:

provide support for the students

get an interim report of the students’ progress

ensure that the students are on target to meet the placement proficiencies

ensure that the students can evaluate the formative feedback given to ensure that

they meet the placement proficiencies

share students’ experiences in relation to best practice in using learning contracts,

supervision logs, evidence to demonstrate achievement and written reflections

evaluate the quality of the students learning experience

In addition, at the midpoint of placement the Practice Educators will be contacted by

telephone or email by the placement lead. The purpose of this contact is to:

ensure the student is on target to meet the placement proficiencies

get an interim report from the Practice Educator on the student’s progress

provide support for the Practice Educator


act as an advocate for the student to maximise learning opportunities if required

Level 6/Year 3

Placement 3 - 12 weeks:

50

All students and Practice Educators will receive communication in the form of telephone or

email contact. This will normally occur around the midpoint of the placement on or around

the time that the students have received their formative feedback. The purpose of this

contact is to:

provide support for the student and Practice Educator if required

get an interim report from the Practice Educator on the student’s progress

ensure the student is on target to meet placement proficiencies


act as an advocate for the student to maximise learning opportunities if required

Additionally, a copy of the formative assessment summary should be forwarded by the

student to the placement lead.

During any placement where there is an identified concern a member of academic staff will

arrange to visit the Placement Educator and student as soon as possible.

Notes and actions as a result of these joint meetings will be recorded by the academic

tutor, shared with the student and Practice Educator and placed on the student’s

personal file.

13. Practice Placement Quality Management

The Faculty Practice Learning Sub Committee has strategic responsibility for: overseeing,

monitoring and enhancement of the practice learning environment, responding proactively

to capacity issues, responding to changes in policy, developing, implementing and reviewing

guidelines that underpin placement learning experiences. The Committee also identifies

projects that will enhance practice learning and assessment. The committee organises an

annual interprofessional conference for those facilitating placements providing an

opportunity to share project outcomes and explore current issues with practitioners from all

professions.

The quality of practice education will be formally monitored internally and externally using

various mechanisms to ensure a high quality placement experience for students. This will

include for example feedback from students, Practice Educators and academic staff and

51

through the Faculty mechanisms. This will ensure that the quality of all aspects of practice

placement is monitored, effectively reported on and addressed. The quality of practice

placements should be based upon a collaborative approach in which both the University

and the placement settings/Practice Educators play a key role.

13.1 Educational Audit

The provision of high quality practice placements is seen as a partnership responsibility

between providers of care and the University. This is achieved through a collaborative

approach to auditing the practice placements using the principles, standards and

benchmarks provided by the professional regulatory bodies. Within the Occupational

Therapy Pathway, the process has been informed by the Health and Care Professions Council

(HCPC, 2014)26

requirements.

All practice areas are part of the University’s audit cycle and are undertaken biennially using

the Faculty audit of practice placement tool which has been jointly agreed between the

University and practice areas. The audit is designed to ensure the placement area can

appropriately support the student learning experiences and assessment process. The audit

is a self-assessment process at both placement and organisational level with involvement of

University staff. Students are expected to contribute to the development of the learning

environment and are asked to evaluate their placements online on the Faculty placement

database following each allocation and the audit draws from this information. Additionally,

where possible, discussions are held with students whilst on placement. The outcome of

the audit and action plans are recorded on the Faculty placement electronic database and

is regularly reviewed to ensure risks are identified and acted upon.

A system of sharing themes and trends in regard to the quality of care that emerge from

students’ written work and tutorials has been agreed with placement providers as part of

the Raising and Escalating concerns policy and the electronic data is used to provide bi-

annual themed reports for the main Placement providers who in turn produce evaluative

commentary and responsive action plans.

13.2 Student Feedback

Students are asked for and encouraged to give feedback during mid placement contact with

academic tutors. Upon completion of the practice, the student is required to complete a

26


52

placement evaluation via the electronic placement database. Additionally, placement

debriefing provides an opportunity for verbal feedback and exploration of any issues or

themes that arise. The information from these sources is used to inform Practice Educator

training and feedback via the electronic database can be viewed by the Practice Educator

and others within the organisation with relevant permissions.

In addition, students may provide feedback at any time to the placement team via the

dedicated phone line or email account or to their personal tutor or other relevant member

of academic staff. Feedback is also gained via cohort reports at Pathway Committee

Meetings.

13.3 Practice Educator Feedback

Practice Educators are asked for feedback as part of the mid placement contact with the

academic tutors and at the end of the placement via the electronic placement database.

Practice Educators are also able to contact the practice learning unit via the dedicated phone

line or email account or other relevant member of academic staff to provide feedback. It is

envisaged that close liaison with Practice Educators will allow open and honest feedback to

be given and responded to.

Feedback from practice areas is also gained via Pathway Committee Meetings, Practice

Educator training and attendance by the placement lead at liaison meetings with placement

areas.

13.4 Placement Moderation

In line with Faculty guidelines a moderation panel will be convened following placement

blocks to review on a sample basis the quality of practice placement documents (the

Ongoing Achievement Record) and make recommendations to enhance the quality of the

practice assessment process.

Feedback will be given to students and Practice Educators on the quality of the

documentation, identifying strengths, areas where improvement is indicated and to

disseminate good practice.

The process is used to inform student preparation for their practice learning experiences and

Practice Educator training events.

Placement documentation for students who have been recommended for a merit award will

also be reviewed as part of the internal moderation process. The panel will evaluate the

53

evidence presented by the student and their practice educator via the Ongoing Achievement

Record. Following the meeting all students will be informed of the decision made by the

panel and the outcome recorded on the Faculty placement electronic database. A letter will

also be sent to the Practice Educator.

13.5 Practice Educators Preparation

Occupational therapists are usually qualified for a minimum of one year before taking on

the responsibility of Practice Educator. Practice Educators are expected to maintain their

continuing professional development in relation to clinical skills and student education and

are encouraged to seek recognition of their role as a practice educator through the Royal

College of Occupational Therapists accreditation scheme (see 13.6). They should remain

familiar with the expectations of the programme and assessment process.

The University offers 2-day preparatory training for those new to the role of Practice

Educator.

Regular update training sessions are offered at the University and may be organised within

an organisation or locality after liaison with the placement team. Study days and the annual

Faculty placement conference provide opportunity for networking, sharing best practice,

exchange of ideas as well as providing an update on placement assessment requirements

and programme changes. All Practice Educators are encouraged to attend one of these

events annually.

13.6 Accreditation of Practice Placement Educators Scheme (APPLE)

The APPLE scheme is a mechanism which allows the occupational therapy profession to

quality assure its practice placements at pre-registration level. It intended to be for all

Placement Educators of occupational therapy students that have normally been practising a

year or more. The scheme has been developed to provide a nationally recognised scheme

that is transferable across regions and to give professional recognition to the role of the

Practice Educator. It is for a five-year period after which re-accreditation will be required.

The University actively encourages all Practice Educators to be accredited or to be working

towards accreditation and this is regularly discussed at Practice Educator events and as part

of the educational audit process.

The APPLE scheme requires evidence to be demonstrated against the following six learning

outcomes:

54

1) Describe the role and identify the attributes of an effective practice placement

educator.

2) Apply learning theories that are appropriate for adult and professional learners

3) Plan, implement and facilitate learning in the practice placement setting.

4) Apply sound principles and judgement in the assessment of performance in the

practice placement setting

5) Evaluate the learning experience.

6) Reflect on experience and formulate action plans to improve future practice.

Both the experiential route and taught route is offered by the University to Practice

Educators to facilitate this process. The experiential route requires completion of reflective

writing, submission of evidence and two supporting statements to meet the learning

outcomes. The taught route, recently endorsed by the College of Occupational Therapists,

is achieved through participation in a Masters based interprofessional module and this can

be completed as a stand-alone module or towards a postgraduate award.

55

APPENDICES

57

Appendix 1 Occupational Therapy Pathway 2017 Validation

PRACTICE PLACEMENT - RECORD OF HOURS

Name of Student: …………………………………………………….. COHORT....................

Placement Date

from

Date

to

Name and Address

of Placement

Brief Description of Type of

Experience/Speciality

Total certifiednumber

of hours

Signature of Practice

Placement Educator

Placement One

(6 weeks)

Placement Two

(10 weeks)

Placement Three

(12 weeks)

TOTAL NUMBER OF HOURS

It is the students’ responsibility to retain this form throughout the three years of the programme and to ensure the Practice Placement Educators certifies the correct numbers of hours. A working

week is considered to be 37.5 hours. A minimum of 1000 hours must be completed. Hours for a failed placement do NOT contribute to certified hours. Please refer to placement guidelines for

more detail regarding counting practice placement hours. This form must be handed to the University Practice Placement Tutor upon successful completion of the final placement.

58

Appendix 2 2017 Validation Placement Proficiencies Overview

Placement 1 Placement 2 Placement 3

Work safely under direct supervision

identify and work within key legislation,

policies and procedures and begin to

recognise the implications for practice

begin to identify limits of own practice to

maintain safe working practices

actively reflect on and identify own

learning needs and action these through

the supervisory process

appropriately engage in formal and

informal supervision with practice

educator and other professionals to

identify personal and professional

strengths and areas for future

development

begin to take responsibility for preparing

for and maintaining accurate supervision

records

raise issues that may impact on personal

performance and act on guidance

Work safely with graded supervision

consistently work within local and

national policies, procedures and the

legal and ethical standards of the OT

profession

identify the impact of and work within

relevant legislation

actively use formal and informal feedback

from practice educator, other

professionals and service users

actively participate in the supervisory

process through appraising own practice

and using support to further develop

both personally and professionally

take responsibility for preparing for and

maintaining accurate supervision records

use supervision to identify personal and

professional strengths and areas for

future development

raise issues that may impact on personal

performance and discuss ways to address

these

Work safely with indirect supervision

interpret and critically analyse the impact

of legislation, national policy drivers and

local policy on the practice area

consistently work within local policies,

procedures and the legal and ethical

standards of the Occupational Therapy

profession accordingly with reduced levels

of supervision

critically analyse the challenges to service

delivery and the impact of this upon

service users

demonstrate competence in the ability to

maintain a safe practice environment

consistently participate in informal and

formal supervision to critically appraise

own practice and use support to actively

develop both personally and professionally

demonstrate understanding of the

requirement to raise issues that may

impact on personal performance and

discuss ways to maintain fitness for

practice

Professional communication skills

establish therapeutic rapport with service

users to gather basic information and to

understand the importance of occupation

on health and well being

initiate and appropriately engage in

discussions with other professionals


demonstrate ability to actively listen to

service users, develop rapport and respect

their values and beliefs

use appropriate language with service

users to maximise the potential for

informed choice.


effectively use a range of communication

strategies to engage with service users,

carers and relevant others to promote

occupational engagement

effectively use communication strategies

to participate in

interprofessional/interagency discussions

59

demonstrate understanding of the

importance of accurate professional

documentation and utilise relevant

technology to complete basic

documentations under supervision

begin to participate in routine

administrative tasks

use professional language to orally

present pertinent information to

colleagues in formal and informal forums

accurately complete documentation and

reports in a timely manner using

appropriate technology

articulate the purpose of occupational

therapy and reasons for intervention in

relevant forums within in the practice

setting

to reach a shared understanding for

service users

consistently use appropriate professional

language with service users and other

professionals

consistently maintain documentation and

reports relevant to the practice setting

using appropriate technology

Professional values, attitude and conduct

maintain confidentiality and security of

written and verbal information acquired

in a professional capacity adhering to

information governance protocols

discuss the importance and relevance of

the Health & Care Professions Council

Standards of Conduct, Performance and

Proficiency (2013)

discuss the importance and relevance of

the Code of Ethics and Professional

Conduct for Occupational Therapists

(2015)

identify and demonstrate professional

behaviour and demeanour

begin to demonstrate skills of self-

management

begin to reflect on and discuss how

personal values and beliefs influence

practice

recognise, respect and actively support

diversity, expertise and experience of

individuals, carers and colleagues

Professional values, attitudes and conduct

actively demonstrate through practice

and reflection the relevance of the Code

of Ethics and Professional Conduct for

Occupational Therapists (2015) and

Health & Care Professions Council

Standards of Conduct, Performance and

Proficiency (2013)


written and verbal information acquired

in a professional capacity with due

regards to disclosure of information

demonstrate professional behaviour and

demeanour upholding Occupational

Therapy values

consistently maintain appropriate

working relationships with service users

and colleagues

recognise, respect and actively support

diversity, expertise and experience of

individuals, carers, groups and

communities, and demonstrate non-

discriminatory practice

Professional values, attitudes and conduct


written and verbal information acquired in

a professional capacity with due regards to

disclosure of information

understands the importance of and

demonstrates appropriate communication

strategies to negotiate with people and

gain informed consent

consistently demonstrate professional

behaviour and demeanour upholding

Occupational Therapy standards (COT,

2015) and the requirements of the Health

& Care Professions Council Standards of

Proficiency (2013)

demonstrate increasing consistency and

ability to practice as an autonomous

professional exercising own professional

judgement

practice in a non-discriminatory manner

use theory and reflection to analyse legal

and ethical dilemmas experienced in the

practice environment

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Professional collaboration

identify the roles of different team

members and discuss the work they do

discuss how the values and beliefs of

different professionals impacts on team

work and the services provided

identify and discuss collaborative working

opportunities

begin to engage with service users and

carers to come to a shared understanding

of their values and beliefs


work independently and collaboratively

with team members to maximise the

therapeutic benefit to service users

work collaboratively with service users

and carers to achieve individual goals

liaise and work effectively with statutory

and non-statutory agencies

identify and evaluate the contribution of

other professionals and how these impact

on service users

use appropriate communication

strategies to participate in

interprofessional/interagency discussions

to reach a shared understanding for the

service user


demonstrate a creative approach towards

meeting desired outcomes for

individuals/communities

demonstrate through practice the core

beliefs, values and the unique contribution

of occupational therapy whilst supporting

interprofessional working

work collaboratively to promote maximum

therapeutic benefit to service users

critically appraise the enablers and barriers

to effective team working that meets the

needs of service users

Occupational theory and application

under guidance use some relevant

assessment tools to identify individual

occupational performance needs

discuss observations of service user’s daily

occupations in relation to self-care,

leisure and productivity

identify and describe the personal,

environmental, occupational and cultural

factors impacting on service users’

participation in occupation

demonstrate an understanding of the use

of occupational performance analysis as a

core tool of occupational therapy

practice.

discuss the role of the occupational

therapist in the practice setting

identifying internal and external factors

impacting upon occupational therapy

provision within the setting


appropriately select and use a range of

relevant assessment tools to identify

occupational performance needs

use occupational therapy theory,

observational and interviewing skills to

identify the factors impacting on service

users’ participation in occupation

demonstrating professional reasoning

and using evidence based practice safely

and independently justify, plan and

implement interventions (or identified

parts), using a range of therapeutic tools

and skills with due regard to individual

preferences

demonstrate ability to apply therapeutic

use of self in the occupational therapy

process


justify the selection of an appropriate

range of assessments

competently draw from best practice,

occupational therapy theory, observational

and interviewing skills to identify the

complexity of factors impacting on a

service users’ participation in occupation

consistently demonstrate clinical reasoning

and use of evidence based practice to

safely and independently justify, plan and

implement interventions (or identified

parts), using a range of therapeutic tools

and skills with due regard to individual

preferences

apply and reflect on the therapeutic use of

self in the occupational therapy process

review and evaluate the effectiveness and

outcomes of planned intervention drawing

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begin to discuss the theoretical

underpinnings impacting on occupational

therapy interventions

demonstrate a basic understanding of a

range of key cognitive, psychological and

emotional processes and their

relationship to occupational

performance.

begin to use appropriate terminology to

describe how relevant body systems and

their components influence and impact

on occupational performance

identify the role of occupational therapy

and the occupational therapy perspective

in the practice setting

use relevant mechanisms to evaluate the

effectiveness of interventions

demonstrate effective workload

management skills appropriate to the

setting effectively utilising resources to

promote service efficiency

on professional judgements and decision

making skills

manage work load effectively including

relevant documentation, and referral on to

services and agencies as appropriate

confidently articulate occupational therapy

knowledge and skills and an occupational

therapy perspective to relevant parties

using identified systems

identify and discuss potential service

developments and/or innovations

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Appendix 3 Criteria for award of a merit

The award of a merit is for those students whose performance is exceptional and beyond that expected

for their stage of training. At the end of each placement the Practice Educator has the ability to

recommend a student for the award of a merit. Students recommended for this award will be reviewed

by the University’s moderation panel. The panel will consider the Ongoing Achievement Record which

includes the assessment of practice tool completed by the Practice Educator and other supporting

evidence from the student. For a merit to be awarded the following criteria for each component of the

ongoing achievement record should be answered positively.

Component of Ongoing

Achievement Record

Criteria for merit Achieved?

(yes/no)

Assessment of Practice Tool

(APT)

All proficiencies passed

Written feedback from PE indicates high

level of achievement for all proficiencies

Examples of words to describe someone

performing at merit level include:

thorough, outstanding, exceptional,

excellent, highly professional, attention to

detail, broad range and depth,

comprehensive, ability to link theory and

practice

Student has completed self-evaluation

indicating high levels of performance and

learning which correlates with feedback

from the Practice Educator

Learning Contract,

objectives and log

Well written, challenging and relevant

learning objectives that consistently

evidence level of achievement higher than

expected for stage of training

Learning objectives are written in SMART

format

Additional learning is identified showing

an ability to work beyond the required

levels of proficiency

Learning logs routinely updated to record

progress and actions

Range of evidence to support learning

documented

Learning logs dated and signed by student

and PE

Supervision logs Clear and concise supervision logs

completed by student

Professional language used throughout

Well presented and legible

Cross referenced to other related evidence

eg learning logs, feedback from service

users/other professionals

Ability to respond to feedback and

integrate into practice evidenced

Signed by both student and Practice

Educator

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Service user feedback Feedback consistently sought and

evidenced throughout placement

Feedback indicates high level of

satisfaction with student

Other professionals

feedback

Feedback consistently sought and

evidenced throughout the placement

Feedback indicates high level of

satisfaction with student

Ability to work collaboratively with a range

of professionals evidenced

Written reflections Correct number for the placement

completed

Style of writing appropriate to stage of

training

Work is reflective in nature and evidence of

application and integration of theory is

present

Appropriate references to literature is

made

Completion of accurate list of references is

given

Links to HCPC standards of proficiency are

included and relevant to reflection

Action plans for future learning identified

and if appropriate cross referenced to

learning objectives

Moderation Panel Members:

Merit Awarded (Please delete as appropriate) Yes No

Date of panel:

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Appendix 4 Guidance on determining student progress

Do I have any concerns?

Are the proficiencies within the Assessment of Practice

Tool being met?

Practice Educator Personal reflection HAVE I?

Negotiated a learning contract?

Clarified my expectations?

Given feedback?

Provided learning opportunities?

Demonstrated appropriate practice?

Consulted with colleagues?

If student is making satisfactory progress in all areas,

give constructive feedback to encourage further

development. Update assessment documentation

SUMMATIVE ASSESSMENT

Complete assessment documentation and

give constructive e feedback for future

practice

Joint meeting with Practice Educator, Placement Lead and student

Renegotiate learning contract

Identify support system

Set review date

Document meeting on Record of Discussion Sheet

Formative assessment constructive feedback /update

assessment / new learning contract

Informal discussion with student of progress and

concerns

Review learning objectives

Set up a system to ensure adequate support

Set a review date

Notify the Placement Lead

Practice Educator to address

personal responsibilities and

review student progress

FAIL STUDENT

Joint process with student

Practice Educator and

Placement Lead

YES

University to organise resit

opportunity

NO

SUMMATIVE ASSESSMENT

Complete assessment documentation and give

constructive feedback for future practice

YES

NO

PASS STUDENT

PASS

STUDENT

YES working

towards

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Appendix 5 Placement Orientation (to be completed in each placement area on the first day)

Standards of Education and Training Number 5 (HCPC, 2014)

Area 1 Area 2 (if applicable)

This list is for guidance. Please add/amend as

necessary/appropriate to the setting

Practice

Educator

initial/ date

Student

initial/date

Practice

educator

initial/date

Student

initial/ date

Layout of the placement environment

identifying key locations and resources

Identification of office and other work spaces

that are available for student to use

Introduction to key personnel

Procedure for summoning help in the event of

an emergency

Local fire policy

Resuscitation policy and procedures explained

Moving and handling of people and

equipment policy and procedures explained

and demonstration completed prior to use

Policy regarding safeguarding explained

Awareness of placement policies e.g. taking

messages, lone worker, accident procedure,

Health and Safety, Infection Control

guidelines, confidentiality, uniform

Record keeping policy and Information

Governance requirements explained

Confirmation of work patterns/study time and

lunch/break arrangements

Arrangements for supervision & study time

determined and booked

Notification of sickness procedures

Mail systems

Team meetings/handovers etc

Telephone/bleep/private calls

Access to IT and password

Library, text books, national/local policy

documents identified

Readiness for Practice Certificate seen and

checked

Student Emergency contact details shared

(page 11)

Other induction requirements – please detail

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Appendix 6 Supervision Log

This record should be used (minimum weekly) to record general progress and/or to identify areas of need. It is especially

important that areas of concern are clearly documented. Practice educators may wish to retain a copy for their own records.

Week 1:

Date: Duration of session:

Attendees:

Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback from

other professionals)

Summary of Discussion:

Agreed Actions/Priorities:

Practice educator(s) signature:

Date:

Student Signature: Date:

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Appendix 7 Learning Contract/Learning log (to be reviewed and updated weekly during formal supervision)

Learning Objective (To be written in SMART format, one per page)

No:

Date Agreed:

Educator signature: Student Signature:

Date Completed:

Educator signature: Student Signature:

Learning Log

Date Action Plan Evaluation of progress Evidence of achievement

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Appendix 8 Feedback from Service Users/Carers

Practice Educators/students should obtain consent from

service users/carers who should feel able to decline to

participate.

Service users/carers do not need to provide their name or any

other personal details.

We would like to receive your views about the way the student occupational therapist has worked with

you.

Your feedback will help the student occupational therapist’s learning

The feedback you give will not affect your care

Student’s Name:

Circle if you are: The Patient/Service user A carer/relative

How well did the

student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to you?

…talk to you?

….understand

the way you felt?

Show respect for

you?

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What did the student occupational therapist do well?

How could the student occupational therapist improve? What could they do differently next

time?

Student reflection on feedback given and own action plan.

Practice Educator(s) signature: Date:

Student Signature:

Date:

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Appendix 9 Feedback from other Professionals

We would like to receive your views about the way the student occupational therapist has worked with

you. This feedback will help the student’s learning.

Student’s name:

Name/profession: Date: Time spent with you: Signature:

What did the student do well?

How could the student occupational therapist improve? What could they do differently next

time?

Student reflection on feedback given and own action plan.

Practice Educator(s) signature:

Date:

Student Signature:

Date:

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Appendix 10 Mid Placement Visit from Academic Tutor

This form is completed by the visiting tutor and a copy taken and returned to the University. The practice educator(s)

may also wish to retain a copy for their own records.

Student Name & Cohort:

Practice Educator(s) Name:

Placement Address:

Telephone number:

Dates of placement:

Number of weeks:

Visiting tutor:

Date of visit:

EVALUATION OF STUDENT’S PRPOGRESS (Please comment in each section)

Learning Contract: Has the learning contract been jointly negotiated and signed? Are objectives appropriate to the

level of the student and relate to the placement proficiencies? Are they regularly updated? Is the evidence of achievement

being recorded? Are they in SMART format? Is there a sufficient range of learning opportunities available to the student?

Supervision: Are weekly supervision logs being maintained? Is there evidence of formal and informal supervision

opportunities? Is supervision supportive and provide constructive feedback? Does the student feel they are receiving

appropriate supervision? Is there recorded evidence of service user and other professionals’ feedback?

Assessment of Practice: Has the formative report been given? Are strategies in place to address any ‘not met’ or

‘partially met’ areas? Is the student on target to achieve the proficiencies for this placement?

Written reflections: Are written reflections being completed? Are they shared with and read by the practice

educator(s)? Are links being made to HCPC Standards of Proficiency, COT Code of Ethics and academic modules? How

could they be enhanced?

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General: Is alternative support identified in case of the PEs absence? Does the student feel valued in the practice setting?

Are there concerns about the professional conduct of the student? Are there any service changes/developments the

University should be aware of?

Has the student had any absences from placement? Yes/No (If yes please determine reason and detail

expected impact on achieving the placement proficiencies)

Does the student have a Placement Learning Support Plan (PLSP)? Yes/No (If yes please comment

on reasonable adjustments that are in place and if they are meeting the needs of the student – discuss and document further

adjustments if necessary)

Has the practice educator(s) attended an educator training session within the last 12

months? Yes/No (If not please check they are familiar with all requirements of them and recommend booking a training

session)

Any cause for concern? Yes/No (If yes please document and liaise with placement team as soon as possible to discuss)

Is a further visit/contact required? Yes/No (If yes please liaise with placement team as soon as possible to discuss)

AGREED ACTIONS:

Academic tutor signature:

Practice educator(s) signature:

Student signature: Date

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Appendix 11 Student Tutorial Checklist

This form is to be completed as part of the mid placement tutorial group. Upon completion it

should be handed to academic staff member facilitating the group. The academic staff member

should return this form to the Placement Office within one week of the tutorial. The report forms

will be audited as part of the quality assurance procedures for the programme.

Name Print: Sign:

Cohort:

Tutorial Date: Tutorial Venue:

Tutorial facilitator:

EVALUATION OF PLACEMENT EXPERIENCE YES NO

I received an induction/orientation at the start of my placement

I have access to a range of information such as policies /procedures,

health and safety, learning opportunities, learning resources/materials

I am aware of who my named Practice Educator is

I am aware of my line of support within my practice setting

I have negotiated my learning contract with my Practice Educator(s)

I have signed my learning contract

My learning contract is signed by my Practice Educator(s)

My learning objectives relate to required proficiencies of the

placement

I update my learning objectives regularly following supervision

I receive 1 hour (minimum) formal supervision weekly

There are opportunities for informal supervision with my Practice

Educator and/or other team members

I have documented 1 reflection each week of my placement and have

shared and discussed these with my Practice Educator(s)

I have documented relevant Evidence to Demonstrate Placement

Achievement

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I document my feedback from my Practice Educator/s evaluating my

progress on my supervision log and this is clearly linked to my learning

objectives

I sign my supervision log weekly to confirm accuracy and indicate

agreement with required action

My Practice Educator(s) signs my supervision log weekly to confirm

accuracy and indicate agreement with required action

I have gathered service user feedback

I have gathered feedback from other professionals

I have received my formative assessment

I understand the proficiencies required to pass placement

I am on target to meet the placements proficiencies

I feel my contribution to the practice area is valued

I have negotiated ½ day study a week

I have completed my required 37½ hours a week If no please state

no. of hours absent and reason…

Placement Learning Support Plan in place Yes/No. If yes have

reasonable adjustments been accommodated?

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Appendix 12 Standards of Education and Training (HCPC, 2014)

The HCPC Standards of Education and Training (SETs) identifies the standards against which all

education and training programmes are assessed against. There are 6 SETs in total but SET 5

particularly relates to Practice Placements and states:

5.1 Practice placements must be integral to the programme.

5.2 The number, duration and range of practice placements must be appropriate to support the

delivery of the programme and the achievement of the learning outcomes.

5.3 The practice placement settings must provide a safe and supportive environment.

5.4 The education provider must maintain a thorough and effective system for approving and

monitoring all placements.

5.5 The placement providers must have equality and diversity policies in relation to students,

together with an indication of how these will be implemented and monitored.

5.6 There must be an adequate number of appropriately qualified and experienced staff at the

practice placement setting.

5.7 Practice placement educators must have relevant knowledge, skills and experience.

5.8 Practice placement educators must undertake appropriate practice placement educator

training.

5.9 Practice placement educators must be appropriately registered, unless other arrangements

are agreed.

5.10 There must be regular and effective collaboration between the education provider and the

practice placement provider.

5.11 Students, practice placement providers and practice placement educators must be fully

prepared for placement which will include information about an understanding of:

– the learning outcomes to be achieved;

– the timings and the duration of any placement experience and associated records to be

maintained;

– expectations of professional conduct;

– the assessment procedures including the implications of, and any action to be taken in

the case of, failure to progress; and

– communication and lines of responsibility.

5.12 Learning, teaching and supervision must encourage safe and effective practice,

independent learning and professional conduct.

5.13 A range of learning and teaching methods that respect the rights and needs of service users

and colleagues must be in place throughout practice placements.

BSc(Hons)OCCUPATIONAL THERAPY

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