Bsc(Hons) Occupational Therapy

BSc(Hons) Occupational Therapy

Practice Educators Handbook

(Version 12 - February 2010)

University of the West of England, Bristol

PRACTICE EDUCATORS HANDBOOK 2008/9 version 11 CONTENTS Page Introduction...... 3 Programme Philosophy and Aims...... 4 Philosophy of the Programme...... 4 Aims of the Programme...... 6 Programme Structure and Outline...... 7 Programme Structure...... 7 Module Outlines...... 9 Level 1 Modules...... 9 Level 2 Modules...... 9 Level 3 Modules...... 11 Practice Education...... 13 Philosophy...... 13 Practice Hours...... 13 Practice Assessment...... 14 Sample Practice Front Sheet...... 16 Support for Practice Educators...... 17 Practice Educator Education...... 17 Practice Tutorials with UWE lecturer...... 17 Additional support...... 18 The Learning Contract...... 19 Use of the learning contract...... 19 The Learning Contract and Supervision...... 19 Learning Outcomes for Practice Modules...... 24 Professional Practice 1 Learning Outcomes...... 24 Professional Practice 2 Learning Outcomes...... 24 Professional Reasoning in Practice Learning Outcomes...... 25 Guidelines for Writing Your Practice Placement 1 Learning Contract...... 27 Guidelines for Writing Your Practice Placement 2 Learning Contract...... 31 Guidelines for Writing Your Professional Reasoning in Practice Learning Contract...36 The Practice Portfolio...... 42 Sample Weekly Reflective Log...... 43 Sample Record of Personal Goals...... 45 The Significant Learning Experience Report...... 47 Use Of The Report...... 47 Sample...... 47 Administration...... 49 Placement Learning Unit (PLU)...... 51 Useful Contacts...... 52

Page 3 Introduction

This handbook has been prepared to provide practice educators with the necessary information to supervise students on practice placements.

It is hoped that it will be useful. Feedback to [email protected] concerning any ways in which it could be improved would be welcomed.

Programme Philosophy and Aims

Philosophy of the Programme The programme aims to strike a balance between academic learning and practice based learning, which not only satisfies the requirements of the professional and regulatory organisations, but which offers high quality learning experiences to students both within the university and in clinical practice. Practice placement experiences are provided to students in a wide range of established generic and specialist fields, provided by statutory and non-statutory services across the region. There are also placements in ‘role emerging’ settings, in which students have the opportunity to pioneer the concept of occupational therapy in services where the profession has not previously had a presence. Practice placements need to relate closely to academic progression and for this reason students undertake a practice placement at each level of the programme, the learning outcomes of which correlate closely with the themes of each level.

The themed progression of the programme has its basis in occupational science in that pre-registration practitioners need to understand the relationship between occupation and health and well-being before considering challenges to occupations. These challenges could take the form of disease, ill-health, impairment or barriers to participation. Thus the above philosophy develops thematically through the three levels which constitute the academic structure of the undergraduate curriculum, as follows: • Level 1 – Exploring Occupation

Therefore, the social, institutional, cultural and physical contexts which affect people’s health and well-being through their impact on their occupations are considered alongside integral human factors.

• Introduces the student to the concepts of occupational science, the disciplines of anatomy & physiology, psychology and human factors • These subjects lay the foundations for the study of occupation and its therapeutic use • The level culminates in the student being able to demonstrate evidence of how occupation supports health and well-being • • Level 2 – Valuing Occupation

• Considers how occupational therapy can ameliorate the impact of congenital or acquired health challenges on a person’s occupations • Explore a range of conditions and appropriate occupational therapy interventions based different approaches, and the media utilised and their application. • The professional practice experience allows the student to focus on interventions used by occupational therapists, their evidence base, and the unique contribution of occupational therapy • Students are encouraged to develop evidence based practice skills to justify interventions

• The level will conclude with the student being able to discuss how occupational therapy can transform the lives of people with complex and multiple challenges to occupation and enable occupational performance

• Level 3 – Promoting Occupation

• Further develop the student’s clinical reasoning skills particularly in the unique contribution of occupational therapy in the context of public health and health promotion • The student develops research skills, as well as how to apply evidence to support and change practice • The practice placement allows the student to consolidate their professional skills and reflect on how theory and practice interlink • Completion of this level will culminate in the student being able to critically evaluate how occupational therapists enable occupation • Understanding the skill set of an occupational therapist and how it can be applied in practice with service users in a diverse range of settings, as well as individual service users with complex/multiple occupational challenges The Occupational Therapy Programme is designed to include a wide variety of learning opportunities for students, in recognition of the life experience and learning styles that the students bring with them in to Higher Education. These learning opportunities include case study groups, task orientated group work, discussion groups, service learning, as well as more traditional forums such as lectures and seminars. Students must also demonstrate a commitment to independent study in addition to all the formal learning opportunities presented to them on the programme. This allows for an increased focus on the application of theory to practice, in the learning environments on offer.

Theory - Practice Link The thematic content of each level includes the Practice Placement module(s). The learning outcomes for each placement include components from each of the modules that will be enhanced and demonstrated in practice. Additionally level 2 and 3 placements have written assignments, based on the theme for that level. In completing the practice assignment the student will draw on learning from each of the modules studied. Throughout the theoretical modules students are encouraged to reflect on learning and its practical application. They are encouraged to keep supporting evidence in a continuing Professional Practice Portfolio.

Aims of the Programme

The main aim of the programme is to ensure that occupational therapists qualifying from the University of the West of England are reflective practitioners, who take responsibility for their own professional development, and are able to contribute to the safe, ethical and effective delivery of occupational therapy services in a wide variety of interprofessional and multicultural contexts.

The programme aims to enable students to:

 Fulfil the requirements to be eligible to apply for registration as an occupational therapist with the Health Professions’ Council

 Appreciate the broader context of health and social care activities

 Be self aware, self directed and sensitive to the needs of others

 Evaluate knowledge and practice in relation to theory

 Develop the key skills necessary to practice competently and safely as an occupational therapist

 Develop effective and appropriate relationships with service users and carers in line with the College of Occupational Therapists’ (COT) Code of Ethics and Professional Conduct (COT 2005)

 Function effectively within an interprofessional team, with colleagues and other agencies

 Develop and promote a value base in practice that respects equality and diversity

 Develop leadership qualities and skills

 Develop and promote evidence based practice, and personal commitment to lifelong learning

 Engage in the critical analysis of academic discourse in order to continually develop practice

 Understand the purpose and processes involved in ensuring quality in service delivery

Programme Structure and Outline

Programme Structure The structure reflects the primacy of occupational therapy as a discipline but also reflects the interprofessional nature of professional practice and seeks to acknowledge other disciplines that inform and enhance occupational therapy education. Emphasis is placed on integrating theory with practice, clinical reasoning and problem solving in order to provide the best possible education for the student and health and social care for the individual. The award has potential for both full time and part time routes.

The three academic levels equate to the three academic years of study. Level 1 studies conclude with the first full practice experience, which takes place at the end of the year one. The second period of practice occurs after Christmas in year two. Level 3 studies commence at the end of year two, with Promoting Occupation. The final practice placement – Professional Reasoning in Practice take place between October-December of the final year.

Although the levels build upon one another, progress through each module of the award is perceived to be dynamic; the various components being interrelated and interdependent.

The modules that make up the programme are: -

LEVEL MODULE TITLE CREDITS Level 1 Occupation, Health & Well-being 40 Human Performance for Occupation 40 Foundations of Occupational Therapy 20 Professional Practice 1 20 Level 2 Interprofessional Module - A 20 Occupational Therapy and Physical Challenges 20 Occupational Therapy and Psychosocial 20 Challenges Complex Occupational Needs 20 Skills and Evidence for Practice 20 Professional Practice 2 20 Level 3 Interprofessional Module – B 20 Promoting Occupation 20 Evidence and Research in Occupational 40 Therapy Professional Reasoning in Practice 40

Module Outlines The following paragraphs briefly outline the aims of each of the modules. Practice modules are emphasised by bold text.

Level 1 Modules

Occupation, Health and Well-being seeks to lay out the elementary theoretical frameworks of occupational therapy - the influence of occupation on health and well-being. The complexities of occupation and perspectives on health are explored and researched, with sociological perspectives and social contexts being introduced. Models of occupation and occupational therapy are considered with a view to integrating this in Foundations for Occupational Therapy and the Professional Practice 1 Modules, as well as Level 2 modules.

Human Performance for Occupation introduces the student to the anatomy and physiology of the human body along with behaviour and cognitive processes. Normal development is considered as a basis for future modules. The sociology of the family, ageing and the human body will be explored.

Foundations for Occupational Therapy introduces the students to practical skills and theories related directly to practising as an occupational therapist. This will include skills such as manual handling, basic life support, infection control, group-work, assessment and clinical reasoning at a basic level. The module allows the student to develop an understanding of methods of enquiry and their application through an introduction to critical appraisal of research publications.

Practice 1 concludes Level 1 studies. The module provides the students with the opportunity to apply level 1 learning to occupational therapy practice and develop basic occupational therapy skills in a variety of settings.

Level 2 Modules

Occupational Therapy and Physical Challenges. This module develops the student’s theoretical knowledge of the components of human performance and how health issues impact on these. A variety of health issues are studied across the age range from child through to older adult. Psychological and social aspects of physical health and illness issues are explored. The complexity of occupation is considered, especially in the context of choice and the form of meaningful occupations. A strong emphasis is placed on the student developing a client-centred approach in the construction of hypothetical intervention packages. The student begins to develop an understanding of the role of the occupational therapist in a rehabilitation setting as well as the roles of the other professionals. The student is encouraged to consider a wide range of approaches to intervention. The use of models of practice to guide clinical reasoning is expected. This develops integration with level 1 modules – Occupation, Health and Well-being and Foundations for Occupational Therapy.

Occupational Therapy and Psychosocial Challenges. This module develops the student’s knowledge of occupational issues for service users who have mental health problems as well as those who have learning disabilities. A variety of mental health issues are studied and a range of learning disabilities are also considered. The age range studied is similar to that for the physical challenges module. The stigma of mental health and learning disability is studied, along with the social and cultural aspects. The complexity of occupation is emphasised, as is client-centredness. The student is encouraged to consider a wide range of approaches to intervention such as behavioural and cognitive-behavioural approaches, and the significance of medical and social models of disability. Again, the use of models of practice is expected, reinforcing links with level 1 modules.

Skills and Evidence for Practice. This module consolidates previous teaching and learning on the programme regarding the occupational nature of humans, the role of occupation in promoting health and well-being, and the principles and processes of occupational therapy intervention in individuals’ and communities’ lives. The theme of level 2 is Valuing Occupation, which this module has at its core in its requirement that students learn a new occupation, identify its therapeutic potential, and demonstrate how they can apply that as occupational therapy. This module also has an emphasis on quality assurance in health and social care and working within an evidence based/evidence informed framework

Complex Occupational Needs. Sitting alongside the Skills and Evidence for Practice module, this module explores interventions for people with complex or multiple needs. It examines the nature of complexity in occupational therapy and explores the rationale for working with people with complex/multiple needs from an occupational therapy perspective at various stages of the life cycle. It investigates current ‘best practice’ in this area and through the use of case studies frames occupational therapy assessment and interventions using models of practice and approaches to practice.

Together these modules will provide the culmination in the learning of intervention skills at level 2, ranging from simple, condition specific occupational therapy to multifarious, interprofessional, occupational therapy which is person-centred and evidence-based.

Interprofessional Module A This module is run as a two day conference, where students work as part of an interprofessional group, exploring issues related to interprofessional working. Students choose as a group which particular interprofessional related area they are going to explore, and then attend various presentations, which they feedback to each other. Their learning is assessed by a written piece of work which requires them to communicate after the conference has finished, through UWEonline.

Practice 2 gives students the opportunity to consider in detail, the impact and challenge of ill-health on the service user’s occupations and how this disruption affects the service user. Much of what is experienced in this placement is integrated in the other level 2 modules. The module provides the students with the opportunity to apply level 2 uniprofessional and interprofessional learning to occupational therapy practice and continue to develop occupational therapy skills in a variety of settings. The influence of professional power and user control will be highlighted.

Level 3 Modules

Promoting Occupation This module enables the students to explore and critically evaluate the unique contribution of occupational therapy in the context of public health and health promotion. The students work together in groups to identify an area of role- emerging practice and investigate how an occupational therapist could develop occupational therapy roles within that setting. This gives the students the unique opportunity to consider the future of the profession and their role within this and to clearly articulate occupational therapy core skills. The module is assessed through a group presentation of their service proposal.

Evidence and Research in Occupational Therapy enables the student to develop their understanding of the research process and deepen his/her awareness of different methods of research, data analysis and related ethical issues pertinent to occupational therapy and occupational science. By the end of the module, the student is able to formulate a research proposal for a literature review/research project, which reflects critical understanding of research processes and related issues, and leading on from this, enable the student to experience the research project/literature review process by undertaking a substantial piece of self-directed study culminating in a report written in a format appropriate for publication.

Interprofessional Module B This module is delivered entirely through web-based resources. The students have an introductory lecture and seminar. Following this they engage in problem based learning. Identified interprofessional student groups work within a shared virtual learning environment (UWEonline) to critically investigate current issues and challenges to interprofessional working. The module is assessed by a 4000 word written assignment submitted electronically.

Professional Reasoning in Practice enables the student to complete their practice education and consolidate their occupational therapy skills. The student is expected to critically evaluate their own practice and modify it as necessary, critically evaluating all aspects of service delivery and its social context. The student is also expected to manage his or her own caseload in preparation for practice as a state registered occupational therapist. The content includes evidence-based practice and management of change. The student is expected to appraise the interagency service delivery and critically analyse the skills demonstrated by occupational therapists in the setting. The module outcomes reflect the need to ensure that students make clear links between theory and its application in the practice setting, the assignment reflects that dual need.

Practice Education

Philosophy Practice education is an indispensable and integral part of the programme. Changes in health and social care provision have resulted in a widening range of work environments and increasing autonomy for the occupational therapist. It is therefore essential that the practice modules and their associated outcomes reflect this trend while providing the 1000 hours required for qualification in a diverse variety of settings.

Emphasis is placed upon the student meeting the HPC standards of proficiency for Occupational Therapists and the outcomes of the Curriculum Framework Guidance of the College of Occupational Therapists. A personal Practice Portfolio enables the student, faculty and clinical staff to work together to ensure each student attains an appropriate level and breadth of professional practice prior to qualification.

The student is enabled to develop his/her awareness of opportunities offered by the range of practice settings available. The student will be guided by the module outcomes and the learning contract in searching for, and capitalising on, practice learning resources. The ability to transfer skills from one setting to another is seen as vital in health and social care today.

Each practice module facilitates the integration of theory into practice. It is anticipated that the student will develop new knowledge and skills in the practice environment, rather than merely consolidating what has previously been learnt in the University setting.

Learning outcomes that are achieved at Level 1 initially are further developed and added to in Level 2 prior to reaching the higher levels of learning by the end of Level 3. The learning process is seen to follow a spiral pathway; the transfer of professional skills from one level to the next reinforcing and enhancing previous learning whilst the student adds further skills as he/she "travels" from one practice experience to another.

By the end of the practice modules the student will be able to demonstrate, within the context of occupation as the primary focus, the ability to: -

 adapt therapeutic and social skills to different practice environments

 make independent decisions with appropriate justification  manage a caseload  work as part of a team  recognise the role of other health and social care professions  recognise the scope and limitations of their skills  engage in continuing professional development

Practice Hours Practice experience is gained through three practice modules. Students will be placed in a wide variety of settings where they can achieve the module learning

outcomes. These placements are not chosen by the student but are managed through the Practice Learning Unit, guided by the entries in the individual student’s Practice Portfolio.

Students complete thirty weeks of practice (a minimum of thirty six hours per week), and are supervised in practice by accredited Practice Educators. Start and finish times are to be arranged at the discretion of the Practice Educator and, subject to the demands of patient care and departmental organisation, in negotiation with the student. The 36 hours per week of student practice should include time for reflection and study.

Students must inform Practice Educators and the AHP admin office on 0117 3288416 or 0117 3288893 of any sick leave. Hours worked and sick leave must be recorded on the Practice Hours form.

If for any reason a student does not achieve the minimum hours, the hours could be extended by increasing the final placement.

Professional Practice 1 will normally be 9 weeks in duration, Professional Practice 2 – 10 weeks and Professional Reasoning in Practice – 11 weeks.

Practice Assessment The assessment is based on the Learning Contract negotiated and constructed in collaboration between the Practice Educator, the student and the midway tutor. It must incorporate the module learning outcomes and any personal goals outstanding from a previous placement or identified during the current placement.

The ‘criteria for evaluation’ provide the assessment of the learning on the placement. The assessment is done by the practice educator, and is usually undertaken at or towards the end of the placement.

Marking of Assessments All Practice Placements are marked pass/fail i.e. they do not produce a mark for the purposes of calculating the degree classification.

There is a written assignment related to level 2 and 3 placements – the results of this contribute towards the student’s degree classification. This assignment is marked by academic staff.

Practice Front Sheet (see over page) This will need completing at the end of the placement. It must be signed. The ‘comments’ section allows the Practice Educator to give feedback on the student’s abilities. This can be very useful for the University and the student. If the Practice Educator wants to write in more detail or elsewhere, such a report can be attached to the signed front sheet. This form will be given to the Practice Educator during the tutorial visit halfway through the placement (or posted to the Practice Educator where tutorial support is by telephone).

It is the student’s responsibility to return 2 copies of the learning contract, their personal goals record and the correct copies of the practice front sheet, duly completed and signed by the Practice Educator(s) by the published date and time. Failure to hand in this by the expected date will result in the placement being marked as a non-submission – if this is without extenuating circumstances the student will be required to withdraw from the programme and will not qualify as an occupational therapist. The practice educator keeps the bottom yellow copy of the front sheet. The student is advised to make an extra photocopy of the learning contract and personal goals record before submitting it, for their practice portfolio.

Sample Practice Front Sheet

Professional Practice Front Sheet

BSc (Hons) Occupational Therapy Student Name and Registration Number Module Code Module Title Date Submitted Site:(please circle) Glenside Hartpury Swindon Bath

Attach the original learning contract and one additional copy to this front sheet

PRACTICE EDUCATOR’S COMMENTS Please comment on achievement of learning outcomes Overall attitude and proficiency of student Any other issues relating to the placement

Learning outcomes achieved: Mark given (please circle) Yes No (please circle) Pass Fail Name of practice educator: Signature of practice educator: PLEASE NOTE: Students are reminded that the mark shown on this sheet when returned to you with feedback is PROVISIONAL ONLY, until ratified by the Examining Board

Practice Educator to keep yellow copy, student to keep blue copy. White and pink copies submitted with learning contract. Pink copy to Programmes Office, white copy filed in student’s university record.

Support for Practice Educators

Practice Educator Education We recommend that all Practice Educators are accredited with the College of Occupational Therapists (COT) through the Accreditation of Practice Placement Learning Experience (A.P.P.L.E) Programme. Educators can obtain this accreditation by either submitting a portfolio of experiential learning or by attending a taught module. The module run by UWE is called Facilitating Learning & Assessment in Practice. The occupational therapy specific content of this module is also offered as a one day update session to Educators who have already achieved APPLE accreditation. Further information about this training and an online copy of this Practice Educator’s Handbook online are available on line Practice Support Net; http://hsc.uwe.ac.uk/practicesupport/Default.aspx?pageid=77

Practice Tutorials with UWE lecturer All students have a tutorial at least once during the placement, usually half way through. The purpose of the tutorial is to develop the communication and understanding between university staff and the practice educators and to maintain the student’s contact with the university. In addition there is an aim to maximise, where possible, the integration of theoretical knowledge and practical skills learnt at the university with the fieldwork setting. The tutorial may be an onsite visit or a telephone call.

Practice Educators will have the opportunity to:  Discuss the placement and the programme being offered.  Discuss the learning outcomes and learning contract  Describe the student’s progress and discuss any concerns  Gain further information about the university-based studies  Gain support and help, if needed, to facilitate the students’ learning.

Students will have the opportunity to: -  Relate practice experience to university-based studies  Discuss student role, own performance, personal and professional development and any concerns and anxieties  Gain support and guidance as appropriate.  Discuss the written assignment attached to the placement.

Lecturers will have the opportunity to:  Maintain contact with the student  Discuss the learning objectives, learning contract and PPP with the student and practice educator  Offer advice and support to student and/or practice educator as appropriate.  Increase her/his awareness of opportunities offered by the placement.

Additional support If at any time there is concern about a student’s ability, progression or behaviour, or any other aspect of the placement, it is important that contact is made with the University. Contact can be via any of the occupational therapy teaching team, email addresses and telephone numbers are on page 52. Extra visits may be appropriate or sometimes discussion can alleviate a problem or assist with a solution.

The Learning Contract

Use of the learning contract Learning for each placement is managed using a learning contract, which is the practical agreement between the practice educator and the student. Students must incorporate all of the learning outcomes of the module identified as essential into the learning contract, alongside any personal goals carried forward from a previous placement. The contract must overtly include the need for professional conduct throughout the placement. The student will negotiate with the practice educator for the ‘right’ level and wording for the particular module, as well as for the resources to support the student’s learning. The criteria for evaluating that the learning has been achieved must also be negotiated. The learning contract is used to ensure that maximum learning occurs on the placement and that both the practice educator and the student know: -  what is to be learned  how it can be learned  how both the practice educator and the student will know when it has been achieved, so that an assessment of learning and professional competence can be made.

Each learning contract is unique and a new one is drawn up for each placement. The student is responsible for writing up the contract resulting from the negotiation between the practice educator and the student. It is recognised that the learning contract needs time to establish and should not be drawn up on the first day, but must be completed by the end of the second week. It requires the practice educator and the student to spend time together discussing the programme for the placement and the learning resources available. Investment of time at this point in the placement should prevent misunderstandings or duplication of efforts later on. A well used and documented learning contract will mean that both the practice educator and the student are fully aware of each other’s aims and expectations of the placement and can find evidence to support any assessment of the learning. The learning contract must be sent, by the student, to the module leader by the first working day of the 3rd week of each placement, so it can be moderated and the consistency of the assessment tools across the cohort can be established.

The Learning Contract and Supervision The learning contract provides a focus for feedback and discussion of the student’s performance and it means shared responsibility for the placement’s success between student and practice educator. The contract should be used continuously to structure ongoing discussion of the student’s strengths and needs. Negotiation, discussion and feedback should occur regularly throughout the placement. There must be a formal meeting to discuss the student's progress of at least an hour on a weekly basis. The student should come to these meetings prepared with evidence of how learning needs are being met, a supervision preparation proforma is available for this.

The practice educator has the responsibility of assessing that the student’s competence and professional behaviour is of the expected standard for a student at that point in their programme. To ensure that any issues leading to a student failing a placement are transparent and have been well recorded it is vital that both the practice educator and student keep supervision notes. These need to contain what was discussed, agreed action, by whom, and any concerns that were voiced, and what was to be done about them. A proforma for this is provided here. If difficulties arise, these records can help to track what occurred and what measures were taken to address the problems.

If extra learning needs are identified, how these are to be undertaken and evaluated should to be negotiated between the student and practice educator. If new learning needs are identified post-moderation of the learning contract, then the university must also be party to these negotiations to ensure the continuing validity of the assessment tool.

BSc (Hons) OCCUPATIONAL THERAPY COURSE

Supervision Preparation Form.

Student to complete form prior to supervision where it will be used as a basis for discussion between student and practice educator.

Student’s Name. Practice Educator’s name

What went well this week? Why was this?

What did not go so well? Why was this?

Give examples of when you have received positive feedback this week.

Are there areas you would like to receive feedback on?

Do you feel you have had enough responsibility this week? Discuss in supervision, and record here.

Have you had sufficient opportunities to develop your skills since your last supervision meeting. Discuss in supervision and record here.

Supervision Proforma Please ensure this is used in weekly supervision sessions and signed by supervisor and student Date of supervision session..……………………..

Practice Educator…………………. Student ………………………….

Please note who is recording Caseload

Teamwork/Professional behaviour/Communication

Work done with people other than PE

Other issues/points

Action Plan Actions By Time whom Scale

Signed Practice Educator…………………….

Signed Student ………………………. Date and venue of next supervision session …………………………………

Learning Outcomes for Practice Modules

Professional Practice 1 Learning Outcomes By the end of the module the student will be able to: - 1. Complete a basic and appropriate assessment of a service user’s occupational needs 2. Analyse an occupation used in professional practice setting 3. Demonstrate basic skills in using a client-centred approach 4. Demonstrate safe and effective use of occupational therapy skills 5. Demonstrate basic clinical reasoning and problem solving skills 6. Present a professional approach, demonstrating awareness of the ethical and legal issues of professional practice including COT Code of Conduct 7. Understand the roles of the interprofessional (multidisciplinary) team 8. Take account of the physical and psychological impact of ill-health 9. Demonstrate safe and effective professional practice when working in a health or social care setting 10.Demonstrate appropriate verbal and written communication skills with all colleagues, service users and their carers and other services 11.Negotiate and agree learning objectives with professional practice educator

Students must incorporate all of these ‘Essential’ components into their learning contract.

Professional Practice 2 Learning Outcomes By the end of the module the student will be able to: - 1. Discuss the impact of ill-health for service users in the given setting 2. Evaluate different approaches and media used in occupational therapy 3. Identify assessment tools used and discuss their effectiveness in assessing occupational performance 4. Conduct assessments of service-users and document these in line with the placement’s system 5. Demonstrate the ability to utilise data from assessment to construct an intervention plan for a service user 6. Demonstrate safe and effective professional practice when working in a health, social care or role-emerging setting 7. Reflect upon social and cultural contexts and their impact on professional practice. 8. Work effectively as a team member throughout the professional practice experience 9. Reflect upon professional practice and identify areas for further development. 10.Demonstrate a client-centred approach 11.Utilise appropriate verbal and written communication skills with all colleagues, service users and their carers and other services Students must incorporate all of these ‘Essential’ components into their learning contract.

Professional Reasoning in Practice Learning Outcomes

By the end of the module the student will be able to: - 1. Identify the unique core skills of occupational therapy and justify their use 2. Use knowledge of research findings and apply these to practice 3. Critically analyse skills utilised by occupational therapists 4. Appraise the interagency links both within and external to the practice setting 5. Appraise evidence of effective intervention in this setting 6. Critically evaluate service delivery in the practice setting 7. Appraise the role of management in service delivery 8. Discuss the impact of sociological and technological developments and legislative changes on practice 9. Manage own caseload within the parameters of available resources, demonstrating a client centred approach, independent judgement and fluency of skill in all aspects 10.Critically evaluate own practice to identify aspects requiring modification and to identify personal development needs 11.Demonstrate safe and effective professional practice when working in a health or social care setting 12.Demonstrate ability to effectively function as a team member in an interprofessional team 13.Accept and respond to constructive feedback on own performance 14.Demonstrate competence in working with the organisational policies, procedures and administrative frameworks in practice 15.Demonstrate ability to work with change

Overleaf is a blank Learning Contract followed by guidelines and draft examples of Learning Contracts for each placement. These are for guidance only.

Negotiated between you and your Practice Educator. PRACTICE PLACEMENT MODULE………………………… Learning Needs Identify Learning Resources and Strategies Criteria for evaluation. Supporting What do I need to learn? related How can I best learn and integrate this? How will we know when I have learned what I have Evidence L.O.s by What resources are available to me? needed to learn? (location and number What will I be able to do that I can’t do now? type)

Pass/Fail Practice Educator Signature

Guidelines for Writing the Practice Placement 1 Learning Contract

1. Learning Outcomes The Learning Outcomes to incorporate in the learning contract for this Placement are: 1. Complete a basic and appropriate assessment of a service user’s occupational needs 2. Analyse an occupation used in professional practice setting 3. Demonstrate basic skills in using a client-centred approach 4. Demonstrate safe and effective use of occupational therapy skills 5. Demonstrate basic clinical reasoning and problem solving skills 6. Present a professional approach, demonstrating awareness of the ethical and legal issues of professional practice including COT Code of Conduct 7. Understand the roles of the interprofessional (multidisciplinary) team 8. Take account of the physical and psychological impact of ill-health 9. Demonstrate safe and effective professional practice when working in a health or social care setting 10.Demonstrate appropriate verbal and written communication skills with all colleagues, service users and their carers and other services

An example learning contract is attached for guidance purposes. It is important to emphasise that this is a general example without detail specific to any particular placement. It uses the learning outcomes to strongly influence learning needs. However, students and clinicians may, in the context of the placement, find more appropriate ways to express particular learning needs that they have identified while still incorporating all of the learning outcomes above.

All aspects of the learning contract should be developed through negotiation between the student and the PE. This will be particularly important for the criteria for evaluation and the learning resources and strategies.

It should also be emphasised that the learning contract is a flexible document and can be adapted to incorporate more specific learning needs should this become necessary during the placement. For example, if issues arise in terms of safe and effective working (learning outcome 9) the criteria for evaluation might be expanded/defined – see example below:

Demonstrated safe and effective professional practice to an appropriate standard 1. maintained confidentiality at all times 2. appropriately followed protocols and procedures 3. demonstrated appropriate communication with staff and clients 4. maintained appropriate documentation

Significant changes should not be made after the university has moderated the learning contract without reference to a lecturer from the university.

2. Writing the Learning Contract

Below are listed some points which should help ease the process of writing a learning contract which is easy to follow and an appropriate assessment tool:

 When writing the ‘Learning Needs’ think – ‘what do I need to learn in order to meet the learning outcomes?’ Thus an example might be ‘I need to learn to understand the roles of the multidisciplinary team’. The words in bold could then become a learning need.

 When considering the criteria for evaluation think ‘what will I have done or what will I now be able to do in order to demonstrate the learning has occurred?’ There are many ways to demonstrate that the learning has occurred these may include doing something practical such as an assessment, providing written evidence of knowledge or demonstrating a level of knowledge through formal discussion.

The criteria for evaluation must be specific to the placement setting. You can have more than one criterion for evaluation for each learning need.

 Ensure the Criteria for Evaluation has a quality and if possible a quantity element. Thus use a phrase such as ‘to a competent standard’ to imply that the criteria have been evaluated to the satisfaction of the practice educator. Where possible identify the minimum number of assessments, clients, issues, etc that should be evidenced or give specific detail e.g. ‘Described competently in formal supervision with my PE the role of the social worker, the physiotherapist, the consultant and the nurse’ or ‘Described competently in formal supervision with my PE the role of 3+ members of the interdisciplinary team’. This might be the only or one of a number of criteria for evaluation of a particular learning need.

 There should always be a direct link between evaluation criteria and learning needs and thus the learning outcomes.

 Items such as ‘Supervision records’, client notes’, ‘student notes’, ‘reflective log’, ‘mini case studies’ and ‘formal case study report’ can provide supporting evidence

BSC (HONS) OCCUPATIONAL THERAPY PROFESSIONAL PRACTICE LEARNING CONTRACT Negotiated between you and your Practice Educator. STUDENT NAME …General Example Practice Placement 1…………….. Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? To be able to complete an 1, 3, Completed, using an appropriate client centred Supervision assessment of a service 4,6, 10 approach 2+ of the following: records user’s occupational needs  An initial assessment Examples of  A COPM completed  A kitchen assessment paperwork to a competent standard

Pass/Fail Practice Educator Signature To use basic occupational Assisted in planning and running 2+Occupational Supervision therapy skills including 3,4,5,6 Therapy interventions* showing competent records clinical reasoning , 10 occupational therapy skills* Student notes Demonstrated through formal discussion in for supervision supervision an appropriate level of clinical reasoning regarding 2+ service users and their treatments.

Pass/Fail Practice Educator Signature To be able to analyse an Written notes providing a competent analysis of Supervision occupation 2, 5, 8 tea making records Competently justified this as an occupation or Student notes part of an occupation in relation to a specified for prep for service user in formal discussion. supervision Activity analysis

BSC (HONS) OCCUPATIONAL THERAPY PROFESSIONAL PRACTICE LEARNING CONTRACT

Learning Needs Rela Learning Resources Criteria for evaluation. Supportin What do I need to ted and Strategies How will we know when I have g learn? L.O. How can I best learn learned what I need to learn? Evidence s by and integrate this? How will the Practice Educator (location and no. What resources are evaluate my abilities? type) available to me? To be able to take 8, 5, Formally discussed physical and Supervision account of the psychological impacts of ill health on notes physical and the occupational performance of Student psychological impact 1+client to a competent standard notes of ill health on service users Pass/Fail Practice Educator Signature To understand the 7 Described competently in formal Supervision roles of the discussion the role of 3+ members notes interprofessional of the interdisciplinary team Student team notes Pass/Fail Practice Educator Signature To be able to work in 6,9, Throughout placement worked in an a safe and 10 appropriate manner. Student professional manner Appropriately identified 3+ ethical or notes working within legal issues that have influenced the Supervision policies and occupational therapy provided for 2+ notes procedures and show clients in formal discussion. an awareness of ethical and legal issues Guidelines for Writing Your Practice Placement 2 Learning Contract

1. Learning Outcomes The Learning Outcomes for this Placement are: 1. Demonstrate a client-centred approach 2. Discuss the impact of ill-health for service users in the given setting 3. Identify assessment tools used and discuss their effectiveness in assessing occupational performance 4. Conduct assessments of service-users and document these in line with the placement’s system 5. Demonstrate the ability to utilise data from assessment to construct an intervention plan for a service user 6. Evaluate different approaches and media used in occupational therapy 7. Reflect upon social and cultural contexts and their impact on professional practice. 8. Work effectively as a team member throughout the professional practice experience 9. Reflect upon professional practice and identify areas for further development. 10.Demonstrate safe and effective professional practice when working in a health, social care or role-emerging setting 11.Utilise appropriate verbal and written communication skills with all colleagues, service users and their carers and other services

All aspects of the learning contract should be developed through negotiation between the student and the PE. This will be particularly important for the criteria for evaluation and the learning resources and strategies.

It should also be emphasised that the learning contract is a flexible document and can be adapted to incorporate more specific learning needs should this become necessary during the placement. For example, if issues arise in terms of safe and effective working (learning outcome 10) the criteria for evaluation might be expanded/defined – see example below: Demonstrated safe and effective professional practice to an appropriate standard 1. maintained confidentiality at all times 2. appropriately followed protocols and procedures 3. demonstrated appropriate communication with staff and clients 4. maintained appropriate documentation

Significant changes should not be made after the university has moderated the learning contract without reference to a lecturer from the university.

Below are listed some points which should help ease the process of writing a learning contract which is easy to follow and an appropriate assessment tool:

 When writing the Learning Need think – ‘what do I need to learn in order to meet the learning outcomes?’ Thus an example might be ‘I need to learn to be able to work as a multidisciplinary team member’. The words in bold could then become a learning need.

 Ensure the Criteria for Evaluation has a quality and if possible a quantity element. Thus use a phrase such as ‘to a competent standard’ to imply that the criteria have been evaluated to the satisfaction of the practice educator. Where possible identify the minimum number of assessments, clients, issues, etc that should be evidenced or give specific detail e.g. ‘Have contributed to 2 ward rounds about 2+ more clients to a competent standard’. This might be the only or one of a number of criteria for evaluation of a particular learning need.

 Items such as ‘Supervision records’, client notes’, ‘student notes’, ‘reflective log’, ‘mini case studies’ and ‘formal case study report’ can provide supporting evidence.

NB. You must remember to incorporate either within one of the above learning needs or as a separate one, any relevant personal goals identified on your last placement.

BSC (HONS) OCCUPATIONAL THERAPY PROFESSIONAL PRACTICE LEARNING CONTRACT Negotiated between you and your Practice Educator. STUDENT NAME …General Example Practice Placement 2…………….. PLACEMENT No.2……

Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? To be able to discuss the 2, 11 Identified in formal discussion the impact of 3 Supervision impact of ill health for service conditions on the occupational performance of 3 record users in this setting named service users to a competent standard. Mini case Prepared notes and discussed (formally) 5 main studies agreed conditions and their general impact on Student service users to a competent standard. notes on conditions Pass/Fail Practice Educator Signature Prepared notes and discussed (formally) the Supervision To identify and discuss the 3, 1, effectiveness of record effectiveness of assessment 11  Home assessment checklist* Student tools used for assessing  Initial assessment* notes on occupational performance  AMPS* assessments deficits.  MEAMS*  Plus any 3 other assessments seen to a competent standard. Pass/Fail Practice Educator Signature

To select, carry out & 4,1,3, Selected and carried out 3 key assessments to a Client notes document key assessments 10, 11 competent standard Supervision used in this setting 1. Interests checklist* record 2. COPM initial assessment* 3. Kitchen assessment*

Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? Documented above to a competent standard

Pass/Fail Practice Educator Signature To formulate an intervention 1,5,7,8 Planned intervention for one service user to a Client notes plan from assessment data competent standard. Supervision Justified clinical reasoning behind planned record intervention with one service user in formal discussion to a competent standard Pass/Fail Practice Educator Signature To evaluate approaches and 6,7, Prepared notes on and formally discussed Supervision media used in Occupational  Dressing practice* record Therapy interventions  Splint making* Student  One intervention resulting from a home notes assessment* competently evaluating the media and or approaches used in each of above Pass/Fail Practice Educator Signature To be able to reflect upon 7,9 Discussed (formally) the social context factors in Supervision social context factors and the relation to 2+service users and their intervention to record social model of disability and a competent standard Student their impact on practice Reflected using a Gibbs reflective cycle proforma notes on the potential relevance of the social model of reflections disability to this Occupational Therapy service to a competent standard. Pass/Fail Practice Educator Signature

Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? To develop ability to reflect 9, 11 Identified and described appropriately 2 areas for Supervision on own practice and identify further personal development using personal goal record areas for further sheets Reflective development logs Supervision preparation notes Pass/Fail Practice Educator Signature

To develop an ability to work 10,8, Contributed the Occupational Therapy input to a Supervision as a team member 11 ward round regarding 3 patients to a competent record standard Service user Documented treatment plans for OTAs to notes implement to a competent standard Pass/Fail Practice Educator Signature To develop safe and 10,9 Demonstrated safe and effective professional Supervision effective professional practice to an appropriate standard throughout the record practice placement Demonstrated ability to adapt approach following constructive feedback to an appropriate standard Pass/Fail Practice Educator Signature

Guidelines for Writing Your Professional Reasoning in Practice Learning Contract

1. Learning Outcomes The Learning Outcomes for this Placement are: 1. Identify the unique core skills of occupational therapy and justify their use 2. Use knowledge of research findings and apply these to practice 3. Critically analyse skills utilised by occupational therapists 4. Appraise the interagency links both within and external to the practice setting 5. Appraise evidence of effective intervention in this setting 6. Critically evaluate service delivery in the practice setting 7. Appraise the role of management in service delivery 8. Discuss the impact of sociological and technological developments and legislative changes on practice 9. Manage own caseload within the parameters of available resources, demonstrating a client centred approach, independent judgement and fluency of skill in all aspects 10.Critically evaluate own practice to identify aspects requiring modification and to identify personal development needs 11.Demonstrate safe and effective professional practice when working in a health or social care setting 12.Demonstrate ability to effectively function as a team member in an interprofessional team 13.Accept and respond to constructive feedback on own performance 14.Demonstrate competence in working with the organisational policies, procedures and administrative frameworks in practice 15.Demonstrate ability to work with change

It should also be emphasised that the learning contract is a flexible document and should be adapted to incorporate more specific learning needs should this become necessary by the midway point of the placement. For example, if issues arise in terms of safe and effective working (learning outcome 10) this might be expanded to specify particular criteria – see example below:

Demonstrated safe and effective professional practice to a competent standard 1. maintained confidentiality at all times 2. appropriately followed protocols and procedures 3. maintained appropriate documentation

* You may want to consider the components of learning outcome 5 such as occupational therapy process skills, case management/prioritisation skills, client centred practice etc separately. This may be done either within the learning needs or within the criteria for evaluation. See sample learning contract. Significant changes should not be made after the university has moderated the learning contract without reference to a lecturer from the university.

Below are listed some points which should help ease the process of writing a learning contract which is easy to follow and an appropriate assessment tool:

 When writing the Learning Need think – ‘what do I need to learn in order to meet the learning outcomes?’ Thus an example might be ‘I need to learn to be able to appraise the interagency links’. The words in bold could then become a learning need.

 Ensure the Criteria for Evaluation has a quality and if possible a quantity element. Thus use a phrase such as ‘to a competent standard’ to imply that the criteria have been evaluated to the satisfaction of the practice educator. Where possible identify the minimum number of assessments, clients, issues, etc that should be evidenced or give specific detail e.g. ‘Have competently appraised 3 aspects of the interagency team’. This might be the only or one of a number of criteria for evaluation of a particular learning need.

 Items such as ‘Supervision records’, client notes’, ‘student notes’, ‘reflective log’, ‘mini case studies’ and ‘formal case study report’ can provide supporting evidence.

NB. You must remember to incorporate either within one of the above learning needs or as a separate one, any relevant personal goals identified on your last placement.

Negotiated between you and your Practice Educator. STUDENT NAME …General Example Professional Reasoning in Practice

Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? To identify and evaluate generic and 1,3 Identified in formal discussion 5+ generic and Supervision specialist core skills used by specialist core skills (used by occupational therapists) record occupational therapists to a competent standard Mini case studies Evaluated in formal discussion the use of these skills 1 formal case in relation to 3+ clients to a competent standard study report Pass/Fail Practice Educator Signature EITHER: To manage a small caseload as 9, 11, Managed a caseload of 3+ clients to a competent Client notes agreed with PE 12, 14, standard including the following areas Supervision  Prioritisation record  Assessment Mini case  Intervention studies  Evaluation 1 formal case  Planning and preparation study report  Communication Demonstrated client centred working to a competent standard Pass/Fail Practice Educator Signature OR: To select and carry out key 9, 11, Selected and carried out 3+ key assessments and Client notes assessments used in this setting 12, 14 documented to a competent standard Supervision 4. Interests checklist* record 5. COPM* 6. Social Functioning Scale* Pass/Fail Practice Educator Signature

Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? and: To plan, implement and evaluate 9, 11, Planned and implemented 3+ interventions to a Client notes interventions 12, 14, competent standard Supervision 15, 6, 1. Road safety training* record 5, 2 2. Dance group* 3. Anxiety management sessions* Justified intervention plans to a competent standard in formal discussion Pass/Fail Practice Educator Signature and: To develop skills in managing a 2, 3, 9, Demonstrated skills in managing a case load of 3+ to Supervision caseload 10, 11, a competent standard in relation to: record 12, 14, 1. Communication skills 15 2. Organisational skills Pass/Fail Practice Educator Signature and: To facilitate empowerment of 1, 3, 9, Demonstrated client centred working to a competent Supervision service users in their choice of 11, 14, standard in relation to record occupation 15 1. Assessment and intervention Client notes 2. Representation of client’s wishes and aspirations Pass/Fail Practice Educator Signature To evaluate evidence of the 5 Prepared notes and discussed (formally) the strengths Supervision effectiveness of interventions and weaknesses of 2+ interventions to a competent record appropriate to this setting standard Student notes Pass/Fail Practice Educator Signature To evaluate methods of service 6 Prepared notes on and appraised (formally) the Supervision delivery and how these impact on methods of service delivery and the impact on record occupational therapy occupational therapy to a competent standard Student notes

Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? Pass/Fail Practice Educator Signature To evaluate the interagency links 4 Prepared notes on and discussed (formally) the Supervision appropriate to this setting interagency links to a competent standard record Student notes Pass/Fail Practice Educator Signature To develop ability to work with 15 Prepared notes on and discussed (formally) to a Supervision change competent standard 3+ occasions which illustrate record ability to work with change: Student notes 1. In relation to clients Reflective log 2. In relation to planning 3. In relation to other staff Pass/Fail Practice Educator Signature To identify the impact of key 8 Prepared notes on and discussed (formally) the Supervision sociological, technological and legal impact of 4+ key issues to a competent standard: record issues 1. Draft mental health bill Student notes 2. Innovations in Assistive Technology 3. Computerised client records 4. Single Assessment process Pass/Fail Practice Educator Signature To develop safe and effective 11 Demonstrated safe and effective professional practice Supervision professional practice to a competent standard record Pass/Fail Practice Educator Signature To evaluate my practice, respond 13, 11, Competently reflected in formal discussion on areas of Reflective appropriately to feedback and 10 my practice and identified 3 appropriate personal logs identify personal development development needs. Supervision needs records Appropriately identified in formal supervision 2+ Personal goal constructive criticisms of my practice and competent sheets

Learning Needs Relat Learning Resources and Criteria for evaluation. Supporting What do I need to learn? ed Strategies How will we know when I have learned what I Evidence L.O.s How can I best learn and need to learn? How will the Practice Educator (location and by no. integrate this? evaluate my abilities? type) What resources are available to me? responses to them.

Pass/Fail Practice Educator Signature To be able to apply evidence to 2, 5, 8, Presented a mini case study competently justifying Supervision practice with support from literature the intervention. notes Mini case In formal discussion identified and evaluated 3 study aspects of service delivery* competently. Student notes *specifics would be appropriate here Pass/Fail Practice Educator Signature To be understand and appraise the Described and appraised competently 3+ (could Supervision role of management specify) aspects of management in formal discussion record

The Practice Portfolio

Each student will be issued with a Practice Portfolio during a briefing session at the beginning of Professional Practice 1. Completion of the relevant sections of the portfolio is actively encouraged for each practice module, although does not form part of the formal assessment procedures. The portfolio allows each student to develop a reflective record of their practice as they progress through the professional practice element of the programme.

The learning outcomes and learning contract for each practice module are kept in the Portfo- lio, together with background information and guidance on completing the portfolio itself. The module assessment front sheet will be provided separately, directly to the Practice Educator.

The portfolio is designed to allow the student to record specific personal learning needs, opportunities and goals whilst on practice placement and to complete a weekly reflective diary. This document eventually forms an important record of the student’s placement experience during the programme, and is used by university to ensure that all core areas of practice have been experienced by the student prior to completing the award.

The Practice Portfolio provides the necessary foundation to encourage each student to record continuing professional development throughout his or her career. In addition to the stated learning needs in the learning contract, the student has to set personal goals, identifying areas of focus whilst on placement. Once the practice has been completed the student will evaluate these personal goals. Any goals which have not been achieved will be carried forward and may be incorporated into the learning contract of future placements. Personal goals may be field specific, areas for personal growth or associated with unique opportunities only available in that particular practice setting. The Visiting Lecturer will review the student’s personal goals during their placement visit.

Sample Weekly Reflective Log FACULTY OF HEALTH AND SOCIAL CARE, SCHOOL OF ALLIED HEALTH PROFESSIONS BSc (HONS) OCCUPATIONAL THERAPY: WEEKLY REFLECTIVE LOG - week commencing ______KEY LEARNING FOR ME THIS WEEK

THE MOST USEFUL TOPICS OR ACTIVITIES

THE LEAST USEFUL TOPICS OR ACTIVITIES

LEARNING NEEDS/GAPS IN KNOWLEDGE RELEVANT TO THIS PLACEMENT

IDEAS/ACTIVITIES I CAN ADAPT/APPLY TO MY FUTURE PRACTICE

INTERPROFESSIONAL ISSUES

AREAS I WANT TO EXPLORE FURTHER DURING PLACEMENT AND ON RETURN TO UWE

Sample Record of Personal Goals Faculty of Health and Social Care, School of Allied Health Professions, BSc (Hons) Occupational Therapy RECORD OF PERSONAL GOALS AND LEARNING ACHIEVED FOR FIELDWORK DATE______Personal Goals

Personal Learning Achieved Evaluate your achievements in relation to the learning outcomes, your learning contract and your personal goals. You may find it useful to review and summarise your final self-assessment in conjunction with your weekly reflective diaries.

Learning Opportunities Undertaken, e.g. In-service Training, Domiciliary visit.

Outstanding Personal Goals -to be carried forward to future placements.

Proposed Action

Results

The Significant Learning Experience Report

Use Of The Report As part of completing the portfolio, the student is asked to write a 500-word analysis of an event that occurred during each placement which made some impression on him or her. At level 1 this may involve a detailed description of the incident itself and reflection on the affect it had on the student, but as the student progresses to level 3 more analysis of the incident with reference to relevant theory and research is required. Following completion of the placement, the student will bring this back to a debrief session with one of the lecturers. The student is not expected to complete a significant learning experience report in Practice 4 Module.

Sample

A Significant Learning Experience can be described as a situation:

 in which personal action made a difference to the outcome  where an event went unusually well  where things did not go as planned  that is particularly demanding  that captures the essence of what your work is all about

You may find it useful to follow the cycle below for your reports.

1 Description

6. Action Plan 2. What were your If it happens again FEELINGS? what would you do?

5. Conclusion 3. Evaluation Could you have done What was good or bad anything differently? About the experience? 4. Analysis What can you learn from the event?

The reflective cycle (based on Gibbs, 1988)

Writing the Report

For your report, choose an event that has made some form of an impression on you.

Your first task is to then describe the event including any significant associated information. This description needs to be detailed enough to give a reader insight into what happened but should also be as succinct as possible. Your memory will influence the recall of events so it is best to record details of an event quite soon after it has occurred this will improve the accuracy of the account.

Once you have done this think about how you felt, possibly before, during and after the event. Be as honest as you can – acknowledging attitudes and values and later evaluating these are all part of the process!

Now you have a description of all the relevant facts including how you felt at the time, spend some time reflecting on what went well and what did not go as expected. Write this up as an evaluation of the situation. This will lead you on to answering the next question “What can you learn from the event?”

Your conclusion will look at things you could have done differently or justification for the course of action taken. Finally, identify how you would act if the same situation arose – recognising that this will be influenced by the context in which the situation occurs in the future.

The above is a structured guide to “getting started” with writing about a Significant Learning Experience, however, this is not designed to be prescriptive. Once you have more experience in this form of reflective writing you will develop your own style. As you become more clinically experienced, so your application of theory to practice will improve. This should be reflected in your Significant Learning Experience Reports. Begin to analyse the situation in relation to your background knowledge and relevant research as well as your developing clinical experience.

Administration During the practice placement there is no requirement for students to attend the University other than in exceptional circumstances.

Health Check All students complete a health questionnaire and undergo a medical examination if indicated prior to commencement of the programme.

CRB Checks As the programme route contains practice placements with access to children, it is exempt for the provisions of the Rehabilitation of Offenders Act 1974 by virtue of the Exemptions Order 1975. All applicants obtain criminal record bureau clearance at an enhanced level.

Insurance and Professional Liability Students are not automatically members of BAOT, and therefore do not necessarily have the benefit of professional liability cover. However all NHS and Social Services placements automatically have appropriate student cover. If NHS Trusts or placement agencies require honorary contracts for students on placement, these should be arranged at or before the commencement of the placement. Please contact Eleri Heathcote if you have any concerns, [email protected] or 0117 3288893.

Student’s Undertaking Visits to Service Users Alone Students may undertake visits to service users on their own provided that a. A risk assessment regarding the visit has been undertaken and no risks are apparent. b. The student is happy with what they are being asked to do, and is confident that it is with in their abilities c. They are able to discuss the proposed intervention plan with their practice educator beforehand, and everyone is clear about what is intended. d. The student has a means of contacting the placement for support should this be required during the intervention, such as a mobile phone e. There will be an arranged opportunity to debrief from the visit soon afterwards. f. If a student is using their own transport for the visit they must be adequately insured for this. It is the student’s responsibility to ensure this is the case. This also applies to carrying service users in their cars.

Reimbursement of travelling expenses occurred on placement is complex and depends on how the student is funded. They should check with their grant provider to ensure they will be reimbursed before agreeing to incur mileage for placement based work.

Mode of dress It is important that students are appropriately dressed for clinical work and Practice Educators are requested to inform students whether or not the regulation uniform is a requirement of their placement. If individual units/departments have any specific requirements related to dress and/or appearance, they are requested to give the student advance notice of such requirements.

When to contact the University The University should be contacted if: -  a student does not appear to be able to reach a satisfactory professional standard  a student is repeatedly absent or late  a student finds difficulty in functioning in the environment or is clearly unhappy  a student is having difficulty with written work, either in producing it at the required time or in standard  a student has an accident or other problem which interferes with the practice placement  there is a change in personnel which affects an arranged placement  sickness or absence of a practice educator which affects the students’ learning opportunities;  there are difficulties in completing the learning contract  there are difficulties in the relationship between practice educator and student which affects the students’ learning opportunities  a student is not on target to meet the evaluation criteria on the learning contract and is at risk of failing the placement (see Failure Protocol)

The University requests that early contact is made when any issues arise, even if just to clarify procedures, or answer a question. If there are any more serious issues the faculty team, practice educator and student need to work together to resolve the situation. An extra visit can be arranged, and strategies jointly devised to help with any problems. The university does have policies in place regarding difficulties with students on placement, and it is important that these are followed. Thus, for example, students should not be ejected from a placement without previous discussion with the university.

Clinical policies It is the responsibility of the Practice Educator to advise the student, within the first few days of the practice placement, on local policies connected with departmental procedures for:

 confidentiality  health and safety  infections  manual handling  management of violent patients/clients  security  sick leave

Reporting sick leave It is the responsibility on the student to contact the AHP office, either Denise Curtis on 0117 3288416 or Eleri Heathcote on 0117 328 8893 [email protected] to report sick leave, on the first day of sickness, and to keep the university informed re: return date/continuing illness.

The Practice Educator must advise the student on the sickness reporting procedures in their organisation, which the student must then adhere to. For example does the student need to phone in everyday they are off sick, or once a week?

References Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. London: Further Education Unit

Wilcock, A. (1998) An Occupational Perspective of Health. Thorofare, NJ: Slack Incorporated.

Placement Learning Unit (PLU) The Practice Learning Unit is at the heart of University of the West of England, School of Health and Social Care’s commitment to high quality practice education.

The Unit is developing to centralise placement activity within the School ensuring that all students are exposed to high quality practice placements through efficient and effective operational systems, strategic leadership and quality assurances processes.

The Practice Learning Unit aims;  To provide a co-ordinated service that accesses a range of placements within the University catchment area, that supports the practice requirements of pre-qualifying Award Routes in order to produce, at the point of registration, practitioners fit for purpose and practice.  To meet the needs of the key stakeholders (including professional bodies), students, placement providers and curricula.  To provide quality assured placements, through a service and education partnership to audit and evaluation.

The Practice Learning Unit believes that:  Students are entitled to a range of quality placements, approved and accessible, for the achievement of identified competencies required for registration.  Practice Placement providers are entitled to timely communication on all aspects of placement allocation.  The University values and supports a dynamic partnership between the Practice Learning Unit and the service, which supports the students in achieving the competencies necessary for registration.

Further information is available through the following link: http://hsc.uwe.ac.uk/net/student/Default.aspx?pageid=56

Useful Contacts Allied Health Professions School Office Email: [email protected] 0117 3288416 Fax: 0117 3288437

PLU Jan Perrington, Allocation Officer 0117 3281156

Email address: [email protected]

Elaine Hall, Programme Manager 0117 328 8781 Email address: [email protected] Fiona Douglas, Programme Manager 0117 328 8787 Email address: [email protected] Steve Evans, Senior Lecturer 0117 328 8781 Email address: [email protected]

Helen Martin, Senior Lecturer 0117 3288875 Email address: [email protected] Alison Rogowski, Senior Lecturer 0117 3288846 Email address: [email protected] Steve Miller, Senior Lecturer 0117 3288866 Email address: [email protected] Sheena Jones, Senior Lecturer 0117 3288913 Email address: [email protected] Jon Fieldhouse, Senior Lecturer 0117 3288941 Email address: [email protected] Anne Johnson, Senior Lecturer 0117 3288202 Email address: [email protected] Alice Hortop, Senior Lecturer 0117 3288512 Email address: [email protected] Libby Thompson, Senior Lecturer 0117 3288921 Email address: [email protected] Vanessa Parmenter, Senior Lecturer 0117 3288869

Email address: [email protected]