ADPP1 Assessment Report Form Final05042011 (4)

7/27/2019 ADPP1 Assessment Report Form Final05042011 (4)

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School of Health Sciences

BSc (Hons) Occupational Therapy

Practice Placement 1 Assessment Form

Student’s Name

Matriculation Number

Name of Practice Educator(s)

Placement Site

Experience

Overall Grade A B C D E F G( please circle one grade only)

Placement Dates From To

Placement Hours

Placement Absences

Students are required to submit the completed assessment form to the assessment

box in the University School Office Reception within 5 working days of completion of

the practice placement.



Guidance for Practice Educators

Queen Margaret University Aims for Professional Practice Placement 1

1. To explore the interface of theory and practice in the placement context.

2. To become familiar with the role of the occupational therapist in one practice placement

setting.

3. To gain a basic understanding of physical, psychological and social factors which mightinfluence development, health and well being.

4. To develop effective communication, listening and observation skills through involvementwith service users and others.

5. To practice and consolidate interviewing and basic assessment skills.

6. To develop basic reporting and recording skills appropriate to the practice placement.

7. To explore how occupation might impact on the health / ill health of service users.

8. To explore the impact of ill health on occupational performance.

9. To evaluate / analyse at least one occupation in detail.

10. To demonstrate competence in risk assessment relating to the specific practice placementcontext.

11. To gain a basic understanding of the intervention contributions of a range of disciplines.

12. To establish the foundations of clinical reasoning skills.

13. To show understanding of how research may influence practice.

14. To develop competence in routine administrative tasks.

15. To work in an ethical and non discriminatory manner.

16. To reflect on personal and professional development.

17. To define personal aims and document these in the form of a learning agreement.

18. To establish the practice placement element of the professional development portfolio.

19. To collect and collate information for future course modules.

Placement hours

This placement is of 6 weeks duration, full time. By the end of PPP1 students should have

completed 217 hours (30 days equivalent) of practice education. During PPP1, students should

receive a half day of study time per week (4 hours). The study time forms part of the working week

and is included in the overall hours for the placement. This half day may be used in a flexible way

and is negotiated with the practice educator.

Learning AgreementFor each placement students are required to negotiate a learning agreement in collaboration with

their practice educator(s). The agreement should be developed by week 2 of practice placement.

Reflective Diary



From Professional Practice Placement 2 (PPP2) onwards it is expected that students will use a

reflective diary as part of the learning process and in preparation for supervision sessions with their

practice educator(s).

Portfolio

As part of their professional development students compile a practice placement portfolio for each

placement using a pro- forma provided by the University. It is recommended that students discuss

the portfolio and its content on at least one occasion during the placement.

School of Health Sciences Practice-based Learning Support Web Site

All Practice Education Handbooks and Assessment Forms can be accessed directly from the

School of Health Sciences Practice Based Learning Support Web Site. Web link:

www.qmu.ac.uk/pbl

Click on Occupational Therapy then, BSc (Hons) Occupational Therapy.

Supervision

Students should receive a minimum of one hour formal supervision with the practice educator each

week.

Assessment of a Student’s Performance during Practice Placement

Practice educators are advised to consult the University Grade Descriptors at the end of this

booklet. Practice educators should always bear in mind that they are making a judgement about the

students’ performance in relation to what is reasonably expected of a student at that level of the

programme and not in comparison with a qualified occupational therapist. Please contact the student’s personal academic tutor at the University if there are concerns

pertaining to the student’s well being, professional behaviour or quality of performance over all. A

student who is considered to be at risk of failing the placement should be made aware of this no

later than the midway evaluation.

If the student is achieving the equivalent of an A standard performance at the midway evaluation,

please contact the University and ask to speak to Michele Harrison, Professional Practice Tutor,

BSc (Hons) Occupational Therapy. E-mail: [email protected]. Tel: 0131-474-0000

http://www.qmu.ac.uk/pbl

mailto:[email protected]


mailto:[email protected]



Summary

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

Signature of practice educator: Date: ________________________________________________________________________

Student’s comments

Signature of student: Date:



Professional Development

x A B C D E F G Y

Demonstrates professionalbehaviours in accordance with HPC

Standards of Conduct, Performanceand Ethics

Has difficulty demonstrating professionalbehaviours in accordance with HPC

Standards of Conduct, Performance andEthics

Adheres to safety regulations asspecified in the practice setting anddemonstrates awareness of relevantrisk factors in relation to safety of self and others

Adherence to safety regulations isinconsistent and/or demonstrates limitedawareness of relevant risk factors inrelation to safety of self and others

Demonstrates appreciation of diversity

Demonstrates unacceptable judgementalattititudes and/or behaviours towardsothers

Presents self in a manner appropriate to the workingenvironment

Presents self in a manner inappropriate tothe working environment

Collaborates with practiceeducator(s) to maximise the learningexperience

Limited engagement with practiceeducator(s) and/or fails to use professionalguidance and support appropriately

Takes responsibility for someaspects of own learning

Adopts a passive role and/or lacks initiativein relation to own learning duringplacement

Demonstrates awareness of personal strengths and weaknesses Lacks awareness of personal strengthsand/or weaknesses

Responds constructively to feedback Has difficulty modifying behaviour following feedback and/or respondsnegatively to feedback



Practice educator’s comments- Professional Development(Comments to be recorded in preparation for the midway review and final evaluation)

Student’s comments – Professional Development(Comments to be recorded in preparation for the midway review and final evaluation)

Professional Communication Skills



X A B C D E F G Y

Demonstrates effective listeningskills

Has difficulty demonstrating effectivelistening skills

Recognises the significance of verbal and non- verbalcommunication

Has difficulty recognising the significance of verbal and/or non- verbal communcation

Forms effective relationshipswith occupational therapycolleagues

Has difficulty forming effective relationshipswith occupational therapy colleagues

Relates effectively to individuals Has difficulty relating to individualseffectively

Relates effectively in groupsituations

Has difficulty relating effectively in groupsituations

Gives clear and accurate oral

reports

Oral reports are unclear and/ or inaccurate

Produces well structured, clear,accurate, legible documentation

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



Practice educator’s comments – Professional Communication Skills(Comments to be recorded in preparation for the midway review and final evaluation)

Student’s comments – Professional Communication Skills

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



Occupational Therapy Process

X A B C D E F G Y

Conducts interviews in a clear

and logical manner

__ __ __ __ __ __ __ Has difficulty conducting

interviews in a clear and logicalmanner

Initiates and engages inpurposeful interaction with theperson and gathers pertinentinformation

__ __ __ __ __ __ __ Has difficulty initiating andengaging in purposeful interactionwith the person and/or gatheringpertinent information

Makes relevant observationsduring assessments

__ __ __ __ __ __ __ Makes inaccurate observationsduring assessments

Describes the person’s personalstrengths and resources

__ __ __ __ __ __ __ Has difficulty describing theperson’s personal strengths andresources

Describes obstacles to theperson’s engagement inmeaningful occupation

__ __ __ __ __ __ __ Has difficulty describing obstaclesto the person’s engagement inmeaningful occupation



Practice educator’s comments- Occupational Therapy Process(Comments to be recorded in preparation for the midway review and final evaluation)

Student’s comments – Occupational Therapy Process

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



Integrating Knowledge into Practice

X A B C D E F G Y

Explains how major occupational therapy principlesand concepts relate to thepractice setting

Has difficulty explaining how major occupational therapy principles and /or concepts relate to the practice setting

Describes relevant biological,psychological and social factorsinfluencing the person’s healthand well- being

Has difficulty describing relevant biologicaland/or psychological and/or social factorsinfluencing the person’s health and well-being

Responds to suggestions toundertake relevant reading

Fails to respond to suggestions toundertake relevant reading



Practice educator’s comments- Integrating Knowledge into Pactice(Comments to be recorded in preparation for the midway review and final evaluation)

Student’s comments – Integrating Knowledge into Practice

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



Organisation and Management

X A B C D E F G Y

Takes responsibility for managing own time

Punctuality and placement attendance arepoor and/or erratic

Organises and prioritises ownwork effectively

Has difficulty with effective organisation andprioritisation of own work

Contributes effectively towardsroutine administrative tasks

Has difficulty contributing effectively towardsroutine administrative tasks

Takes responsibility for themaintenance of some aspects of the working environment

Adopts a passive role and/or lacks initiativein relation to maintenance of aspects of theworking environment



Practice educator’s comments-Organisation and Management(Comments to be recorded in preparation for the midway review and final evaluation)

Student’s comments – Organisation and Management(Comments to be recorded in preparation for the midway review and final evaluation)



Guidance for use in assessment of student’s performance during practice

placementPractice educators are advised to refer to section 11 of the Practice Education Handbook prior to

completing the practice placement assessment form. An electronic copy of this form can be

downloaded directly from the School of Health Sciences Practice-based Learning Support Web

Site: www.qmu.ac.uk/pbl

As part of the continual montoring process this assessment form may be subject to modification or alteration on an annual basis.

Midway review

• This should take the form of a discussion between the practice educator and the student

highlighting areas of progress in the five key areas. Areas requiring further development

and priorities to be addressed in the second half of the placement should be highlighted.

Written comments only should be made on the assessment form. These should be signed

and dated by the practice educator.

• Students should prepare for the midway review by completing the student’s comments

sections for each of the five key areas and be prepared to discuss these and any other issues relating to the placement with the practice educator. Comments section should be

signed and dated by the student.

Final evaluation

• The assessment form should be completed in detail with reference to the grade

descriptors provided in this booklet.

• Report forms are graded A-G in accordance with the Queen Margaret University criteria for

undergraduate modules. In making a judgement, it is important to bear in mind the extent to

which the placement has given the student the opportunity to demonstrate the criterion being

considered and on what can be expected from the student in relation to stage of education.

• Mark a cross on each horizontal line to indicate the student’s level of performance for each

of the criteria. The X and Y axes indicate acceptable/unacceptable levels of performance

respectively. .

• Written comments should be provided for each of the core areas of the form. These should

be dated and signed by the practice educator.

• The practice educator makes a judgement of the student’s overall performance throughout

the practice placement and records this on the Overall Grade Section on the front page of

the assessment form. A-D gradings represent pass grades. An A is an outstanding standard;

a D is a weak but safe pass.

• Students awarded an overall grade of E-G will be required to retake the practice placement.

• Students should prepare for the final evaluation by completing the students comments

sections for each of the five key areas and be prepared to discuss these with the practice

educator. The comments sections should be signed and dated by ths student.

• The final grade will be subsequently converted into a percentage by the professional practice

tutor in line with University grade to mark conversion rules.

Summary section

• Should be constructive, and encourage the development of individual strengths as well as

giving advice aimed at resolving any difficulties encountered during practice placement. The

summary section must be signed and dated by both the practice educator and the student.





University Grade Descriptors: Practice Placement 1Grade Description

AOutstanding

In allocating this grade, thepractice educator is

recognising an outstandingperformance

For this stage of the programme an outstanding standard has beendemonstrated. The student shows exceptional ability, an excellent, safeperformance, consistently demonstrated throughout the majority of placement.

• Assimilates new information and skills quickly. Minimal support and

guidance has been required, taking into consideration the student’s

stage in the programme• Self motivated in seeking out appropriate learning opportunities

• Demonstrates excellent professional communication skills

• Shows exceptional abilities in problem solving and analysis

• Demonstrates comprehensive understanding of theoretical principles

and concepts reflected in discussion, written and practical work and isable to locate these within the practice context.

• Displays the ability to synthesise concepts, theory and practical

knowledge and demonstrates exceptional insights

• Excellent management and organisation skills

• Has achieved the learning outcomes for the practice placement

BVery Good

In allocating this grade thepractice educator is

recognising a very goodperformance

For this stage of the programme, a very good standard has beendemonstrated. A very good, safe performance, consistentlydemonstrated throughout the majority of the placement.

In awarding grades in this range the practice educator will be looking for essentially the same kind of evidence as for the A banding, but will mark inthis range where the evidence is not as strong in relation to each of the fivecategories. The student’s performance does not match up to the A standardsin two or three of the core categories on the report form.

• Assimilates new information and skills. The student has required some

guidance and/or prompting to achieve this level, but less than whatnormally might be expected for this stage of the programme.

• Very good uptake of learning opportunities relating to the placement.

• Demonstrates very good professional communication skills

• Shows very good ability in problem solving and analysis

• Demonstrates very good understanding of theoretical principles,

reflected in discussion and written work and is able to locate thesewithin the practice context.

• Displays the ability to synthesise concepts, theory and practical

knowledge

• Very good organisation and management skills.

• Has achieved the learning outcomes for the practice placement.

CAverageIn allocating this particular grade the practice educator is recognising an average

performance

For this stage of the programme, an average standard has been

demonstrated, i.e. a performance typical of a student at this stage. A good,safe performance, consistently demonstrated throughout the majority of the placement

• The student has required the support and guidance that would

normally be expected of a student at this stage to assimilate newinformation and skills.

• Makes use of major learning opportunities available on the

placement.

• Demonstrates good professional communication skills

• Shows general ability in problem solving and analysis

• Theoretical understanding can be shallow at times

• Displays some ability to synthesise concepts, theory and practicalknowledge

• Good organisation and management skills.

• Has achieved learning outcomes for the practice placement.



Grade Description

DSatisfactory

standardIn allocating this particular grade the practice educator is recognising a satisfactory

performance

For this stage of the programme the student’s performance is satisfactoryand safe, consistently demonstrated for the second half of theplacement.

• The student has required additional support and guidance than would

normally be expected for a student at this stage to assimilate newinformation and skills.

• The student has made use of some learning opportunities availableon the placement.

• Satisfactory professional communication skills

• Muddled in problem solving and analysis

• Some understanding of concepts– limited but accurate factual

information.

• Limited ability to synthesise concepts, theory and practical

knowledge.

• Satisfactory organisation and management skills.

• Has (generally) achieved the learning outcomes for the practice

placement.

EFail

In allocating this grade thepractice educator is

recognising anunsatisfactory peformance

Unsatisfactory standardThe student has required significant additional support and guidance than isexpected of a student at this stage in the programme.

• Limited attempt to address issues in the practice setting, but does not

meet the criteria outlined for an acceptable performance in severalareas

• Demonstrating unsafe practice on a regular basis.

• Fails to learn from experience on several occasions.

• Has failed to achieve some of the learning outcomes for the practice

placement.

FPoor Fail

Clear failure• Poor attempt to address the issues of practicing within this area and

does not meet the criteria for an acceptable performance in asignificant number of areas

• Demonstrating unsafe practice on a regular basis

• Unprofessional behaviour and/or attitudes exhibited in several areas

of practice

• Significant difficulties experienced demonstrating ability to use a

range of skills

• Significant difficulties with integration of theory and practice

• Significant difficulty in learning from previous experience

• Has failed to achieve a significant number of the learning outcomes

for the practice placement

GBad Fail

Clear failure

• Unsafe performance exhibited on a regular basis

• Unprofessional behaviour and or attit itudes exhibited in several areas

of practice

• Unable to communicate with and/or form/sustain professional

relationships with others

• Fails to demonstrate the ability to use skills in practice, fails to

implement the occupational therapy process

• Unable to relate theory to practice

• Unable to learn from previous experience and/or lacks willingness to

engage with the process of learning

• Fails the majority of the learning outcomes for the practice placement

ADPP1 Assessment Report Form Final05042011 (4)

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Transcript of ADPP1 Assessment Report Form Final05042011 (4)