Canterbury Christ Church University Faculty of Health & · PDF file ·...

Occupational Therapy Practice Placements 1

Canterbury Christ Church University

Faculty of Health & Wellbeing

Occupational Therapy

Placement One

Student Name:

Cohort: Student COT Membership No.

Personal Tutor:

Name of Practice Educators:

1.

2.

3.

Placement Contact Details (Address,

telephone and email)

Placement Dates:

Total Number of Hours:

Brief Description of Placement Experience Offered:

University Moderation Comments:

Academic tutor signature and date:

http://www.canterbury.ac.uk/


ONGOING ACHIEVEMENT RECORD (OAR)

Assessment of practice contributes 50% towards the academic component of the programme. It assesses your ability to demonstrate understanding,

skills and values commensurate with your stage of education. It also outlines the standards/proficiencies you are required to meet by the end of the

placement.

You are assessed on a met/not met basis at the formative stage of the placement and on a pass/fail basis at the summative stage of the placement

experience. The formative assessment should provide you with a clear picture of your strengths and areas for development in relation to the

proficiencies. It may also help identify areas of concern. Areas of concern may relate to either aspects of practice in which you are not achieving in

the anticipated time frame or elements of your conduct in practice that is not considered professional. If concerns are identified mechanisms will be

initiated to work with you and your practice educator. The summative assessment will provide you with a summary of your achievements along with

constructive feedback to inform your future practice.

Early in the placement, students are required to negotiate and formulate a learning contract/learning objectives relevant to the placement setting to

identify how they intend to meet the proficiencies. Students are expected to be proactive in the assessment process and use all of the opportunities

available to them in order to provide evidence of their learning (formatively) and achievement (summatively). Formal supervision on a weekly basis

should record progress against each learning objective whilst providing the opportunity for a range of evidence of achievement to be reviewed and

also recorded by both student and practice educator. Informal supervision opportunities should be used to provide regular ongoing feedback.

All of the proficiencies detailed in this document which have been mapped to theoretical modules must be passed before a student can progress to

the next stage of the programme. Each proficiency should be signed (not ticked) by the named practice educator. If a student does not achieve a

pass in one or more of the proficiencies they will be deemed to have failed their assessment.

To support your ongoing learning and development and to meet regulatory requirements for supporting learning and assessment in practice it is

essential that you understand that you will be required to share the contents of your OAR with practitioners, academic staff and your personal tutor.

Sharing your documentation ensures that any issues can be identified and addressed in order to give you the opportunity to achieve the

requirements in placement that will enable you to progress to subsequent years or qualified status.

STUDENT CONSENT

I ………………………………………………….(full name) understand that I will be expected to share the records of my achievement held in this

document with practice educators, academic staff and my personal tutor. I am aware that this document is my responsibility and that I will need to

maintain a photocopy of each completed section to ensure that I am able to produce a complete set of documentation.

Signed:…………………………………...........Print name:…………………………………………………. Date:……………………………………..

1.


Level of performance by the end of the placement

2.

Performance Year 1 (Doing)

When involved with service users

(under direct supervision)

The student:

Year 2 (Being)

When involved with service users

(Under supervision)

The student:

Year 3 (Becoming)

When managing a case load (under

indirect supervision)

The student:

Knowledge and

understanding

Through discussion with their Practice

Educator is able to demonstrate a

beginning knowledge of the concepts of

occupation, occupational performance

and occupational performance analysis

from a theoretical perspective and begin

to recognise their application to practice

Through discussion with their

Practice Educator demonstrates a

working knowledge of occupation

based theory and the wider factors

that underpin and impact upon

effective practice

Critically evaluates a range of sources

and applies relevant theory,

knowledge and skills to a range of

practice requirements/ unexpected

situations

Problem-solving

skills

Under guidance of their Practice

Educator can use occupational

performance analysis to apply a problem

solving process to simple and

straightforward situations

Use the occupational therapy process

to identify for their Practice Educator

possible solutions to more

demanding situations

Using the occupational therapy

process consistently demonstrates

appropriate decision making and

effective problem-solving skills

Values and

attitudes

Demonstrates an active interest in

learning about and from practice. In

routine situations can interact

appropriately with service users and their

carers and work well within the team.

Acknowledges and works within the

boundaries of their knowledge, skills and

level of education and codes of conduct

Takes an active role in leading own

learning experience. Can consistently

and effectively interact with service

users, carers and colleagues in more

demanding situations. Acknowledges

and works within the boundaries of

their knowledge, skills and level of

education and codes of conduct

Consistently manages and develops

their practice in accordance with the

College of Occupational Therapists

Code of Ethics and Professional

Conduct (2015) and Health & Care

Professions Council Standards of

Proficiency for Occupational

Therapists (2013)

Practice skills

Utilising their beginning knowledge

applies safe working practice to key skills

under the supervision of their practice

educator

Demonstrates competence in safely

applying a range of therapeutic skills

to enhance therapeutic gain under

the guidance of their practice

educator

Consistently demonstrates competent

and safe practice based on best

practice, using theory and reflection

to analyse dilemmas experienced in

the practice setting to promote

participation in occupation


Placement relationship to academic modules

Duration: 7 weeks (262.5 hours)

Foundations of Occupation (FOO):

By the end of this module students should be able to:

1. Using appropriate occupation focussed language, explain the importance of occupations on health and wellbeing.

2. Describe how occupational science concepts inform occupational therapy practice.

3. Demonstrate an understanding of the use of occupational performance analysis as a core tool of occupational therapy practice.

Human Structure and Function – Part 1 (HSF1):

By the end of this module students should be able to:

1. Demonstrate a basic understanding of a range of key systems and their relationship to occupational performance.

2. Demonstrate a basic understanding of a range of key cognitive and emotional processes and their relationship to occupational performance.

3. Identify and describe the interaction between body and mind.

4. Use terminology appropriately to describe how relevant body systems and their components influence and impact on occupational performance.

Collaborative Practice 1 (CP1):

By the end of the module the student should be able to:

1. Explain the role of their profession in relation to collaborative working.

2. Identify the principles of person centred care and how these relate to the experience of people using Health and Social Care services.

3. Reflect on their own contribution to communication with others in the Health and Social Care context.

Professional Development 1 (PD1):

By the end of the module the student should be able to:

1. Plan, organise, undertake and reflect on their learning

2. Locate, gather, store and discriminate between information from a variety of sources to support professional and academic practice

3. Work with others using a range of communication approaches

3.


Students will begin developing the ability to:

Demonstrate a beginning knowledge of the concepts of occupation, occupational performance and activity analysis from a theoretical perspective

and begin to recognise their application to practice

use activity analysis to apply a problem solving process to simple and straightforward situations

apply safe working practice to key skills under the supervision of their practice educator

apply safe working practice to key skills under the supervision of their practice educator

4.


Record of Signatures

This page should contain a record of the signatures and contact details of all registered practitioners who initial and sign sections within this

documentation.

First Name

Last Name

Initials

Signature

Date of last

practice educator

update

Professional

registration

number

Work contact

number

5.

Mandatory requirements

Theory

Date completed:

6.

Legislation

Student

initial

Health and safety at work Act 1974 (HSAWA)

Manual handling operations Regulations 1992 (MHOR)

Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995

(RIDDOR)

Lifting and operating and load Regulation 1998 (LOLER)

Provision and use of work equipment Regulation 1998 (PUWER)

Management of Health and Safety at Work Regulations 1999

Human Rights Act 1998: Article 3 and 8

Professional

College of Occupational Therapists Codes of Ethics and Professional practice 2015

College of Occupational Therapists: Moving and Handling Guidance 2006

Health Care Professionals Council: Standards of proficiency 2007

HCPC: Standards of Proficiency Occupational Therapy 2013

Principles of Safer Handling

Spinal awareness

Clothing

Risk Assessment ( LITE /TILE)

Documentation


MANOEUVRE/TECHNIQUE/EQUIPMENT DEMONSTRATED PRACTISED

Year One

Sit to Stand/Stand to Sit

(including from Bed, Chair, Commode, Toilet)

• Independent

• Assistance of one

• Assistance of two

Repositioning in a chair

Assisted Walking

• Independent

• Assistance of one

• Assistance of two

Handling belts

Hospital Bed

Bed mobility

Rolling

Bridging

Lying to sitting

Management of the fallen patient

Unsafe Techniques

Underarm drag

Through arm

Bear hug

Hammock

Pivot

Cot sides

7.

Name: Cohort Signature of Student

Date:

Signature of Lecturer or Instructor

Life Support

Session content

Date Student signature Staff Signature

Life Support

Infection control

Professional issues

Session content

Date Student signature Staff Signature

Professional Code of conduct (COT, 2015)

Health & Care Professions Council Standards of Proficiency

(2013)

Safeguarding

Responding to concerns in Practice

Rights of individual services users in relation to student

participation in care.

Lone working policy

Placement briefing/preparation

8.

Assessment of Practice Tool Placement One

9.

Mod

ref.

Working

towards

HCPC SOP

1.Ability to work safely under direct

supervision

Formative

Assessment

PE initials and

date

Practice Educator constructive formative feedback

regarding individual aspects of proficiency

Summative

Assessment

PE initials and

date

PE to sign and date to

verify summative

assessment

Met Not

met

Pass Fail

CP1 1.1, 2.1

2.2, 2.3

2.4,2.5

2.8, 3.1

3.2,3.3

4.1, 4.3

4.4, 4.6

7.3, 8.1

8.2, 8.3

8.4, 8.5

8.6, 8.7

11.1,11.2

11.3, 12.3,

12.4, 12.5

12.7, 14.1,

14.2,,14.7,

14.21,

15.1, 15.2,

15.3, 15.4

15.5, 15.6

identify and work within key policies and

procedures and begin to recognise the

implications for practice

CP1

PD1

begin to identify limits of own practice

maintaining safe working practices

PD1 actively reflect on and identify own learning

needs and action these through the

supervisory process

PD1 appropriately engage in formal and informal

supervision with practice educator and other

professionals to identify personal and

professional strengths and areas for future

development

2.Begin to demonstrate professional communication skills

FOO 2.4,

4.5

7.1

7.2

8.1

8.2

8.3

8.4

8.5

8.6

8.7

8.8

9.1

9.2

9.3

9.4

9.5

9.6

9.7

9.8

9.9

10.1

10.2

14.4

initiate discussions with service users to gather

basic information as requested by the practice

educator

CP1 initiate and appropriately engage in discussions

with other professionals

CP1 demonstrate understanding of the importance

of accurate professional documentation and

utilise relevant technology to complete basic

documentations under supervision

PD1 begin to participate in routine administrative

tasks


Mod

ref.

Working

towards

HCPC

SOP

3. Begin to develop

professional values, attitude and conduct

Formative

assessment

PE initials and

date



Summative

assessment

PE initials and

date


verify summative

assessment

Met Not met Pass Fail

CP1 1.2, 2.1

2.2, 2.3

2.5, 2.6

2.7, 2.8

3.1, 3.2

3.3, 4.6

5.1, 5.2

5.3, 5.4

6, 7.1

7.2, 10.1

10.2,

11.1

11.2

11.3

12.3

12.4

12.5

12.7

13.12

maintain confidentiality and security of written

and verbal information acquired in a

professional capacity with due regards to

disclosure of information

PD1 discuss the importance and relevance of the

Health & Care Professions Council Standards of

Conduct, Performance and Proficiency (2013)

PD1 discuss the importance and relevance of the

Code of Ethics and Professional Conduct for

Occupational Therapists (2015)

PD1 identify and begin to demonstrate professional

behaviour and demeanour

PD1 begin to demonstrate skills of self management

CP1 begin to reflect on and discuss how personal

values and beliefs influence practice

4.Begin to develop skills for professional collaboration

CP1 2.1, 2.2

2.3, 2.4

2.5, 2.6

4.1, 4.3

4.4, 4.5

5.1, 5.2

5.3, 5.4

6, 7.3

8.1, 8.2

8.3, 8.4

8.5, 8.6

8.7, 8.8

9.1,9.2

9.3, 9.4

9.5, 9.6

9.7, 9.8

13.12

14.20

identify the roles of different team members

and discuss the impact they have on

interventions for a range of service users

CP1 debate how the values and beliefs of the inter-

professional team impacts on the services

provided

CP1 identify and discuss collaborative working

opportunities

FOO begin to engage with service users and carers

to come to a shared understanding of their

values and beliefs

10.

11.

Mod

ref.

Working

towards

HCPC SOP

5.Beginning ability to discuss

occupation from a theoretical

perspective and recognise

application in practice

Formative

assessment

PE initials and

date



Summative

assessment

PE initials and

date


verify summative

assessment

Met Not

met

Pass Fail

FOO

HSF1

1.1, 2.1

2.2, 2.3

2.5, 2.6

4.1, 4.3

4.4, 5.1

5.2, 5.3

5.4, 6, 7.3

8.9, 8.10

9.10, 12.1

12.2, 12.6

13.10,

13.11

13.13

13.14

14.1

14.2

14.4

14.5

14.6

14.7

14.8

14.9

14.10

14.11

14.12

14.13

14.14

14.15

14.16

14.17

14.18

14.19

14.20

14.22

14.23

14.24

discuss observations of service user’s

daily occupations in relation to self

care, leisure and productivity

FOO

HSF1

identify the personal, environmental,

occupational and cultural factors

impacting on service users

participation in occupation

FOO demonstrate an understanding of the

use of occupational performance

analysis as a core tool of occupational

therapy practice.

PD1 begin to explore how evidence based

practice impacts upon occupational

therapy provision in the setting

FOO discuss the role of the occupational

therapist in the practice setting

identifying internal and external

factors impacting upon occupational

therapy provision within the setting

FOO begin to discuss the theoretical

underpinnings impacting on

occupational therapy interventions

HSF1 demonstrate a basic understanding of

a range of key cognitive and

emotional processes and their

relationship to occupational

performance.

HSF1 begin to use appropriate terminology

to describe how relevant body

systems and their components

influence and impact on occupational

performance


12.

Student evidence to support the formative assessment (Summary of learning to date and identification of new learning needs for this placement)

Student signature:………………………………..Date:……………………………………………


Formative Assessment by Practice Educator

Please identify students’ strengths, areas for development and (where applicable) specific concerns in relation to the proficiencies. If the student has

not met any of the proficiencies in this document, this feedback should enable the student to clearly see the reason for your decision.

Strengths

Development needs

Concerns (where applicable)

Academic link informed of concerns: Yes No N/A

Details of action taken:

Practice Educator signature: Date:

13.


Student evidence to support the summative assessment (Evaluation of Performance and identification of future learning needs)

Student signature: Date:

14.


Practice Educator Summary of Assessment

I confirm that student (Name):

HAS / HAS NOT (delete as necessary), provided sufficient evidence to demonstrate that the proficiencies for the placement have been achieved and

has

PASSED / FAILED (delete as necessary) the summative assessment.

Practice Educator name: Signature: Date:

Student name: Signature: Date:

Practice Educator Summative Feedback (including identification of strengths and progress achieved with recommendations for future

development)

15.


Name: Date:

Student Preparation for placement (To be completed before attending first day of placement).

Areas for Discussion Actions to address learning needs

Special or particular support needs.

Practice Learning and Support Plan?

Yes No

Previous placement experiences:

Previous feedback:

Strengths identified from previous placements:

(What experiences did you enjoy?)

Areas for development/improvement identified

from previous placements:

(What experiences did you find difficult?)

What are your personal aims for this

placement?

What do you have to achieve to fulfil

requirements of your academic studies?

What dates are you required to be in University

for during this placement? (Collaborative

practice module)

What deadlines for assignments do you have

during this placement?

16.


Orientation to practice placements (to be completed in each placement area on the first day)

Standards of Education and Training Number 5 (HPC, 2009)

Placement

name……………………………………………………………

Practice

Educator

initial and

date

Student

initial and

date

Layout of the placement environment identifying key locations

and resources

Identification of office and other work spaces that are available

for student to use

Introduction to key personnel

Procedure in the event of an emergency

Moving and handling of people and equipment

Awareness of placement policies e.g. taking messages, lone

worker, accident procedure, Health and Safety, Infection Control

guidelines, confidentiality

Confirmation of work hours/study time/lunch arrangement

Arrangements for supervision & study time determined and

booked

Notification of sickness procedures

Mail systems

Team meetings/handovers etc

Telephone/bleep/private calls

Access to IT and password

Library, text books, national/local policy documents

Readiness for Practice Certificate seen and checked

Other induction requirements – please detail

17.


Practice Learning & Assessment Agreement

Student: Practice Educator(s):

Educational Link: Personal Tutor:

Dates and Duration of Placement:

Level of Supervision / Support required (please see grid on page 2);

In the absence of the nominated Practice Educator the student will be supported and supervised by

(name):

If any difficulties arise, in the first instance the student and practice educator should try to resolve

these together. In the event that this is not successful please contact the academic placement team.

In exceptional circumstances it may be necessary to withdraw the student from the placement

immediately. The academic link will be involved in this process and keep you fully informed of the

process and any action required in line with University guidelines.

Roles and responsibilities:

The student will:

Review and utilise feedback from previous placements to inform their learning and

development needs

Take advantage of learning opportunities and review their Learning Contract regularly

Provide evidence of proficiency in relation to the assessment of practice

Disclose any special needs or disability in order that reasonable adjustment can be made by

the placement provider

Comply with placement policies and procedures

Use University procedures to inform of absence

The Practice Educator will:

Verify the evidence demonstrated through the ongoing record of achievement

Facilitate learning opportunities and provide constructive feedback on progress

Ensure the student is made aware of the placement policies, procedures and expectations

Identify a colleague who will take responsibility for the student in his / her absence and

ensure that he / she is aware of the students learning needs and that there are effective

feedback mechanisms in place

The personal tutor will:

Provide ongoing support to the student

The academic link for practice will:

Be the contact point for the Practice Educator and student if there are concerns about the

assessment of practice

Monitor student progression

Attend formal meetings with student and Practice Educator (as per flow chart) and

Offer advice in writing developmental action plans when concerns are raised

Liaise with personal tutor.

Practice Educator Signature: Student signature:

Date of agreement:

18.


OCCUPATIONAL THERAPY – LEARNING OBJECTIVES AND LEARNING LOG

Keep this form as an up-to-date record of your progress and achievements by evaluating weekly during formal supervision. Add new objectives as appropriate. One

learning objective per sheet.

LEARNING OBJECTIVE What do you want to learn or develop (look at the Assessment of Practice Tool and your action plans)? To be written in SMART format:

Date agreed: Practice Placement Educator Signature: Student Signature:

Date achieved: Practice Placement Educator Signature: Student Signature:

LEARNING LOG

Date Action Plan

How are you going to learn/develop? What do

you require to fill any gaps in your knowledge

and skills? (resources/strategies)

Evaluation of Progress

Summarise the progress you made towards your learning objective.

What aspects did you perform well? What aspects do you need to

improve/develop?

Evidence of Achievement

How can you demonstrate that the learning

objective is being/has been achieved?

19.


OCCUPATIONAL THERAPY –LEARNING LOG – continuation sheet

LEARNING OBJECTIVE

Date Action Plan

How are you going to learn/develop? What do

you require to fill any gaps in your knowledge

and skills? (resources/strategies)

Evaluation of Progress

Summarise the progress you made towards your learning objective.

What aspects did you perform well? What aspects do you need to

improve/develop?

Evidence of Achievement

How can you demonstrate that the learning

objective is being/has been achieved?

20.


Occupational Therapy Supervision Log

Student Name: Date and time/length of session: No of placement hours

this week:

Type: Formal/informal :

Individual/peer

Face to face/phone/email

(Delete as appropriate)

Practice Educator Name:

If cancelled reason for cancellation Other Attendees:

Agenda:

Record of discussion: (eg. evidence of achievement, learning objectives, ethical issues, clinical reasoning, workload management, skill development; personal development)

21.


Other Professionals Feedback:

Service User Feedback:

Actions Agreed: (Transfer to learning contract)

Signed: (By PE and Student)

Date/Time of next session:

22.


Please only complete this section of the document if concerns have been raised regarding students progress during practice

Summary of Tripartite Assessment meetings (Academic Link / Practice Educator / Student)

Date:

Signatures:

Date:

Signatures:

Action Plan to be completed if concerns are expressed during the assessment process

23.


Issue to be addressed Action to be taken By whom and by when

24.


Process of Practice Assessment

25.

NO

YES

FAIL

Undertake

planned resit

opportunities

PASS

YES

NO

YES

NO

Preparation for placement by

University

Formal discussion and negotiation of learning

contract related to proficiencies with practice

educator.

Agree date of formative assessment and

document on Learning Contract

Undertake self assessment in

relation to progress referring to

HCPC standards of

proficiency/Code of Conduct

(COT, 2015) and Learning

Contract. Student satisfied with

progress / opportunities

Completion of evidence

to support learning,

Formative meeting and

completion of

assessment.

Provision of formative

feedback.

Review and develop learning

contract work towards

identified summative

assessment date.

Student summative self-

assessment in relation to

progress referring to APT and

Learning Contract

Student satisfied with progress

/ opportunities

Summative meeting and

completion of

assessment with

practice educator.

Summary of assessment

completed.

Identification of future

learning needs for

next placement

Tripartite meeting with

academic link, practice

educator and student

Documents submitted


Assessing my student’s progress

26.

YES

NO Not Met

YES Met

NO

Do I have any concerns?

Are the criteria within the Ongoing Achievement Record being

met?

Practice Educator

Personal reflection HAVE I?

Negotiated a learning contract?

Clarified my expectations?

Given feedback?

Provided learning opportunities?

Demonstrated appropriate practice?

Shared my opinion with colleagues?

Discussed with Academic Link / workplace facilitator?

If student is making satisfactory progress in all

areas, give constructive feedback to encourage

further development. Update assessment

documentation

SUMMATIVE ASSESSMENT

Complete assessment documentation and

give constructive e feedback for future

practice

Tripartite meeting with practice educator, Academic Link and

student

Renegotiate learning contract

Identify support system

Set review date

Document meeting on Record of Discussion Sheet

Formative assessment Constructive feedback /update

assessment / new learning contract

Informal discussion of progress and concerns

Set up a system to ensure adequate support

Set a review date

Notify the Academic Link

Practice Educator to

address personal

responsibilities

FAIL STUDENT

Tripartite process with

student practice

educator and Academic

Link

YES

University to organise

resit opportunity

NO

SUMMATIVE ASSESSMENT

Complete assessment documentation and give

constructive feedback for future practice

YES

NO

PASS STUDENT

PASS STUDENT

YES met


BSc(Hons) Occupational Therapy

Evidencing Placement Achievement – Placement 1

During each placement you are required to evidence your placement learning and achievements as

part of your assessment and overall portfolio. The selected evidence should demonstrate what you

have learnt to do and the associated reflections capture what you have learnt from the experience

and how it influences your practice. This part of the portfolio has several purposes:

1. For you - It ensures you start to capture examples of how you are progressing in your

development towards being an Occupational Therapist and how you can critique this

development. In the future as a registered Occupational Therapist you will be required by

the Health & Care Professions Council to maintain a reflective portfolio which evidences your

continuing professional development and life-long learning in order for you to be eligible to

re-register. This is your opportunity to start to develop this skill.

2. For you and your practice educator to use as evidence to monitor your progress and

acknowledge your achievements in relation to the Assessment of Practice Tool (APT).

3. For you and your personal tutor to review and discuss your next stage of development.

4. For the placement team to use as a moderation process

The components of Evidencing Placement Achievement are:

A: Completed Assessment of Practice Tool

B: Learning contract and learning log

C: Records of supervision

D: Matrix of evidence and supporting reflections

E: Training Certificates

F: Hours sheet

How to complete section D

Consider the evidence you have documented in your learning log which has been verified by your

PE. Using the reflection proforma given to you reflect about your learning in relation to this

evidence.

Use the checklist matrix below to record evidence you are reflecting on, the title of the relevant

reflection, and dates that reflections are completed.

It is anticipated that one reflection will be completed each week of placement and that this

should be no more than 2 pages long. You should therefore have 7 completed reflections by the

end of your placement. It is important to relate each reflection to an area of proficiency within the

assessment of practice tool. The areas of proficiency may be addressed in any order. You will need

to share your reflections with your practice educator who is required to verify on the checklist

matrix on a weekly basis that this has been done. You will also share your reflections with academic

staff and/or peers as part of the mid placement support mechanism.

27.


Reflection Checklist Matrix – Placement 1

Area of

Proficiency

Title of Reflection(s) Date of

Reflection

Verification by

Practice Educator

Ability to work

safely under

direct

supervision

Begin to

demonstrate

professional

communication

skills

Begin to develop

professional

values, attitude

and conduct

Begin to develop

skills for

professional

collaboration

Beginning ability

to discuss

occupation from

a theoretical

perspective and

recognise

application in

practice

Reflection week

6

Reflection week

7

28.


BSc(Hons) Occupational Therapy

Reflective Log – Evidencing Placement Learning - Placement 1

Name: Date:

Chosen evidence:

What? (Suggested

questions only)

Briefly describe the

experience you are

reflecting on. What went

well? What didn’t go so

well?

Relevance?

Why is this important?

What did you learn from

the experience? What

literature/ reading

informed your thinking;

how does it link to

modules you have been

completing?

How will this change

me/my practice?

What didn’t you take into

account? What does the

literature say about this?

What changes will you

make to do this differently

next time? What have you

learnt from this

experience? How does it

link to other experiences?

How has this made you a

better student

practitioner?

29.


Action Plan.

What do you need to do

to next? What resources

do you require?

Health & Care

Professions Council

Standards of Proficiency

(2013) (SOPs)

Identify a key SOP that

your reflection relates to.

Explain why.

College of Occupational

Therapists Code of

Ethics and Professional

Conduct (2015)

Identify a key component

that your reflection relates

to. Explain why.

Adapted from College of Occupational Therapists (2006)

References:

30


Health & Care Professions Council Standards of Proficiency (2013) Mapping

Area of Proficiency within

APT

HCPC Standards of Proficiency

1.Ability to work safely

under direct supervision

1.1,

2.1 2.2, 2.3, 2.4, 2.5, 2.8,

3.1, 3.2, 3.3

4.1, 4.3, 4.4, 4.6,

7.3,

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7

11.1, 11.2, 11.3,

12.3, 12.4, 12.5 12.7,

14.1, 14.2, 14.7, 14.21,

15.1, 15.2, 15.3, 15.4, 15.5, 15.6

2.Begin to demonstrate

professional

communication skills

2.4,

4.5

7.1, 7.2

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8,

9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9,

10.1, 10.2,

14.4

3. Begin to develop

professional values,

attitude and conduct

1.2,

2.1, 2.2, 2.3, 2.5, 2.6, 2.7, 2.8,

3.1, 3.2, 3.3,

4.6,

5.1, 5.2, 5.3, 5.4

6,

7.1, 7.2,

10.1, 10.2,

11.1, 11.2, 11.3,

12.3, 12.4, 12.5, 12.7

13.12

4.Begin to develop skills

for professional

collaboration

2.1, 2.2, 2.3, 2.4, 2.5, 2.6,

4.1, 4.3, 4.4, 4.5,

5.1, 5.2, 5.3, 5.4,

6,

7.3,

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8,

9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8

13.12

14.20

5.Beginning ability to

discuss occupation

from a theoretical

perspective and

recognise application

in practice

1.1,

2.1,2.2, 2.3, 2.5, 2.6

4.1, 4.3, 4.4,

5.1, 5.2, 5.3, 5.4,

6,

7.3

8.9, 8.10

9.10,

12.1,12.2, 12.6,

13.10, 13.11, 13.13, 13.14

14.1, 14.2, 14.4, 14.5, 14.6, 14.7, 14.8, 14.9, 14.10, 14.11, 14.12, 14.13, 14.14,

14.15, 14.16, 14.17, 14.18, 14.19, 14.20, 14.22, 14.23, 14.24

31.

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