SHORT TERM SUPPORT SERVICE - Northumbria University · time management ot/ti/rw delegation skills...

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SHORT TERM SUPPORT SERVICE

HEXHAM NORTHUMBERLAND

PORTFOLIO OF LEARNING

OPPORTUNITIES

(OCCUPATIONAL THERAPY)

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SHOULD ALTERNATIVE FORMATS BE REQUIRED PLEASE CONTACT THE SHORT TERM SUPPORT SERVICE HEXHAM

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CONTENTS

INTRODUCTION

SHORT TERM SUPPORT SERVICE HEXHAM

LEARNING ZONE

LEARNING OPPORTUNITIES

CONTACT LIST

APPENDICES

PRE-PLACEMENT INFORMATION

PLACEMENT AIMS

EXAMPLES OF WEEKLY OBJECTIVES

INDUCTION CHECK LIST

APPROVED ABBREVIATIONS

EQUIPMENT INDUCTION CHECK LIST

STUDENT EVALUATION

STSS STANDARD

BIBLIOGRAPHY

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INTRODUCTION

This Portfolio Of Learning Opportunities has been designed to provide you with a resource of learning opportunities that may be available to you while you are on placement with us. The document is not exhaustible and should be regularly updated by all that access it.

The document has been designed to be used by both educators and students in conjunction with University/Colleges documentation, to help select the appropriate learning opportunities to meet the learning outcomes/competencies required for the practice placement.

The POLO contains details of various other professionals within the MDT that may be encountered during the practice placement experience. Students are able to access these professionals with prior agreement with your educator. Where possible, contact details have been provided.

The document also includes pre-placement information, an induction and equipment check list. Practice placement aims and a student evaluation form. A department standard is available to educators.

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SHORT TERM SUPPORT SERVICE HEXHAM

ADDRESS Dene Park House Corbridge Road Hexham NE46 1HN TELEPHONE 01434 610540 FAX 01434 610541 NORMAL WORK HOURS 9.00 AM – 5.00PM MONDAY – FRIDAY (flexible working)

PRACTICE PLACEMENT EDUCATORS

JOANNE MOORE BAND 6 OT Email: [email protected] KATE HOGARTH BAND 6 OT Email: [email protected] REBECCA MULLARKEY BAND 6 OT Email: [email protected]

mailto:[email protected]


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LEARNING ZONES

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Rehab worker x 1fte

Technical Instructor x 2 fte

OCCUPATIONAL THERAPY

SHORT TERM SUPPORT

SERVICE

HEXHAM

COMMUNITY x 1 fte OT FALLS x 0.5 fte OT

NEURO x 1 fte OT

Team Manager

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HIGHER EDUCATION INSTITUTES HOME CARE AGENCIES VOLUNTARY AGENCIES

SPECIALIST INTERESTS – COPD/PALLIATIVE CARE/FALLS/STROKE/PALLIATIVE CARE

RESIDENTIAL CARE NURSING CARE

PATIENTS RELATIVES CARERS

PHYSIO NURSING STAFF LOCAL COUNCILS

PSHYCHIATRY OF OLD AGE SaLT ACUTE HOSPITALS DIETICIANS DISTRICT NURSES

COMMUNITY OT OCCUPATIONAL THERAPY MEDICAL STAFF

CARE MANAGEMENT GP'S ADMIN PALLIATIVE CARE

COMMUNITY PSYCHIATRIC LIAISON NURSE JOINT EQUIPMENT LOAN SERVICE

SUPPORT PLANNERS COMMUNITY HOSPITALS

CARE AND REPAIR/HANDYPERSON SCHEME

SHELTERED ACCOMMODATION NURSE SPECIALISTS/CLINICS

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CARER SUPPORT GROUP CONTRACTORS MOVING AND HANDLING INFECTION CONTROL LIBRARY

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KEY ELEMENTS

INTERPERSONAL SKILLS

LEARNING OPPORTUNITIES RESOURCE/RELEVANT PERSONNEL/DEPARTMENT

CODE OF ETHICS OT/SELF AWARENESS

VERBAL COMMUNICATION FORMAL/INFORMAL

INTERACTION WITH PATIENTS/RELATIVES & CARERS

OT STAFF

INTERDISCIPLINARY TEAM

SUPPORT STAFF

PLANNING MEETINGS

EXTERNAL AGENCIES

OTHER STUDENTS

NON VERBAL COMMUNICATION

INTERACTION WITH PATIENTS/ RELATIVES/

CARERS

OT STAFF


SUPPORT STAFF

EXTERNAL AGENCIES

OTHER STUDENTS

WRITTEN COMMUNICATION

TEAM MEETINGS

REPORT WRITING/LETTERS

REFERRALS

COMPUTER PACKAGES/TEMPLATES

USE OF SWIFT

TEAM WORKING OT STAFF


SUPPORT STAFF

SOCIAL CARE TEAM

HOSPITAL PHYSIO AND OT TEAMS

EXTERNAL AGENCIES

OTHER STUDENTS

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ORGANISATIONAL SKILLS

ORGANISATIONAL SKILLS



PRIORITISING WORKLOAD OT

TIME MANAGEMENT OT/TI/RW

DELEGATION SKILLS OT

GENERAL ADMIN OT/TI/RW/CLERICAL STAFF

OFFICE HOUSEKEEPING TEAM MANAGER

POLICIES AND PROCEDURES OT

PERSONNEL FILE

STSS STANDARDS

LOCAL/NATIONAL INITIATIVES

DATA PROTECTION OT/TI/RW/CLERICAL STAFF

INCIDENT REPORTING OT

STOCK LEVELS TI/RW/CLERICAL STAFF

ORDERING EQUIPMENT OT/TI/RW

TELEPHONE/BLEEP SYSTEM/FAX TI/RW

CLERICAL STAFF

H&S PROCEDURES OT

SICKNESS AND ABSENCE OT

DIFFICULT/CHALLENGING SITUATIONS

OT

CPD OT/SELF DIRECTED LEARNING

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CLINICAL SKILLS

CLINICAL SKILLS



REFLECTIVE PRACTICE OT/SELF AWARENESS

APPLICATION OF THEORIES/PRINCIPLES

ASSESSMENT OF OCCUPATIONAL PERFORMANCE

ACTIVITIES OF DAILY LIVING

TRANSFER ASSESSMENT

KITCHEN ASSESSMENT

PERSONAL ADL ASSESSMENT

MOBILITY/M&H ASSESSMENT

ENVIRONMENTAL ASSESSMENT

RISK ASSESSMENT/MANAGEMENT

HOME VISITS

REHABILITATION

OT/TI/OTA

SPECIALIST TECHNIQUES


M&H SPECIALIST ASSESSESOR

COGNITIVE ASSESSMENT OT/TI

STANDARDISED TOOLS/ASSESSMENTS


PERCEPTUAL ASSESSMENT OT

STANDARDISED TOOLS/ASSESSMENTS


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CLINICAL SKILLS

EDUCATION AND ADVICE OT/TI

LEARNING PACKAGES

SELF DIRECTED LEARNING

SPECIALIST TECHNIQUES, E.G., ENERGY CONSERVATION/POST OPERATIVE REGIMES

AIDS AND ADAPTATIONS

PROVISION OF STANDARD AIDS OT/RW/TI


JELS

PROVISION OF SPECIALISED AIDS OT/TI/RW


JELS

CONTRACTORS

DISABILITY NORTH

M&H ADVISOR

MINOR ADAPTATIONS OT/TI/RW


CARE AND REPAIR

CONTRACTORS

LOCAL COUNCIL

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CLINICAL SKILLS

MAJOR ADAPTATIONS OT/COT


CARE AND REPAIR

CONTRACTORS

LOCAL COUNCIL

OT PROCESS

ALLOCATION - PRIORITISING

OT

DAILY COMMUNITY ALLOCATION TEAM MEETINGS

CODE OF ETHICS

COLLEGE OF OT & TEAM STANDARDS

GATHERING INFO OT/TI/RW

PATIENT/RELATIVES/CARERS

ACCESS TO PATIENT RECORDS

TEAM MEETINGS

OTHER PROFESSIONALS

COMMUNITY STAFF

GOAL SETTING OT/TI/RW

COMMUNITY MDT

PATIENT/RELATIVES/CARERS

PLANNING MEETINGS OT/TI

PATIENT/RELATIVE/CARERS

OTHER COMMUNITY STAFF

TREATMENT/INTERVENTION OT/TI/RW

PATIENT/RELATIVE/ CARERS

MDT

DISCHARGE PLANNING OT/TI/RW

EQUIPMENT PROVISION AND FITTING

TI/RW

REFERRAL TO EXTERNAL AGENCIES/ OTHER COMMUNITY STAFF

OT

COMMUNITY MDT

EVALUATION OF INDIVIDUAL GOALS AND OT PROCESS

OT / TI / RW

PATIENT/RELATIVE/ CARERS

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SPECIALIST CLINICAL SKILLS

SPECIALIST CLINICAL SKILLS

FALLS

● STANDARDISED FALLS ASSESSMENTS

● OUTCOME MEASURES

● TINNETTI GAIT AND BALANCE TESTS

● HOME HAZARDS ASSESSMENT AND ADVICE

● FALLS EDUCATION GROUP

● MINOR AND MAJOR ADAPTATIONS

NEURO

● CLIENT CENTRED GOAL SETTING

● NORMAL MOVEMENT

● ASSESSMENT OF OCCUPATIONAL PERFORMANCE AND THE IMPACT OF MEDICATION

● ASSESSMENT OF COGNITION AND PERCEPTION

● PROVISION OF SPECIALISED EQUIPMENT

● INTER-DISCIPLINARY TEAM WORKING

● STANDARDISED ASSESSMENTS

● ORTHOTICS

● OUTCOME MEASURES

COMMUNITY

● TRAUMA MANAGEMENT

● POST OPERATIVE PROTOCOLS

● NON-WEIGHT BEARING FUNCTIONING

● PRE-OPERATIVE INTERVENTIONS

● LOWER LIMB AMPUTATION

● M&H/ENVIRONMENTAL/RISK ASSESSMENTS

● PROVISION OF SPECIALISED EQUIPMENT

● MINOR/MAJOR ADAPTATIONS

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CONTACT LIST Dene Park House – Telephone Matrix

DDI (01434) Name Team Extension

SOCIAL CARE

611948 Lynn Elliott (Team Manager) Social Care 2016

611941 Admin Main Line - Lynne Teasdale Social Care 2001

611942 Admin Sandra Oswald Social Care 2004

613964 Ali Dodd Social Care 2032

613976 Anne Forster Social Care 2023

613979 Cath Jones Social Care 2015

613966 David Adams Social Care 2005

613966 Dawn Jordon/David Adams Social Care 2005

611947 Gail Evans Social Care 2053

611943 Heather Kent Social Care 2028

613971 Helen Morgan Social Care 2006

613967 Judith McKie Social Care 2007

613970 Kathryn Phillipson Social Care 2008

613977 Lisa Burdis Social Care 2024

613978 Lucy Helliwell Social Care 2025

611946 Susan Walker Social Care 2030

WSTSS

610543 Shirley Proctor (Service Manager) STSS 2043

610542 Lee Carter (Area Manager) STSS 2033

610540 Admin Main Line - Joan Spragg Care/Therapy 2046

610940 Admin Margret Wilson Care/Therapy 2041

610548 Admin Helen Armstrong Care/Therapy 2044

610544 Angie McDonough Care 2036

610 Debbie King Care 2039

610547 Jennifer Bell Care 2027

610545 Mary White Care 2037

610546 Maureen Leighton Care 2038

613962 Bex Mullarkey Therapy 2019

613963 Jen McCreadie Therapy 2011

613969 Jo Moore Therapy 2010

613945 Kate Hogarth Therapy 2013

613972 Therapy 2017

613965 Rachel Webster Therapy 2012

611944 Ruth Jowett Therapy 2018

613973 Rehab 1 Kathryn Cowie Therapy 2020

613974 Rehab 2 Gill Jordana/ Val Kellett Therapy 2021

613975 Rehab 3 Gillian Cowan Therapy 2022

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APPENDICES

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PRE-PLACEMENT INFORMATION FOR

STUDENTS

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Short Term Support Service Dene Park House Corbridge Road Hexham NE46 1HN TEL: 01434 610540 FAX : 01434 610541 15 October 2012 Dear I am pleased that you have chosen to have your practice placement within our department. I hope you will find this information useful. Your supervisor for the placement will be …………………..whose clinical area is ………………. On your first day, please report to……………. at 9.15 on………………. Accommodation is not currently available, therefore, should your require accommodation to attend this placement you should pursue this privately. Please find enclosed a pre-placement package, which includes information regarding learning opportunities, an introduction to the team, recommended reading and a map of the local area. A list of aims relevant to the practice placement are also included, however, objectives will be discussed and set on a weekly basis in accordance with your universities aims/competencies as well as your personal goals. I am looking forward to meeting you. If you wish to discuss anything further, please contact me on the number above. Yours sincerely, Occupational Therapist

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STUDENT PRE-PLACEMENT INFORMATION

TEL: 01434 610540 FAX: 01434 610541

WELCOME to the Short Term Support Service at Hexham. This leaflet has been designed to provide you with information to help you gain confidence when working in the new clinical area. A new situation and new people can feel daunting. Please remember we are here to support you and will value you as a member of the team. We hope you have an enjoyable placement with us which will offer a valuable learning experience. This leaflet will guide you through your first weeks of the placement and should be read in conjunction with the service POLO available from the STSS and that within your own institution. ABOUT THE TEAM The STSS was formed in response to the Department of Health’s wider prevention agenda and the development of specific reablement services. It receives referrals from multiple sources including client self referral and responds to clients who have experienced stroke and other neurological difficulties clients who have fallen or who are at risk of falling, orthopaedic trauma and elective surgery as well as those clients deemed frail and elderly. The emphasis of the team is to prevent admission to either hospital or residential care and to facilitate discharge home, more-often from hospital, but this can include planning for discharge from residential care where this has been a temporary arrangement to afford further recuperation. Interventions are also offered to clients who have an acute episode of illness as well as those who have long term conditions; they are client centred and goal orientated. Daily community allocation team meetings with the social care team, support planner, mental health team and community OT allows cross referencing of services and encourages appropriate signposting of referrals to the relevant professional to prevent duplication. Very strong working links have been forged as a result between health and social care. Self referral is encouraged to give open access to services – clients are very good at identifying their own difficulties and with permission, access to GP held medical records gives more than adequate background information for interventions to be safe and appropriate. The team is made up of Team Manager, Deputy Manager, Occupational Therapists, Physiotherapists, Technical Instructors, Enabling Support Staff and their Team Supervisors. OCCUPATIONAL THERAPY WITHIN THE SHORT TERM SUPPORT SERVICE. There are four occupational therapists working within the team offering specialist stroke and neurological therapy as well as services to falls, orthopaedics and frail elderly client group. Programmes of rehabilitation are usually arranged in the client’s home but exercise and education classes are arranged for our falls clients within the community. The therapists aim to offer assessment treatment and rehabilitation as well as modifications to the home environment in order to manage risk and facilitate independence. Interdisciplinary working is encouraged through role sharing for core tasks and professional overlap is encouraged. Close liaison with social work and hospital colleagues is expected. STAFF STRUCTURE TEAM MANAGER Shirley Proctor SENIOR OT Joanne Moore SENIOR OT vacancy SENIOR OT Rebecca Mullarkey SENIOR OT Kate Hogarth SENIOR PHYSIO Jen McCreadie SENIOR PHYSIO Ruth Jowett SENIOR PHYSIO Rachel Webster TECHNICAL INSTRUCTOR Kathryn Cowie TECHNICAL INSTRUCTOR Gillian Cowan TECHNICAL INSTRUCTOR Val Kellett REHAB WORKER Gill Jordana

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ADMIN Joan Spragg, Helen Armstrong, Abby Clark NORMAL WORKING DAY 9.00AM – 5.00PM Monday - Friday – total working week 37.5 hrs We appreciate that you may have family and travel commitments, therefore, the hours you are on placement can be negotiated at the beginning of the placement with your supervisor. YOUR FIRST DAY On your first day, please arrive at the office at 9.15am and report to your named supervisor. You will have and induction to the team and the office base and will be given a Portfolio of Learning Opportunity (POLO) to discuss with your supervisor in order to facilitate your learning whilst on placement. You will meet formally with your supervisor to discuss placement and personal aims and objectives a learning contract will be agreed. COMMON LEARNING PROJECT As part of your placement you may be asked to be part of a student multi-disciplinary team. You will represent the Occupational Therapy profession and will be joined by a social work student. Together you will choose a patient to focus upon and work collaboratively to assess, plan treatment and care intervention, rehabilitation, discharge and follow up, working closely with qualified members of staff, drawing upon available resources. RECOMMENDED READING Hagedorn, R (2001) Foundations for Practice in Occupational Therapy 3

rd Edition Churchill

Livingstone Turner, A; Foster, M; Johnson, S (2002) Occupational Therapy and Physical Dysfunction:Principles, Skills and Practice 5

th Ed Churchill Livingstone

Jones et al (1998) Sociology and OT – an integrated approach Churchill Livingstone Tyldesley, B; Grieve, J (2002) Muscles, Nerves and Movement 3

rd Ed Blackwell Publishing

Ltd Hansen, R A (1999) Conditions in OT – Effect on Occupational Performance 2

nd Ed

Lippincott/Williams and Wilkins Spence, A P; Mason, E B (1992) Human Anatomy and Physiology 4

th Ed West Publishing

Company UNIFORM You are required to wear the standard Occupational Therapy Student uniform on placement. Plain trainers are acceptable. Alternative clothing should be worn when not undertaking duties. The Trust adopts a uniform policy which should be adhered to at all times. Jewellery should be discreet. Wedding bands and small stud earrings are acceptable. ALL STAFF MUST WEAR AN ID BADGE. CHANGING FACILITIES Changing facilities are not available however cloakrooms can be used. There are no lockers or storage facilities available for clothes or items of value with the exception of a lockable drawer. It is advisable not to bring valuables to work as the Trust is unable to accept responsibility for loss, damage or theft of such. PARKING Parking facilities are available. There is no charge for parking, however, spaces are limited in the car park. The security of your vehicle cannot be guaranteed. Call Traveline on 0871 2002233 to arrange public transport. Hexham can be accessed via bus and rail. DINING FACILITIES

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There are no dining room facilities but a small kitchen is available and lunch can be taken in the common room available to all staff. A mobile sandwich van calls between 11.00 and 12.00 daily. NO SMOKING The Trust operates a no smoking policy. Smoking is not permitted on hospital grounds or in your uniform. Should you require any further information, please do not hesitate to contact us. The supervisors can also be contacted by Email, using the appropriate email addresses provided below.

JOANNE MOORE BAND 6 OT Email: [email protected] KATE HOGARTH BAND 6 OT Email: [email protected] REBECCA MULLARKEY BAND 6 OT Email: [email protected]



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PLACEMENT AIMS

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Fieldwork Education Aims First Year

Be inducted to the team. Be aware of and adhere to department and Trust policies and procedures as outlined in your induction.

To become familiar with the role of the Occupational Therapist within the fieldwork setting.

To participate in a variety of interpersonal situations with service users.

To show an understanding of physiological, psychological and social influences on individuals function and the implications this will have on intervention.

Gain experience, under supervision in working with service users.

Be aware of departmental referral systems and gain experience of assessment procedures used within the fieldwork setting.

Understand the role of activity within the fieldwork setting.

Demonstrate ability to carry out activity analysis.

Reflect and evaluate personal/professional strengths and weaknesses.

Complete a case study or small presentation.

Be responsible for your personal and professional development.

Adhere to the Code of Ethics and Professional Conduct and demonstrate an awareness of the COT standards and guidelines.

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Fieldwork Education Aims

Second Year

Be inducted to the team. Be aware of and adhere to department and Trust Policies and procedures as outlined in your induction. Consider the impact of such on day to day practice.

Be aware of local and government initiatives and consider how this influences service delivery.

Be aware of how Occupational Therapy is integrated within the wider multi-disciplinary and inter-agency context.

Gain confidence in establishing therapeutic relationships with patients/relatives and carers.

Begin to establish working links with the community MDT. Contribute to formal and informal reporting, oral and written.

Consolidate knowledge of how biological, psychosocial influences impact on an individuals performance and the implications they may have on function. Understand the role of the Occupational Therapist.

Carry out assessment procedures with supervision and document information obtained clearly and concisely.

Demonstrate an understanding of standardised and non-standardised assessment procedures.

Evaluate models and approaches used within fieldwork setting.

Evaluate evidenced based practice within the clinical setting.

Examine the impact of social policy development.

Reflect on personal/professional strengths and weaknesses.


Complete a detailed case study.

Adhere to the Code of Ethics and Professional Conduct and demonstrate a working knowledge of COT standards and guidelines. Evaluate the impact on day to day practice.

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Fieldwork Education Aims Third Year

Be inducted to the team. Be aware of and adhere to department and Trust policies and procedures as outlined in your induction. Consider the impact of such on day to day practice.

Be aware of local and government initiatives and evaluate how this influences service delivery.

Demonstrate confidence in establishing therapeutic and professional relationships.

Demonstrate a working knowledge of how biological, psychosocial influences impact on an individual’s performance, and the implications they may have on function, assessment and treatment planning.

Be responsible for a small case load which will allow you to carry out, participate in and evaluate all aspects of the Occupational Therapy process. Evaluate the effectiveness of interventions using evidence based criteria.

Be responsible for communicating with the community MDT and outside agencies to enable effective discharge planning. Be responsible for record and report keeping.

Critically evaluate the use of Occupational Therapy Models in practice.

Contribute to management and administration within the Occupational Therapy Department.

Evaluate and reflect on own performance and set realistic goals defining the learning process.

To complete and present at least one detailed case study.


Adhere to the Code of Ethics and Professional Conduct and demonstrate a working knowledge of COT standards and guidelines. Evaluate the impact on day to day practice.

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EXAMPLES OF WEEK BY WEEK OBJECTIVES

These would normally be set weekly with your supervisor, depending on individual learning needs. The following objectives are examples of objectives that have been used successfully with a year 2 student.

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Fieldwork Objectives

Year 2 Process 1

Be inducted to the team, and Trust, policies and procedures. Key

procedures :

A Health and Safety Structure B Moving and Handling policy C Infection Control D Emergency Procedures including fire drill. E Team Standards

Complete induction check list

Be acquainted with key personnel and the environment within the

practice placement setting.

Know names, grades and roles of Occupational Therapy Staff.

Spend time with the rehab worker /TI and understand their role.

Obtain approved abbreviation sheet.

Become acquainted with aids and equipment used within the team.

Obtain equipment check list.

Be aware of learning opportunities and facilities available. Refer to

POLO. Discuss any visits you would like to attend during your

placement.

Observe the supervisor undertaking a range of assessment procedures

and discuss.

Familiarise yourself with documentation used within Occupational

Therapy. Refer to Team Standards

Attend supervision session and understand its structure and purpose.

Discuss your personal/professional aims and objectives to be achieved

during the practice placement. Agree learning contract.

Begin to gather useful information / pro forma to develop individual

resource file.

Adhere to the Code of Ethics and Professional Conduct at all times.

Be responsible for own personal and professional development –

demonstrate use of a reflective model.

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Year 2

Process 2

Collect database information with supervisor and record in patients

notes.

Discuss the referral procedure with your supervisor.

Observe the supervisor carrying out an Initial Interview and record

the findings.

Become familiar with SOAP Notes.

Make brief notes on the pathology, physiology of a given condition

and discuss how these will impact on the Occupational

Performance.

Participate in assessment procedures with your supervisor and

discuss your observations.

Begin to discuss the role of the OT in the clinical area.

Become aware of administration and routine procedures within the

team, e.g., statistics.

Attend relevant meetings.

Visit Joint Equipment Loan Service (JELS).

Look at three pieces of equipment. Discuss how they may be used

in treatment and be aware of how to fit and demonstrate safe

usage.

Read COT standards on Referral and Documentation.

Attend a visit of which you have discussed with your supervisor.




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Year 2

Process 3

Routinely collect data and record in the patient’s notes.

Routinely complete patient register/statistics.

Carry out an initial interview.

Record outcomes of initial interview in patients notes.

Discuss treatment planning and goal setting with supervisor. Reflect

on COT standards re: assessment and goal setting.

Actively participate in departmental and home visit

assessments/follow-up and discuss the outcomes.

Read COT and department standard on Home Visits.

Make brief notes on the pathology, physiology of a given condition.

Discuss how these factors will influence an individual’s occupational

performance and consider the role of the Occupational Therapist in

treatment intervention.

Complete an activity analysis.

Learn about the Buffer Store and ordering of equipment.

Familiarise yourself with the Social Services Care Management

System. Attend visit if appropriate.

Participate in weekly caseload evaluation meetings.

Consider topic for presentation/case study to present to department

in final week.

Prepare for half-way report with supervisor.




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Year 2

Process 4

Continue to collect database information and routinely carry out

Initial Assessments, recording the outcomes in the patients’ notes.

Continue to participate in daily routine.

Undertake specific assessments/treatments as defined by your

supervisor.

Participate in a home visit.

Consider treatment plans for selected patients.

Critically evaluate the use of models and approaches within the

practice setting.

Read Trust Discharge Policy and reflect on COT standards re:

Discharge, Closure or Transfer of Care.

Discuss discharge planning procedure and the role of the MDT.

Spend time with the physio, consider influences on OT practice and

potential boundaries/role overlap.

Discuss ethical, cultural, socio-economic factors and disability

Continue to collect data for your presentation/case study.

Identify area for service development within the practice setting and

propose change. Where practicable implement change.




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Fieldwork Objectives Year 2 Process 5

Continue with objectives from previous weeks.

Plan and implement treatment and interventions and provide

evidence to underpin practice.

Make brief notes on the pathology, physiology of a given condition.

Understand the implications on Occupational Performance and the

role of the OT.

Critically appraise MDT working and analyse the impact of

communication on service provision.

Carry out a home visit/site visit/follow-up visit with supervisor/OTA.

Actively participate in discharge planning, communicating with the

MDT.




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Fieldwork Objectives Year 2 Process 6

Complete objectives from previous weeks.

Present presentation/case study

Critically evaluate the OT process and its effectiveness. Review the

theory base and relate to practice.

Discuss the effect of clinical governance in relation to OT practice.

Reflect on the skills you have attained during the learning

experience. Consider how you can transfer these skills to another

clinical area.

Prepare for final report and ensure all university documentation

completed/updated.

Ensure all notes are updated and statistics completed.

Complete placement evaluation for department/educator.




.

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TO BE COMPLETED DURING WEEK 1 OF PRACTICE PLACEMENT

ORIENTATION DATE SIGNED

KEY STAFF

DENE PARK HOUSE

HOSPITAL

HOURS OF WORK/BREAK TIMES

TOILETS

WORK SPACE

ID BADGE

DIARY/NOTEBOOK, ETC

TELEPHONE/FAX PROCEDURES

ACCESS TO COMPUTER/INTRANET

POLICIES & PROCEDURES

HEALTH & SAFETY/INCIDENT REPORTING

FIRE/CARDIAC ARREST PROCEDURES

MOVING & HANDLING

INFECTION CONTROL

COMPLAINTS/PALS

TRUST POLICIES FILE

COT STANDARDS

DEPARTMENT STANDARDS

CODE OF ETHICS

STANDARDS OF PROFICIENCY

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SUPERVISION

SUPERVISION TIMES

STRUCTURE OF SUPERVISION

LEARNING STYLES

LEARNING CONTRACT

PERSONAL AND PROFESSIONAL AIMS

OBJECTIVES NEGOTIATED

REFLECTIVE MODEL

CPD

STUDY TIME

(POLO) IDENTIFY LEARNING

OPPORTUNITIES

CLINICAL

PATIENT CONTACT

ROLE OF THE OT

ASSESSMENT/TREATMENT TECHNIQUES

ASSESSMENT/TREATMENT FACILITIES

REFERRAL SYSTEM

DOCUMENTATION

STATISTICS/PATIENT REGISTER

EQUIPMENT CHECK LIST

OTHER

ROLE EXPECTATIONS/RESPONSIBILITIES

SICKNESS/HOLIDAY

PAYMENT FOR BEVERAGES

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APPROVED ABBREVIATIONS

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EQUIPMENT CHECKLIST

EQUIPMENT DEMONSTRATED BY

COMPETENT TO FIT/REMOVE WITH SUPERVISION

COMPETENT TO DEMONSTRATE/ CHECK USE WITH PATIENT AND SUPERVISION

BED BACK REST

SPLIT LEG TABLE

BED LEVER

BED STICK

BATH/SHOWER BOARD

DERBY BATH SEAT

BATH LIFT

SWIVEL BATHER

ARMCHAIR COMMODE

MOBILE COMMODE

RTS

TOILET FRAME

SCANDIA FRAME

HEIGHT ADJUSTABLE

CHAIR

SPILL NOT

PLASTIZOTE

DYCEM

KETTLE TIPPERS

MOBILE TROLLEY

KITCHEN STOOL

HELPING HAND

STOCKING/SOCK AID

TIGHTS AID

LH SPONGE

LH SHOE HORN

WHEELCHAIR

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STUDENT EVALUATION FORM

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OCCUPATIONAL THERAPY WITHIN HEXHAM SHORT TERM SUPPORT SERVICE

NORTHUMBERLAND CARE TRUST

STUDENT EVALUATION FORM

NAME DATE

PLACEMENT EDUCATOR

WHERE APPLICABLE PLEASE CIRCLE YES/NO, ALTERNATIVELY, WHERE APPLICABLE ON A SCALE OF 1 TO 5 PLEASE RATE THE FOLLOWING ( 1 BEING POOR – 5 BEING EXCELLENT)

RATING

PRE-PLACEMENT INFORMATION

DID YOU RECEIVE PRE-PLACEMENT PACKAGE? YES NO

WAS PRE-PLACEMENT INFORMATION RECEIVED AT LEAST 2 WEEKS BEFORE YOUR PLACEMENT STARTED?

YES NO

CONTENT 1.......2.......3.......4.......5

PRESENTATION 1.......2.......3.......4.......5

WAS READING LIST ACHIEVABLE? 1.......2.......3.......4.......5

HOW RELEVANT WERE PLACEMENT AIMS 1.......2.......3.......4.......5

DID YOU FEEL ADEQUATELY PREPARED FOR YOUR PLACEMENT BASED ON THE INFORMATION PROVIDED BY THE DEPARTMENT?

YES NO

WOULD ANY FURTHER INFORMATION BE BENEFICIAL? IF YES, PLEASE COMMENT.

YES NO

DO YOU FEEL ANY INFORMATION SHOULD BE EXCLUDED? IF YES, PLEASE COMMENT.

YES NO

INDUCTION

DID YOU FEEL WELCOME ON ARRIVAL ? YES NO

DID YOU MEET YOUR EDUCATOR ON THE FIRST DAY? YES NO

DID YOU FEEL THAT THE EDUCATOR/DEPARTMENT WAS ADEQUATELY PREPARED?

YES NO

WERE YOU INTRODUCED TO THE OT TEAM? YES NO

WERE YOU INTRODUCED TO THE MDT? YES NO

WERE YOU MADE AWARE OF EMERGENCY PROCEDURES? YES NO

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RATING

WERE YOU SHOWN HOW TO ACCESS POLICIES AND PROCEDURES?

YES NO

WERE YOU SHOWN AROUND THE OVERALL WORKPLACE? YES NO

WERE YOU MADE AWARE OF DINING FACILITIES AND BREAKS? YES NO

OVERALL ORIENTATION. PLEASE COMMENT 1.......2.......3.......4.......5

SUPERVISION

WERE YOU MADE AWARE OF THE EDUCATORS EXPECTATIONS? YES NO

DID YOU AGREE A LEARNING CONTRACT IN YOUR FIRST WEEK? YES NO

WAS THE PLACEMENT ADAPTABLE TO MEET YOUR INDIVIDUAL LEARNING STYLES?

YES NO

DID YOU HAVE OPPORTUNITIES TO DISCUSS HOPES, FEARS AND EXPECTATIONS?

YES NO

DID YOU AGREE WEEKLY OBJECTIVES WITH YOUR EDUCATOR? YES NO

DID YOU HAVE AT LEAST I HOUR FORMAL SUPERVISION EACH WEEK?

YES NO

DID YOU RECEIVE TIMELY FEEDBACK ON PROGRESS? YES NO

IF NAMED EDUCATOR WAS UNAVAILABLE, WAS ANOTHER MEAN OF SUPERVISION AVAILABLE TO YOU?

YES NO

WERE YOU MADE TO FEEL PART OF THE TEAM/MDT YES NO

DID SUPERVISION DEMONSTRATE A REFLECTIVE MODEL? YES NO

OVERALL SUPERVISION. PLEASE COMMENT 1.......2.......3.......4.......5


WERE A VARIETY OF LEARNING OPPORTUNITIES AVAILABLE TO YOU?

YES NO

WERE LEARNING OPPORTUNITIES ACCESSIBLE? YES NO

DID YOU FEEL THAT STAFF WERE COMMITTED TO TEACHING AND LEARNING?

YES NO

DID YOU HAVE THE OPPORTUNITY TO SHADOW OTHER DISCIPLINES?

YES NO

DID YOU HAVE THE OPPORTUNITY TO PARTICIPATE IN EXTERNAL VISITS RELEVANT TO THE PLACEMENT AREA?

YES NO

DID YOU HAVE ACCESS TO A COMPUTER/INTERNET YES NO

DID YOU HAVE ACCESS TO BOOKS YES NO

OVERALL LEARNING OPPORTUNITIES. PLEASE COMMENT. 1.......2.......3.......4.......5

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PATIENT CONTACT/OT PRACTICE

DID YOU HAVE OPPORTUNITIES TO HAVE CONTACT WITH A VARIETY OF PATIENTS?

YES NO

WERE YOU INVOLVED IN A WIDE RANGE OF ASSESSMENTS AND TREATMENTS?

YES NO

WERE YOU ABLE TO OBSERVE OR PARTICIPATE IN ASPECTS OF THE OT PROCESS? IF THIS WAS NOT AVAILABLE DID YOU HAVE THE OPPORTUNITY TO DISCUSS AND EVALUATE WITH YOUR EDUCATOR?

YES NO

DID YOU HAVE OPPORTUNITIES TO PRACTICE/ TRANSFER SKILLS YOU HAVE ACQUIRED?

YES NO

DID YOU HAVE OPPORTUNITIES TO WORK/LIAISE WITH THE MDT?

YES NO

DID YOU HAVE OPPORTUNITIES TO WORK /LIAISE WITH PATIENTS/CARERS/RELATIVES/EXTERNAL AGENCIES?

YES NO

WAS THERE EVIDENCE OF PATIENT/CENTRED CARE? YES NO

WAS THERE EVIDENCE OF EVIDENCE BASED PRACTICE? YES NO

WERE YOU ABLE TO LINK THEORY TO PRACTICE? YES NO

OVERALL PATIENT CONTACT/OT PRACTICE. PLEASE COMMENT.

1.......2.......3.......4.......5

OVERALL PLACEMENT EXPERIENCE 1.......2.......3.......4.......5

ADDITIONAL COMMENTS :

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MANY THANKS FOR COMPLETING THIS QUESTIONNAIRE. WE HOPE YOU HAVE ENJOYED YOUR PLACEMENT AND FOUND THIS A VALUABLE LEARNING EXPERIENCE.

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OT STANDARD FOR STUDENT EDUCATION

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OCCUPATIONAL THERAPY OCCUPATIONAL THERAPY STANDARD FOR STUDENT EDUCATION

STANDARD : STUDENT EDUCATION

STAFF GROUP : ALL PRACTICE PLACEMENT EDUCATORS

ACHIEVE BY : IMPLEMETATION OF COLLEGE GUIDELINES

REVIEW BY : PRACTICE PLACEMENT FACILITATOR AND CLINICAL

GOVERMANCE GROUP 1.STATEMENT All occupational therapists who are placement educators will provide a minimum of fifteen weeks per year for student training and education within their work environment. All placement educators will adhere to COT standards for placement facilitation and will execute student placements accordingly All placements will be planned and prepared according to the level of the participating student and will be reflective of college competency frameworks. All placement educators will have the appropriate competencies; where necessary the fieldwork educators training course will be completed. Each placement educator will have a responsibility to attend regular training updates to ensure their competencies are maintained. 2.STRUCTURE

A placement co-ordinator is identified within the trust and will act as liaison between placement educators and the relevant college to provide information and co-ordinate placements

All staff must be aware of the relevant guidelines as laid down by COT and the higher education institute (HEI) or governing body

All members of staff who offer themselves as placement educators should have a personal portfolio of learning opportunities (POLO) which should be available to the relevant educational establishment as well as the student as part of the pre-placement information pack

A pre-placement information pack will be available to each student in advance of the placement

Placement educators will be responsible for the duty of care to each patient with whom the student works

The placement educator remains responsible for their own caseload and its demands in the presence of the student, acknowledging the need to balance their own workload as well as the needs of the student

Supervision relative to the needs of the individual student is guaranteed using a reflective model

Students with diverse needs who are appropriate to the placement environment will be accommodated through pre placement planning and communication with both the student and the higher education establishment where deemed necessary

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All staff should be aware of support structures available for the exceptional or failing student

Students will not be accepted into the department if resources and capacity are not sufficient to accommodate them

3.PROCESS

Anne Boulton is the placement co-ordinator for Occupational Therapy within the Care Trust who will complete an annual placement trawl.

The placement educator will return the trawl pack indicating their availability.

Placement educators will inform the placement co-ordinator of any additional offers not included in the trawl.

The COT professional standards documentation and HEI handbooks will be available in each department as reference

All placement educators will complete a POLO.

The POLO will be sent out with the pre-placement pack that will be sent in advance of the placement no less than two weeks prior.

Each HEI will have specific documentation for individual placements and these will be completed accordingly.

Excellent time management skills are required in order to fulfil demands of practice education, ensuring neither patients nor students are compromised.

Formal supervision should be no less than one hour weekly and clearly documented, showing evidence of learning.

Contact should be made with the HEI at the earliest opportunity in the event of an exceptional or failing student.

The diverse needs and learning styles of individual students will be clearly investigated and the appropriate control measures implemented.

Should resources and capacity not meet the student requirements the HEI will be informed in due course

4. OUTCOME

Annual trawl completed

All staff have POLO`s

Each department has a pre-placement pack

Each student will have contacted the educator pre-placement

All students receive pre-placement pack and POLO no less than 2 weeks before they arrive

Each department will have COT standards and relevant HEI handbooks.

Copies of all relevant documentation will be made available to placement educators

Students are offered regular formal supervision and this is documented

The exceptional or failing student has had the appropriate guidance and support

The appropriate learning environment is available to students with diverse needs

Offers of placements will be made available only when resources and capacity can meet student demands

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BIBLIOGRAPHY Professional Standards for Occupational Therapy Practice (2003) COT Code of Ethics and Professional Conduct COT Andrews, J (2000) The Value of Reflective Practice : A Student Case Study British Journal of Occupational Therapy 63 (8) 396-398 Bonello, M (2001) Fieldwork within the Context of Higher Education : A Literature Review British Journal of Occupational Therapy 64 (2) 93-99 Boud, D; Keogh, R; Walker, D (1985) Reflection : Turning Experience into Learning Kogan Page & Nichols Cotton, A (2001) Private Thoughts in Public Spheres : Issues in Reflective Practices in Nursing Journal of Advanced Nursing 36 (4) 512-519 Gibbs, G (1998) Learning by Doing. A guide to Teaching and Learning Methods FEU Higgs, J; Jones, M (2000) 2nd Ed Clinical Reasoning in Health Professions Butterworth Heinemann Higgs, J (1992) Managing Clinical Education Physiotherapy 78 (11) pg 822-827 Kolb, D A (1974) Experiential Learning – Experience as the Source of Learning and Development Prentice Hall, New Jersey Martin, M (1996) How Reflective is Student Supervision? A Study of Supervision in Action British Journal of Occupational Therapy 59 (5) 229 Parham, D (1987) Toward Professionalism : The Reflective Therapist American Journal of Occupational Therapy 11 (9) 555-560 Reid, A; McKay, V J (2001) Self Evaluation and Occupational Therapy Fieldwork Education: Do they Practice what they Preach? British Journal of Occupational Therapy 64 (11) 564-571 Sweeney, G; Webley, P & Treacher, A (2001) Supervision in Occupational Therapy, Part 3 : Accommodating the Supervisor and the Supervisee British Journal of Occupational Therapy 64 (9) 426-431 Whitcombe, S W (2001) Using Learning Contracts in Fieldwork Education : The Views of Occupational Therapy Students and Those Responsible for Supervision British Journal of Occupational Therapy 64 (11) 552-558

SHORT TERM SUPPORT SERVICE - Northumbria University · time management ot/ti/rw delegation skills...

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