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Canterbury Christ Church University
Faculty of Health & Wellbeing
Occupational Therapy
Placement Three (Third Year)
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:
1
Occupational Therapy Practice Placements 3
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:……………………………………..
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Occupational Therapy Practice Placements 3
Level of performance by the end of the placement
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
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Occupational Therapy Practice Placements 3
Placement relationship to academic modules
Duration: 12 weeks (450 hours)
The Reflective Practitioner (TRP):
By the end of the module students will be able to:
1. Critically reflect on their values, beliefs, and personal and professional skills
2. Use critical reflection to question their own assumptions and those of others regarding all aspects of service delivery and how they affect staff
and service users
3. Demonstrate understanding of critical reflection and its role in continuing professional development.
Promoting Participation in Occupations for Health and Wellbeing (PPO):
By the end of the module students should be able to:
1. Critically apply occupational therapy theories, best practice and research to addressing complex occupational issues.
2. Critically analyse the barriers and enablers to the participation and wellbeing of people across the lifespan.
3. Evaluate the unique contribution of occupational therapy to maintaining the participation and wellbeing of people in a range of settings.
Occupation Focussed Practice (OFP):
By the end of this module students should be able to:
1. Demonstrate knowledge, understanding and a critical perspective of the national policy drivers, local policies and practice
2. Use evidence to plan, implement and critically reflect upon occupational therapy practice as a complex intervention within a specific setting
3. Critically evaluate own practice and reflect on own development and future professional development.
4. Confidently and safely apply knowledge and skills in practice placement.
Collaborative Practice 3 (CP3):
By the end of this module students should be able to:
1. Critically analyse the constituents of complex environments in health and social care.
2. Critically analyse the significance of competing agendas and motives in maintaining collaborative relationships
3. Appraise and manage the challenges involved in maintaining a person centred perspective when working with particularly marginalised
service users and carers in complex environments.
4. Through critical reflection, synthesise learning to suggest ways in which they may promote and support person centred collaborative practice
in the future
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Occupational Therapy Practice Placements 3
Professional Development 3 (PD3):
By the end of this module student should be able to:
1. Effectively use a wide range of information sources to extract and analyse relevant information
2. Synthesise and apply information from a number of sources to develop a reasoned argument
3. Analyse and apply the findings from contemporary evidence to current issues in professional practice
4. Exercise autonomy and initiative in tackling tasks and problems and weighing alternative interpretations, arguments and values
Students will be able to:
Critically evaluate a range of sources and apply relevant theory, knowledge and skills to a range of practice requirements/ unexpected
situations
Use the occupational therapy process consistently demonstrating appropriate decision making and effective problem-solving skills
Consistently manage and develop 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)
Consistently demonstrate 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
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Occupational Therapy Practice Placements 3
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
6
Theory
Date
Legislation
Student
initial
Staff
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
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Occupational Therapy Practice Placements 3
MANOEUVRE/TECHNIQUE/EQUIPMENT DEMONSTRATED PRACTISED
Year Three
Recap on Year 1 and 2
Lateral transfers
Patslide
Slide sheets
Extension straps
Team selection
Stand Aid
Turntables/rotor stands
Car transfer
Getting in from standing and wheelchair
Getting out from standing and wheelchair
Wheelchair into car
Equipment into car
Community Hoists
Oxford or equivalent mini hoist
Ceiling track hoist
Community sling care
Paediatric
Cot
Highchair
Pushchair
Car seat
Experience feedback and Problem Solving
Name: Cohort: Date:
Signature of Student: Signature of Lecturer or Instructor:
8
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
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Occupational Therapy Practice Placements 3
Assessment of Practice Tool Placement 3
Mod
ref.
HCPC
SOP 1.Demonstrate ability to work safely
with indirect 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
PPO
OFP
1.1, 2.1,
2.2, 2.3,
2.5, 2.6,
2.8, 3.1,
3.2, 3.3,
4.2, 4.3,
4.4, 4.5,
4.6, 7.3,
9.1, 9.2,
9.3, 9.5,
9.10, 11.1,
11.2, 11.3,
12.1, 12.2,
12.3, 12.4,
12.5, 12.6,
12.7, 14.1,
14.11,
14.17,
14.21,
15.2, 15.3,
15.4, 15.5,
15.6
interpret and critically analyse the impact
of international, national and local policy
on the practice area
TRP
OFP
consistently work within local policies,
procedures and the legal and ethical
standards of the OT profession
TRP Consistently participate in informal and
formal supervision to critically appraise
own practice and use support to actively
develop both personally and professionally
TRP discuss with Practice Educator obligation to
maintain fitness for practice in relation to
continuing professional development
2. Demonstrate safe, competent and evidence based practice to analyse complex occupational issues and promote participation in occupations
PPO
OFP
1.1, 1.2,
2.1, 2.2,
2.3, 2.4,
2.5, 2.6,
2.8, 4.2,
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, 8.9,
8.10, 9.1,
9.2, 9.3,
9.4, 9.5,
9.6, 9.7,
9.8, 9.9,
9.10,
11.1,
11.2,
11.3,
12.1,
12.2,
12.3,
12.4,
12.5,
12.6,
12.7,
Justify the selection of an appropriate
range of assessments
PPO
OFP
Competently draw from best practice,
occupational therapy theory, observational
and interviewing skills to identify the
complexity of factors impacting on a
service users participation in occupation
OFP
PD3
Consistently demonstrate clinical reasoning
and use of evidence based practice to
safely and independently justify, plan and
implement interventions (or identified
parts), using a range of therapeutic tools
and skills with due regard to individual
preferences
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Occupational Therapy Practice Placements 3
Mod
ref.
HCPC
SOP
2. Demonstrate safe, competent and
evidence based practice to analyse
complex occupational issues and
promote participation in occupations
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
TRP 13.1, 13.2,
13.3, 13.4,
13.5, 13.6,
13.7, 13.8,
13.9,
13.10,
13.11,
13.13,
13.14,
14.1, 14.2,
14.3, 14.4,
14.6, 14.5,
14.7, 14.8,
14.9,
14.10,
14.11,
14.12,
14.13,
14.14,
14.15,
14.17,
14.18,
14.19,
14.20,
14.21,
14.22,
14.23,
14.24,
15.1, 15.2,
15.3, 15.4,
15.5, 15.6
demonstrate the therapeutic use of self in
the occupational therapy process
TRP
PD3
monitor and review the effectiveness and
outcomes of planned intervention drawing
on professional judgements and decision
making skills
OFP manage work load effectively including
relevant documentation, and referral on to
services and agencies as appropriate
TRP use professional assertiveness to articulate
the unique contribution of OT to relevant
parties using identified systems
IAE identify and discuss potential service
developments and/or innovations
3. Demonstrate consistent professional values, attitudes and conduct
OFP
1.1, 2.1,
2.2, 2.3,
2.4, 2.5,
2.6, 3.1,
3.2, 3.3,
4.3, 4.4,
4.5, 4.6,
5.1, 5.2,
5.3, 5.4,
6, 7.1,
7.2, 7.3,
8.1, 8.2,
8.3, 8.4,
maintain confidentiality and security of
written and verbal information acquired in
a professional capacity with due regards to
disclosure of information
OFP
PPO
use appropriate communication strategies
to negotiate with people and gain
informed consent
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Occupational Therapy Practice Placements 3
Mod
ref.
HCPC
SOP 3. Demonstrate consistent professional
values, attitudes and conduct
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
TRP
OFP
8.5, 8.6,
8.7, 8.8,
8.9,
8.10,
9.1, 9.2,
9.3, 9.4,
9.5, 9.6,
9.7, 9.8,
9.9,
10.1,
10.2,
13.1,
13.2,
13.3,
13.4,
13.5,
13.6,
13.7,
13.8,
13.9,
13.10,
13.11
13.13,
13.14
14.2,
14.3,
14.4,
14.5,
14.6,
14.7,
14.8
14.9,
14.10,
14.14,
14.15,
14.18,
14.19,
14.20,
15.1,
15.2,
15.3,
15.4,
15.5,
15.6
consistently demonstrate professional
behaviour and demeanour upholding
Occupational Therapy standards (COT,
2015) and the requirements of the Health
& Care Professions Council Standards of
Proficiency (2013)
OFP manage self, staff and other resources
required for effective service delivery
PPO recognise, respect and actively support
diversity, expertise and experience of
individuals, carers, groups and
communities
TRP
OFP
use theory and reflection to analyse legal
and ethical dilemmas experienced in the
practice environment
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Occupational Therapy Practice Placements 3
Mod
ref.
HCPC
SOP 4. Demonstrate consistent and effective
professional and person centred
collaboration
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
TRP 1.1, 2.1,
2.2, 2.3,
2.4, 2.5,
2.6, 2.8,
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,
9.1, 9.2,
9.3, 9.4,
9.5, 13.1,
13.2,
13.3,
13.5,
13.6,
13.7,
13.8,
13.9,
13.10,
13.11,
13.12,
13.13
13.14,
14.2,
14.14,
14.15,
14.18,
14.19,
14.20,
15.1,
15.2,
15.3,
15.4,
15.5,
15.6
practise in a non-discriminatory manner
and demonstrate a flexible approach
towards meeting desired outcomes for
individuals
CP3 demonstrate core beliefs of occupational
therapy through practice whilst supporting
interprofessional working
CP3 Effectively use communication strategies to
participate in interprofessional/interagency
discussions to reach a shared
understanding for the client
CP3 work collaboratively to promote maximum
therapeutic benefit to service users
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Occupational Therapy Practice Placements 3
Student evidence to support the formative assessment (Summary of learning to date and identification of new learning needs for this placement)
Student signature:………………………………..Date:……………………………………………
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Occupational Therapy Practice Placements 3
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:
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Occupational Therapy Practice Placements 3
Student evidence to support the summative assessment (Evaluation of Performance and identification of future learning needs)
Student signature: Date:
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Occupational Therapy Practice Placements 3
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)
Name: Date:
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Occupational Therapy Practice Placements 3
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?
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Occupational Therapy Practice Placements 3
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
19
Occupational Therapy Practice Placements 3
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 3);
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:
20
Occupational Therapy Practice Placements 3
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
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?
21
Occupational Therapy Practice Placements 3
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?
22
Occupational Therapy Practice Placements 3
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)
23
Occupational Therapy Practice Placements 3
Other Professionals Feedback:
Service User Feedback:
Actions Agreed: (Transfer to learning contract)
Signed: (By PE and Student)
Date/Time of next session:
24
Occupational Therapy Practice Placements 3
Please only complete this section of the document if concerns have been raised regarding students progress
Summary of Tripartite Assessment meetings (Academic Link / Practice Educator / Student)
Date:
Signatures
Date
Signatures
25
Occupational Therapy Practice Placements 3
Action Plan to be completed if concerns are expressed during the assessment process
Issue to be addressed Action to be taken By whom and by when
26
Occupational Therapy Practice Placements 3
Process of Practice Assessment
NO
YES
FAIL
Undertake
planned resit
opportunities
PASS
YES NO
YES
NO
Preparation for placement by
University
Student identifies learning
needs to inform Learning
Contract
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.
Progress satisfactory?
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.
Pass / Fail noted.
Identification of future
learning needs for
next placement
Tripartite meeting with
academic link, practice
educator and student
Documents submitted
27
Occupational Therapy Practice Placements 3
Assessing my student’s progress
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
28
Occupational Therapy Practice Placements 3
BSc(Hons) Occupational Therapy
Evidencing Placement Achievement – Placement 3
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 12 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.
29
Occupational Therapy Practice Placements 3
Reflection Checklist Matrix – Placement 3
Area of Proficiency Titles of Reflections Date of
reflection
Verification by Practice
Educator
Demonstrate ability to
work safely with
indirect supervision
Demonstrate safe,
competent and
evidence based
practice to analyse
complex occupational
issues and promote
participation in
occupations
Demonstrate
consistent professional
values, attitudes and
conduct
Demonstrate
consistent and
effective professional
and person centred
collaboration
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
30
Occupational Therapy Practice Placements 3
BSc(Hons) Occupational Therapy
Reflective Log – Evidencing Placement Learning - Placement 3
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?
31
Occupational Therapy Practice Placements 3
Action Plan.
What do you need to do
to next? What resources
do you require?
Health 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.
X
Adapted from College of Occupational Therapists (2006)
References:
32
Occupational Therapy Practice Placements 3
Health & Care Professions Council Standards of Proficiency (2013) Mapping Placement 3
Area of Proficiency within
APT
HCPC Standards of Proficiency
1. Demonstrate ability to
work safely with indirect
supervision
1.1,
2.1, 2.2, 2.3, 2.5, 2.6, 2.8,
3.1, 3.2, 3.3,
4.2, 4.3, 4.4, 4.5, 4.6,
7.3, 9.1, 9.2, 9.3, 9.5, 9.10,
11.1, 11.2, 11.3,
12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7,
14.1, 14.11, 14.17, 14.21,
15.2, 15.3, 15.4, 15.5, 15.6
2. Demonstrate safe,
competent and evidence
based practice to
analyse complex
occupational issues and
promote participation in
occupations
1.1, 1.2,
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8,
4.2, 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, 8.9, 8.10,
9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10,
11.1, 11.2, 11.3,
12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7,
13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11, 13.13, 13.14,
14.1, 14.2, 14.3, 14.4, 14.6, 14.5, 14.7, 14.8, 14.9, 14.10, 14.11, 14.12, 14.13,
14.14, 14.15, 14.17, 14.18, 14.19, 14.20, 14.21, 14.22, 14.23, 14.24,
15.1, 15.2, 15.3, 15.4, 15.5, 15.6
3. Demonstrate
consistent professional
values, attitudes and
conduct
1.1,
2.1, 2.2, 2.3, 2.4, 2.5, 2.6,
3.1, 3.2, 3.3,
4.3, 4.4, 4.5, 4.6,
5.1, 5.2, 5.3, 5.4,
6, 7.1, 7.2, 7.3,
8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10,
9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9,
10.1, 10.2,
13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11 13.13, 13.14
14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8 14.9, 14.10, 14.14, 14.15, 14.18, 14.19,
14.20,
15.1, 15.2, 15.3, 15.4, 15.5, 15.6
4. Demonstrate
consistent and effective
professional and person
centred collaboration
1.1,
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8,
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,
9.1, 9.2, 9.3, 9.4, 9.5,
13.1, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11, 13.12, 13.13 13.14,
14.2, 14.14, 14.15, 14.18, 14.19, 14.20,
15.1, 15.2, 15.3, 15.4, 15.5, 15.6
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