Coordinators Day

November 2013

Placement Team

• Teresa Rushton (Team Coordinator)• Vicky Nolan (Module leader level 3)• Karen Scorer (Module leader level 2)

• Michelle Kerslake (Module leader level 1)• Kate Jackson (Contemporary Placements)

• Jenny Parlett (South central link tutor)

Update Level 3 Placements

• Level 3 placement – 23rd September 2013 – 13th December 2013

• 169 students placed & out on placement

Update Level 2 Placements

• Level 2 placement 18th February 2013 – 26th April 2013

• 188 assessed• 4 fails• 6 deferrals• Level 2 (17th February 2014 – 25th April 2014)• Offers coming in! Thank you! Please keep them

coming...• 175 students to be placed...100 offers to date

Update Level 2 Placements

6% 20%

28%

25%

12%2%

1% 1% 1% 3%

Number of Students

90-10080-8970-7960-6950-5940-4930-3920-29< 20Deferred

Update Level 1 Placements

• 180 students placed• Range of marks achieved

DF < 20%

20 - 29

30 - 39

40 - 49

50 - 59

60 - 69

70 - 79

80 - 89

90 - 100

5 1 1 2 7 24 52 52 28 8

Level 1 Placement Results

4% 16%

29%29%

13%4%1%

1% 1% 3%

Number of Students

90-10080-8970-7960-6950-5940-4930-3920-29< 20Deferred

Percentage of students within each range

Summer Placements

• 28 student placements• Levels 1, 2 and 3• Range of marks 25% - 95%• 23 students passed• 4 students failed• 1 student deferred

Contemporary Placements

• 32 students currently on Level 3 Contemporary Placements

• 13 Long arm supervisors in practice (6 for the first time)• 7 University Tutors doing long arm supervision (2 for

the first time)• Training for mentors and long arm supervisors at the

University and some outreach too• Range of organisations – hostels, homeless settings,

charities, mainstream schools, specialist schools, supported accommodation, young people projects, etc

Contemporary Placements: New initiatives

• New placements in 3 areas this year:

• 2 Local Police forces (Occupational Health) (2 students)

• 1 Mainstream school 11-18 years mixed (2 students)

• 1 specialist school 2-18 years mixed (2 students)

Placement Evaluation / Feedback

• Faculty placement evaluation• Multi- faceted

– Local information – process, resources, support etc– Organisational data

• Information from a wide range of students will be able to be gathered and reported to a variety of people– Educators / Coordinators– Practice facilitators– Trust education leads

Educator Feedback

• PE evaluation sent to all educators following level 1 placements

• 43 responses (24%)• Some really useful feedback received

regarding the format and structure – 1 question difficult to understand and so will be

reworded– A further response column was requested - Don’t

know / NA

Educator Feedback• Identified

– 7 respondents did not feel that university studies had prepared the student for placement

– 1 respondent felt that the student had not had learning opportunities relevant to stage of training

– 2 respondents felt that there had not been opportunities for autonomous working

– 1 respondent did not negotiate the LA in first 2 weeks– 4 respondents did not have access to library facilities– 6 respondents did not have access to journals– 2 respondents were unable to facilitate opportunities for students to work

with other health professionals– 5 respondents were unable to facilitate opportunities for students to work

with other students

Educator Feedback

• Identified– 1 respondent did not feel the midway visit was helpful– 2 respondents did not feel the midway visit was timely– 1 respondent did not feel that information from the university was

accessible– 3 respondents were not aware of the programme content– 8 respondents did not have access to university policies– 3 respondents were unaware of who to contact if an issue arose

during the placement– 15 respondents did not feel they received feedback from the

university– 3 respondents did not feel that the university acted upon feedback

given

Educator Feedback• I am not aware of what information is given to students prior to placement• I feel students require better knowledge of A&P• I have had a number of students who did not know what clinical reasoning

was and yet this is one of the assessment criteria• I feel more guidance should be given to the learning agreement for first year

students prior to placement• We are all practicing therapists and have a job to do as well as being a PPE.

The assessment process and formulating the learning agreement take too long

• No additional time / reduced workload granted when undertaking role of PE• 6 weeks passes very quickly• I do feel the student handbook is difficult to follow and illogical in places• PE & student handbooks proved to be a valid tool in terms of keeping to

placement schedules and giving guidance re expectations of student /PE/University

Educator Feedback• I was fortunate to get an excellent student who worked extremely hard and

made the most of the opportunities available to her• I always feel supported by the placement team and the team I work with,

who see OT’s as part of their responsibility as well• The placement team are contactable and are supportive and understanding

of the challenges sometimes inherent in providing placement experiences. I feel confident that the placement team would provide any support that I needed and they are also respectful of my decisions

• Placement coordinator within the Trust provides local support. I feel having a local coordinator increases the quality of the placement experience (students have planned peer supervision sessions throughout the placement)

• I have enjoyed the experience of having a student and required little contact with the uni throughout the placement

Educator Feedback• Support from visiting tutor highly valued even if I am not supporting a struggling

student but just for reassurance that I am providing the correct learning material to the student

• I did not find the midway tutor visit helpful as there were no issues to discuss• Feedback from the university would have enhanced improvement and make

learning environment more conducive• I find that communication between the university and the PPE is only good when

there is a concern• My student appeared unprepared in regards to the placement milestones she

should be achieving• The content of the university course in preparing students for placement is

detailed in the handbook. Whether the students are appropriately prepared for placement in terms of communication skills is something I have a few concerns about as communication underpins everything we do. I am aware that communication skills are being directly addressed in the new course content and therefore anticipate in seeing some improvements in this area with future students on the revalidated programme.

Level 1 Placement Evaluation - Strengths

• Great support• Excellent induction• Greater opportunities working with 2

educators• Placement handbook very helpful• Constructive feedback

Level 1 Placement Evaluation - Enhancements

• Greater detail required for presentation marking guidance

• Too much detail in clinical conditions workbook

• 2 educators – some inconsistency in feedback• Time of issuing placement handbook

Sample of student feedback from level 1 placements

• I had an excellent PE and also support from the other OT’s and peer learning sessions

• All staff support was first class – OT ethos was clearly evidenced• Support groups were excellent• PE was brilliant – very knowledgeable and up to date• Would have appreciated more feedback• Greater introduction to SOAP notes• Greater support for the case study• Constructive and motivational supervision helped me to develop my skills

effectively• Inconsistent supervision• Worry of the presentation stopped me focussing 100%• Challenging but learnt a lot• I was encouraged to critique and analyse my practice, using evidence base• Found the workload stressful but found strategies to manage this

Placement Connect• Went live on the 30th September• Specific resources which will be available include

– CBOA tutorial– Students with additional support requirements– International placements– Contemporary placements – mentor / long arm supervisor– Handbook information including copies of assessment,

marking criteria etc• Any other ideas???• All faculty policies are available for download from the

generic web pages• http://placementconnect.celecoventry.co.uk/

Workshops

• Coventry BSc Occupational Therapy Programme Update• Models of supervision• Facilitating student learning within the practice

placement setting• Occupational Therapy Models of Practice• Supporting the failing student• Supporting the student with addition support

requirements within the practice placement setting • Each of the workshops last between 1.5 - 2 hours in

duration

25 Year Celebrations

• Alumni Events– Saturday March 29th 2014

• Practice Educator Conference– June / July 2014

ECQ• 2012 – 13 cycle is underway• Self assessment documents from Trusts submitted to HEWM• University has received copies of many of these documents• Issues highlighted:

– Placement evaluation – Placement audit

• Good practice highlighted – Moderation of assessments– CPD events / coordinators days

• University self assessment document returned on the 31st October 2013 • Awaiting decision to identify which programmes will be formally

reviewed and for which it will be a table top exercise• If selected for formally review, will occur between Jan – March 2014 and

HEWM will want to liaise with coordinators and educators to triangulate information and evidence

2013 Curriculum Update

BSc (Hons) Occupational Therapy Course Structure: Position of Modules

Full Time Programme 2013

Year Session A Session B

1 University Based Studies: The Person and Occupational

Performance *Foundations in Communication and

Professionalism Exploring Evidence to Enhance Learning

and Practice

University Based Studies: Occupation for Health and Well

Being Occupational Therapy Process for

Practice *Social Determinants of Health and

Wellbeing Foundation Studies: Professional

Skills Development

Professional Practice Placement 17 weeks

2 University Based Studies: Occupation: Reasoning, Theory and

Process Therapeutic Skills for OT Practice *Evidence Informed Practice and Decision

Making

Professional Practice Placement 210 weeksfollowed by University based de-briefing

University Based Studies: Contexts of Occupational Therapy Practice

3 Professional Practice Placement 312 weeks

University Based Studies: *Advancing Practice Option Module

University Based Studies: * Enhancing Practice through Evaluation and Research Occupational Therapy: Employability and

Entrepreneurship *Working Together to Lead Service Improvement

Other changes• IPLP• Placement 1 (6 weeks)• Mandatory training

• Permitted 2nd attempt of placement presentation

• Collaborative• Placement 1 (7 weeks)• Non credit bearing

module – Foundations for professional practice

• Formative assessment of the placement presentation within midway assessment

Collaborative Curriculum

• Aim to produce practice ready collaborative workers• 5 academic modules• Level 1

– Communication and Professionalism – Social Determinants of Health

• Level 2– Evidence informed practice and decision making

• Level 3– Working together to lead service improvement– Enhancing practice through evaluation and research

• Collaborative Capability Framework – knowledge and skills in practice

Placement changes

• Inclusion of foundations for practice placement module – mandatory but non credit bearing

• Level 1 placement length 7 weeks• Retained presentations at each level – however weighting

amended 10% level 1, 20% level 2, 30% level 3• Reviewed and amended marking criteria in response to

student and educator feedback• Formative assessment for the presentations – students will be

required to submit a detailed outline of their presentations for the midway assessment – formal formative feedback will be included within the mid way report / assessment

Placements by ProgrammePlacement Dates Programme

Level 3 September – December 2013

2008 (existing) programme

Level 2 February – April 2014 2008 (existing) programme

Level 1 May – July 2014 2013 (new) programme

Level 3 September – December 2014

2008 (existing) programme

Level 2 February – April 2015 2013 (new) programme

Level 1 May – July 2015 2013 (new) programme

Level 3 September – December 2015

2013 (new) programme

Questions / Comments

101cc – Foundations in Communication and Professionalism

Module breakdown

• 1st of 5 modules focused on Collaborative working • Multi-professional seminar and uni-professional

seminar• Introduction and Team Building• Getting to know yourself and others• Communication skills• Becoming a professional• Reflective strand throughout• Assessment and portfolio

Reflective Strand • Labyrinth • Kawa Model • Models of reflection

Blended Learning (online) • Hardeep’s Story• HOLLIE• Moral Values

Communicate 2 U & Service User involvement

To actively involve service users in the education of communication skills and compassionate and caring values.

Benefits for Students : • Ability to recognise the impact of their own communication styles on service users. • Development of base line skills and the confidence to adapt their communication• Develop the ability to critically evaluate the environments in which they undertake

clinical placement.

Benefit to service users: • In a role that facilitates them to be the engineers of change and to inform future

Health and social care professionals of the skills and qualities they value. • Service users will benefit from having therapists who have a greater understanding of

their communication needs and who are able to be ambassadors for cultural change

How will it be evaluated?• Focus group after module to evaluate the

immediate impact of service user input upon students

• Focus group after placement to evaluate the impact on students once they have experienced the real life culture of health and social care

Resulting in:Report, Journal Article and Conference dissemination