Creating Positive Student Experiences on Placement Ali Dymmott and Ellice Willcourt

Positive placement experiences: Overview• What does the research say?• What do our students say? • What do our supervisors say? • What can you do to better

support student placements? • Before• In the first week• In the body • At the end• After

Discussion

• Reflect on your own placement experience as a student and supervisor

• What went well and what didn’t go so well?

• How used these experiences to develop as a supervisor?

What does the research say –supervisors?• Students are prepared for placement – theory/skill/work ethic• Openly discussing, students learning needs and styles at the outset helps to plan a

placement experience• Planning and preparation• Orientation is important• Grading of learning program – individualised• Feedback/supervision• Open honest relationship – it flows both ways• Supervision training is beneficial• Willingness to have a student may be based on our own experiences as a student

(Ingwersen, Lyons, Hitch, 2017; Price & Whiteside, 2016; Rodgers et al, 2014; Rodgers et al, 2011; Varland, Cardell, Koski, McFadden, 2017))

What does the research say – students?• Complex and highly individual• Supervisor is key but larger team is

important too.• Good links with university• Quality teaching and modelling • Regular feedback • Learning styles • Workspace and resources • Warm and welcoming • Clear and consistent expectations• Orientation

(Grenier, 2015; Rodgers et al, 2011; Mulholland & Hall, 2013; Smellie, Wilson & Cox, 2011; Thomas et al, 2007)

What do students say?• Clear expectations,• Observe then do, small tasks first• Supervision prioritised and regular• Being valued and feeling safe to speak• Dual supervision on same page• SPEF examples ring true, nothing new• Feeling welcomed and included in team• Given responsibility and opportunities to

be independent• Access to resources

What do supervisors say?• When it goes well it goes really well• When it goes bad it goes really bad • ‘they got to the point where they were

doing most of my job, I had a chance to do things I hadn’t had time to do’

• ‘student supervision has become part of our core business’

• ‘it can be hard to ascertain where the student role fits in this caseload’

• ‘it’s a lot of work’, ‘its not a lot of work’, ‘the amount of support I needed to provide reduced as the placement progressed’

What can you do to better support student placements?• What do you do to support

placements in your organisation?

• Training in supervision• Setting up procedures – orientation

manual, student expectations, customising the SPEF-r

• Organisational culture

Before the student arrives: • Making contact with the student

• Early goals and expectations• Learning needs• Areas of interest

• Scoping out a caseload • Talking to the team about placement • Logistics

• Finding them somewhere to sit • Computer access • Access to the building

In the first week:• First Impressions• Orientation • Meeting to set goals / expectations • Set supervision schedule and expectations • Discuss learning needs/styles • Discuss previous placement experiences

and feedback

In the body of placement • Regular supervision / feedback • Increasing independence as skills develop• Giving opportunity for autonomy and

responsibility• Identify concerns early • Feedback to the university to get support and

advice • Revisit goals and expectations • Discuss and plan SPEF-r with the student • Seek supervision and reflect on your own

supervision style and the placement• Share the load

At the end • Plan for handover of caseload and

exit requirements • Prepare for SPEF-r early• Give clear feedback on strengths

and areas for future learning/development

• Ask for feedback and thank them for their contribution

• Be prepared to be asked to be a reference

After the placement has finished • Pat yourself on the back – you did it• Debrief and reflect with supervisor • Plan for future placements; what

worked, what didn’t work, what would I do differently next time

• Contact university with feedback as required

• Acknowledge support of multi-d team and shared responsibility

Take away messages • Be prepared• Notice concerns and issues

early and seeking support • Make students feel welcome

and part of the team • Give students opportunities

to develop skills as an OT

References Grenier, M. (2015). Facilitators and barriers to learning in occupational therapy fieldwork education: student

perspectives. American Journal of Occupational Therapy, 69 (S2).Ingwersen, K., Lyons, N., & Hitch, D. (2017). Perceptions of fieldwork in occupational therapy. The Clinical Teacher,

14, 55-59.Mulholland, S., & Hall, M. (2013). The influence of environment on the fieldwork experience: Exploring

interprofessional student perspectives. Work, 44(3), 345-354.Price, D., & Whiteside, M. (2016). Implementing the 2:1 student placement model in occupational therapy:

Strategies for practice. Australian Occupational Therapy Journal, 62, 123-129.Rodger, S., Fitzgerald, C., Davila, W., Millar, F., & Alison, H. (2011). What makes a quality occupational therapy

practice placement? Students’ and practice educators’ perspectives. Australian Occupational Therapy Journal, 58(3), 195-202.

Rodgers, S., Thomas, Y., Greber, C. Broadbridge, J., Edwards, A., Newton, J., & Lyons, M. (2014). Attributes of excellence in practice educators: The perspectives of Australian occupational therapy students. Australian Occupational Therapy Journal, 61, 159-167.

Smellie, T., Wilson, P., & Cox, L. (2011). Learning styles and fieldwork education: Students perspectives. New Zealand Journal of Occupational Therapy, 58(1), 36-40.

Thomas, Y., Dickson, D., Broadbridge, J., Hopper, L., Hawkins, R., Edwards, A., & McBryde, C. (2007). Benefits and challenges of supervising occupational therapy fieldwork students: Supervisors perspectives. Australian Occupational Therapy Journal, 54(S2-12).

Carland, J., Cardell, E., Koski, J., & McFadden, M. (2017). Factors influencing occupational therapists’ decision to supervise fieldwork students. Occupational therapy

Slide Number 1Creating Positive Student Experiences on Placement Positive placement experiences: OverviewDiscussionWhat does the research say – supervisors?What does the research say – students?What do students say?What do supervisors say?What can you do to better support student placements?Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Take away messages �References Slide Number 17Slide Number 18