practice educator’s handbook 2014-2015 - nui galway · 2014. 8. 12. · b.sc. (hons.)...

B.Sc. (Hons.) Occupational Therapy, NUI Galway

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Practice Education Handbook 2014-2015

This handbook is for both students and Practice Educators.

B.Sc. (Hons.) Occupational Therapy School of Health Sciences

College of Medicine, Nursing & Health Sciences NUI Galway

Revised July 2014

B.Sc. (Hons.) Occupational Therapy, NUI Galway Practice Education Handbook 2014-2015

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Table of Contents

The Practice Education Team ..................................................................................................... 4 Who to Contact at University regarding a Student on Placement ............................................ 4 Introduction ................................................................................................................................ 5 Section 1: Overview of the Degree Programme at NUI Galway ......................................... 6 Outline of Programme Modules for Years 1-4 ........................................................................... 8 Section 2: Practice Education at NUI Galway .................................................................... 9 Practice Education at NUI Galway ........................................................................................... 10 Practice Education Component of the B.Sc. (Hons.) Occupational Therapy Programme ........ 11 Placements at NUI Galway ...................................................................................................... 11 The Practice Education Team Titles and Responsibilities ........................................................ 12 Calendar of Placements 2014-2015 ......................................................................................... 13 Student Preparation for Practice Placement ........................................................................... 14 Essential Information Regarding Placement............................................................................ 17 Section 3: Placement Information .................................................................................. 20 Observation Placement (Year 1) .............................................................................................. 21 Level 1 Placement (Year 2) ....................................................................................................... 22 University Marked Assignments – Case Study 1 & 2................................................................ 22 Practice Educator Role in the Case Study ................................................................................. 23 University Marked Assessment Item: The Portfolio ................................................................ 23 The Practice Educator Role in the Portfolio ............................................................................. 23 Level 2 Placement (Year 4) ....................................................................................................... 24 University Marked Assignments: Case Study .......................................................................... 24 Practice Educator Role in the Case Study ................................................................................. 25 University Marked Assessment Item: The Portfolio ................................................................ 25 The Practice Educator Role in the Portfolio ............................................................................. 25 Section 4: The Practice Education Process ...................................................................... 26 The Role of the Practice Educator ............................................................................................ 27 Practice Education Process at NUI Galway .............................................................................. 28 Expectations of Students at Each Level of Practice Education ................................................ 29 Roles and Responsibilities of Practice Educator, Student and Practice Education Team ........ 30 Orientation of Student to the Setting ...................................................................................... 31 Devising a Learning Contract with your Student ..................................................................... 32 Assessment of Student Competence in Practice Education ..................................................... 34 Recommended Educational Approaches for Each Placement Level ........................................ 35 Supervision ............................................................................................................................... 36 Providing Feedback to the Student .......................................................................................... 37 Who to Contact in the Event of a Problem or Query? .............................................................. 38 Quality and Practice Education ................................................................................................ 39


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Section 5: Placement Protocols ...................................................................................... 40 Protocol 1: Student Preparation for Practice Placement ........................................................ 41 Protocol 2: Allocations of Placements to Students ................................................................. 42 Protocol 3: Guidance for Practice Educators on Preparing for Student Placement ................ 43 Protocol 4: Practice Educator Role in Student Health and Welfare on Placement ................. 44 Protocol 5: Disclosure of Disability and Reasonable Accommodations on Placement ........... 45 Protocol 6: Anti-Bullying on Placement .................................................................................. 46 Protocol 7: Managing Challenging Students on Practice Education ...................................... 48 Protocol 8: Student Withdrawal from Placement ................................................................... 49 Protocol 9: Practice Educator Cancellation of Placement ....................................................... 50 Protocol 10: Student Complaints ............................................................................................ 51 Protocol 11: Attendance at Debriefing after Placement by Students ..................................... 52 Protocol 12: Practice Educator Debriefing after Student Placement ...................................... 53 Protocol 13: Student Appeal of Grade .................................................................................... 54 Protocol 14: Retention of Student Records by Practice Educator ........................................... 55 References ................................................................................................................................ 58 APPENDICES Appendix A: Practice Education Observation Placement Assessment Form ........................ 59 Appendix B: Practice Education Assessment Form – Level 1 ............................................... 61 Appendix C: Practice Education Assessment Form – Level 2 ............................................... 71 Appendix D: Concerns Identified During Placement ............................................................. 81 Appendix E: Sample Learning Contract ................................................................................ 82 Appendix F: Practice Education Visit Report Form .............................................................. 83 Appendix G: Practice Education Formal Supervision Record Forms ..................................... 84 Appendix H: Record of Contact with the University ............................................................. 89 Appendix I: Student Reflection Forms – Reflecting on Practice .......................................... 90 Appendix J: Format for Occupational Analysis .................................................................... 94 Appendix K: Use of Study Time............................................................................................. 96 Appendix L: Consent Form for Retention of Copy of Student Practice Education Assessment

Form ................................................................................................................. 98 Appendix M: Module Guides – Level One (2nd Year) Practice Education Placement ............ 99 Appendix N: Module Guides – Level Two (4th Year) Practice Education Placement ........... 103 Appendix O: Module Guides – Case Study 1 (Block 1), 2nd Year Level One Placement ....... 107 Appendix P: Module Guides – Case Study 2 (Block 2), 2nd Year Level One Placement ....... 118 Appendix Q: Module Guides – Case Study 3 (Block 1), 4th Year Level Two Placement ....... 128 Appendix R: Module Guides – Case Study 4 (Block 2), 4th Year Level Two Placement ....... 140 Appendix S: The Case Study Process .................................................................................. 152 Appendix T: Health & Safety of Students: Immunisation Advice ...................................... 153 Appendix U: Feedback to Occupational Therapy Practice Education Sites ........................ 156 Appendix V: Practice Education Feedback Form – Observation Placement ...................... 157 Appendix W: Practice Education Site Profile ....................................................................... 159 Appendix X: Practice Education Feedback Form – Level One & Two Placement ............... 162 Appendix Y: University Marked Assessment Item: The Portfolio Pass/Fail ...................... 165


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The Practice Education Team

Carol Hills Discipline of Occupational Therapy NUI Galway Tel: (091) 495294 Email: [email protected] Mobile: (086) 8280511 Web: http://www.nuigalway.ie/occupational_therapy/ Fiona Haughey Practice Tutor National Rehabilitation Hospital Rochestown Avenue Dun Laoghaire Co. Dublin Tel: (01) 2355327 Email: [email protected] Valerie Flattery Practice Tutor Galway University Hospitals Tel: (091) 544684/ (091) 775679 Email: [email protected]

Rosaleen Kiely Regional Placement Facilitator HSE West (Sligo / Leitrim / Donegal Area) Occupational Therapy Department Sligo Regional Hospital, The Mall, Sligo Tel: (071) 9174644 Email: [email protected] Lenore McLoughlin Senior Occupational Therapist Occupational Therapy Adult Disabilities Health Service Executive Dublin Mid-Leinster Clonbrusk Resource Centre Athlone Co. Westmeath Tel 090 647 1116 Fax 090 647 1110 [email protected]

Who to Contact at University Regarding a Student on Placement

The Practice Educator can contact the University to gain support, guidance or information at any point whilst the student is on placement. The person to contact first is the Practice Education Co-ordinator; if s/he is unavailable contact one of the lecturers, if neither of these parties are available contact the Head of Discipline.

Agnes Shiel (Head of Discipline) (091) 492957 Dorothy Armstrong (Lecturer) (091) 492957 Manigandan Chockalingam (Lecturer) (091) 492957 Jackie Fox (Lecturer) (091) 492957 Hazel Killeen (Lecturer) (091) 492957 Margaret McGrath (Lecturer) (091) 492957

mailto:[email protected]

http://www.nuigalway.ie/occupational_therapy/






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Introduction

We are delighted that you have decided to be a Practice Educator for the National University of Ireland, Galway (NUI Galway). This handbook aims to provide you with the information necessary to manage a Practice Education placement for a student from this University and to support you through the process so the student has the best learning opportunity possible and it is a rewarding experience for both of you. We are grateful for all those therapists who participated in our Practice Educators’ workshops and wish to acknowledge that some of the contents of this handbook are as a result of discussions that took place on those days.

While all occupational therapy staff at the University have an interest in Practice Education within the context of their teaching, administration or research duties for the overall course, the Practice Education Co-ordinator has particular responsibility for Practice Education.

We foster a culture of continuous quality improvement whereby developments in Practice Education are initiated, implemented and reviewed by the Practice Education Co-ordinator together with colleagues from Practice Education and the students themselves. We will elicit feedback from you and the students after the placement regarding the assessment procedure, level of support from the University etc.

The Practice Education Co-ordinator and the Practice Education Team will incorporate, where applicable, the suggestions and ideas submitted by Practice Educators so that the University can work in partnership with therapists to improve our organisation and implementation of Practice Education placements.

This handbook is constantly being updated. For the most recent version and other resources for Practice Education are available online at http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.html

With best wishes,

Carol(ine) Hills, Practice Education Co-ordinator, and the Practice Education Team

http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.html



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Section 1: Overview of the Degree Programme

at NUI Galway


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Overview of the Degree Programme at NUI Galway

The aims for this programme have been modelled on the entry level Occupational Therapy Competencies which were devised by the Therapy Project Office (2008).

Overall Programme Aims

1. Graduates will understand the dynamic relationship between the person, occupation and context and be able to apply this knowledge to the Occupational Therapy process with a wide variety of clients.

2. Graduates will be able to develop and maintain therapeutic and professional relationships in a fair and equitable manner which will facilitate delivery of occupational centred services to a broad range of clients, carers, colleagues and the community at large.

3. Graduates will be able to communicate effectively both formally and informally, verbally and non-verbally in an open, honest and professional manner.

4. Graduates will be able to work effectively as a team member, facilitating inclusion, working in collaboration, respecting diversity and dealing with conflict appropriately to ensure client centred interventions.

5. Graduates will have knowledge and understanding of the Occupational Therapy process and be competent in applying this process in a client centred manner within a variety of contexts.

6. Graduates will be able to prioritise and manage an appropriate caseload, efficiently and equitably in accordance with local policy.

7. Graduates will have the knowledge, skills and attitudes necessary to engage in critical reflection and evaluation of practice.

8. Graduates will have the knowledge, skills and attitudes necessary to conduct themselves in a professional manner in compliance with relevant ethical, legal and moral principles.

9. Graduates will be able capable of providing an appropriate, flexible and timely interventions delivered to the highest possible standard within the constraints of services and evaluate, adjust and amend these interventions as appropriate.

10. Graduates will have knowledge and understanding of the processes involved in evidence based practice and be able to apply appropriately.

11. Graduates will be able to identify appropriate research questions and have the appropriate skills to design and carry out research to address these questions.

12. Graduates will be capable of applying relevant legislation, policies and national guidelines to practice.

13. Graduates will be able to take responsibility for their own continuing professional development in accordance with the Framework for Registration Boards Continuing Professional Development Standard and Requirements (CORU, 2013).


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Outline of Programme Modules for Years 1- 4

Year Semester 1 Modules Semester 2 Modules

1 Human Body Function Psychology 1 Principles for Practice Mental Health 1 & 2

Human Anatomy Psychology 2 Enabling Occupation – Physical Disability Fundamentals of Occupational Therapy 1 Groupwork & Professional Skills

2 Neuroanatomy Neurophysiology Health Psychology Enabling Occupation – Paediatrics Enabling Occupation – Intellectual Disability Fundamentals of Occupational Therapy 2

Practice Education 1 (Level 1, Block 1) Practice Education 2 (Level 1, Block 1) Case Study 1 Case Study 2

3 Evidence Based Practice Standardised Testing Fundamentals of Occupational Therapy 3 Enabling Occupation – Older Adults Cognitive Neuropsychology Emerging Areas of Practice

Research Methods Enabling Occupation – Community Practice Fundamentals of Occupational Therapy 4 Emerging Areas of Practice Social Policy Neurology

4 Practice Education 3 (Level , Block 1) Practice Education 4 (Level 2, Block 2)) Case Study 3 Case Study 4

Preparation for Practice Management and Leadership Research Project


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Section 2: Practice Education at NUI Galway


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Practice Education at NUI Galway

Practice Education is a process of work based learning which involves a partnership between the University Practice Education Co-ordinator, and if appropriate the regional placement facilitator/practice tutor and work based Practice Educator and the student in a practice context. The World Federation of Occupational Therapists (WFOT) Revised Minimum Standards for the Education of Occupational Therapists (2002) all students are required to complete a minimum of 1,000 hours of Practice Education and demonstrate competence under the supervision of a qualified and nationally registered occupational therapist with at least one year clinical experience (AOTI Minimum Standards for Practice Education in Ireland, 2010).

According to the WFOT “the purpose of fieldwork (Practice Education) is for students to integrate knowledge, skills and attitudes to the level of competent practice required of qualifying occupational therapists” (Hocking and Ness, 2002, p. 24).

Fieldwork or Practice Education comprises more than a quarter of the NUI Galway curriculum, as experiential or situational learning in practice placement experience is critical to ensuring student competence. The overall aim of Practice Education therefore is to integrate academic study with competency development, and can be defined as the process of assisting students in the acquisition of skills, knowledge and attitudes required to fulfil the Minimum Standards set by universities, registration boards or professional accreditation bodies

The overall aims of Practice Education at NUI Galway are:

1. To achieve competence in practice as an occupational therapist 2. To apply of the principles of the person, environment, occupation and participation

in occupation using best evidence when working collaboratively with service users to promote their health and well- being.

3. To think, reason and problem solve within the scope of occupational therapy practice and relevant to practice contexts

4. To complete all aspects of the occupational therapy process to practice standard 5. To adhere to published standards of professional and ethical codes of conduct 6. To adhere to legislation, policies and procedures that are relevant to occupational

therapy practice 7. To work in partnership with service users, carers, groups or communities in practice 8. To advocate for the value of occupation with service users, carers, groups or

communities 9. To establish and evaluate therapeutic and professional relationships and work

collaboratively within teams, organisations, service or community networks 10. To be a reflective and critical practitioner.


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Practice Education Component of the B.Sc. (Hons.) Occupational Therapy Programme

Students need to experience a range of different placements that require them to integrate knowledge, skills and attitudes to practice with a range of different people who have different needs, and in different circumstances. The range of student experiences always includes:

1. People of different age groups. 2. People who have recently acquired and long-standing health needs. 3. Interventions that focus on the person, the occupation, and the environment (AOTI,

2010).

To this end, a range of placements are provided throughout the programme. This aims to achieve the standards set out in the Minimum Standards of Practice Education in Ireland (AOTI, 2010) which state that student experiences will normally also encompass at least three of the following parameters:

1. A range of personal factors such as gender, ethnicity, etc. that is reflective of the population that will be recipients of occupational therapy

2. Individual, community/group and population approaches 3. Health conditions that affect different aspects of the body structure and function

and that cause different kinds of activity limitations 4. Different delivery systems such as hospital and community, public and private,

health and educational, urban and rural, local and international 5. Existing and emerging services, such as services being developed for and with people

who are under-employed, disempowered, dispossessed or socially challenging; organisations and industries that may benefit from occupational therapy expertise; arts and cultural services

Placements at NUI Galway

1st Year: One-week observation placement at the end of Semester 2. 2nd Year (Level 1) placement: Two eight-week (Block 1 & Block 2) placements in Semester 2. 4th Year (Level 2) placement: Two eight-week (Block 1 & Block 2) placements in Semester 1.

Contribution of Practice Education to Final Degree Classification

All Practice Education placements must be passed to be awarded the degree B.Sc. (Hons.) in Occupational Therapy at NUI Galway. As Practice Education is not marked or graded, Practice Education does not contribute to the final degree classification.

Consequences of Failing a Placement

Students who fail one placement may repeat that placement in a different clinical venue but in the same area of practice. Students who fail more than one placement cannot repeat that placement and cannot graduate as an occupational therapist at the National University of Ireland, Galway.


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The Practice Education Team Titles and Responsibilities

Titles and Roles of those involved in Practice Education

“Practice Educator (PE)” is the title given to the occupational therapist (s) who supervise and educate students when they are on placement. These Practice Educators are supported in this role by the other members of the Practice Education Team. The Practice Educator must be a registered occupational therapist with a minimum of one year’s experience. The Practice Educator does not have to be based on the same site as the student but is responsible for supervising and evaluating the student. Students with on-site supervisors in role emerging placements who are not occupational therapists will also have a Practice Educator allocated to them.

“Practice Tutors (PT)” – these senior grade posts are funded by the HSE and based in Practice Education (clinical) sites to support Practice Educators (managers, seniors or basic grade staff who will be clinical staff directly supervising students). These posts will be involved in hands-on teaching and supervision of groups of students in one or two sites. They may also complete learning contracts, supervision and competency assessment forms on behalf of the educators. For NUI Galway there are Practice Tutors in the National Rehabilitation Hospital, Dublin and University College Hospital Galway.

“Regional Placement Facilitator (RPF)” – these senior grade posts are funded by the HSE and based in the HSE/University. These therapists travel to sites offering a supporting role to Practice Educators and providing some hands-on clinical teaching. They also source placements For NUI Galway there is a RPF in HSE West, Donegal, Leitrim and Sligo and HSE Dublin Mid-Leinster, Longford, Westmeath.

“Practice Education Coordinators (PEC)” – these senior grade posts are funded by the HSE and based in the University. These therapists have responsibility for overall co-ordination of placements for the University and allocation of student placements. They are also involved in the integration of theory to practice across the entire programme.

Role of the Lecturers in Practice Education

Lecturers at the University are responsible for ensuring that students are familiar with theory needed to guide placements. They introduce students to the skills and techniques needed for placement and ensure that the students develop independent learning skills so that they can make use of learning opportunities and resources. Each student has an occupational therapy lecturer who acts as personal tutor. Lecturers are always available to assist if problems arise during placement and the Practice Education Co-ordinator is not available.

Timetabling of Practice Education in the B.Sc. (Hons.) Occupational Therapy Programme

Students must pass one week observation placement in year one. This normally takes place in May. Students must pass 4 x 8 week placement blocks to graduate from the programme. At least one of these 8 week blocks will be in a mental health/psychosocial setting.


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Calendar of Placements 2014-2015


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Student Preparation for Practice Placement

Students are provided with immunization advice. Refer to Appendix T for further information.

Student Preparation: Observation Placement

In addition to their academic modules students are provided with one two hour session on Practice Education. This includes the following topics

• Aims of observation placements • Learning outcomes on placement • Competency • Professional behaviour and professional codes of conduct • Qualities needed for placement. • Assessment of Competence • AOTI Codes of Ethics, Codes of Conduct and Confidentiality • Time management • Dress

Student Preparation: Level One Placement (2nd year Placement)

Second years are provided with a comprehensive Black Board Site (Course online site) which contains a range of resources relevant to Practice Education including preparation for placement ‘tips sheets’.

Second years are also provided with six 2-3 hour preparation sessions prior to placement.

Student Preparation: Level Two Placement (4th year Placement)

Fourth years are provided with a comprehensive Black Board Site (Course online site) which contains a range of resources relevant to Practice Education including preparation for placement ‘tips sheets’ for Practice Educators.

Support for Practice Educators

Practice Educators are provided with a range of relevant information relevant to the placement including abbreviated versions of this handbook relevant to the level of placement. They are also invited to access all handbooks and other resources via the Practice Education Website.

The Practice Education Co-ordinator will endeavour to visit the placement site on block 1 of both Level 1 and Level 2 placements. The Practice Education Co-ordinator will telephone the Practice Educator in Block 2 of both Level 1 and Level 2 placements. The Practice Education Co-ordinator is happy to visit, skype or phone Practice Educators prior to, during or after placement on request. A contact form will be completed as a record (Appendix F).


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Topic Learning Outcomes

Becoming a professional and competent practitioner

Students will: • be familiar with the WFOT Minimum Standards and the AOTI

Competency standards. • understand the meaning of competence in occupational

therapy. • be familiar with the competency assessment form. • have explored the relationship to competence and portfolio

development. • be familiar with the AOTI Code of ethics. • have explored ethical dilemmas in particular the management of

confidentiality. • have an appreciation of the application of ethics to daily

practice. • have knowledge of the consequences of unethical practice. • be able to describe professional behaviour and professional

attitudes. • have explored professional behaviour and communication

competencies. Developing professional thinking and decision making

Students will: • have an appreciation of the importance of reflection in learning

development. • be able to identify a range of models of reflection. • understand levels of reflection. • be aware of the methods of writing reflection. • have an appreciation of clinical reasoning. • understand the different types of reasoning. • have discussed strategies to explore Practice Educators clinical

reasoning. • have practiced recording clinical reasoning within a reflection. • have integrated models of practice, clinical reasoning and

reflection into case studies. Managing your learning and development on placement

Students will: • understand the principles of self-directed learning. • be aware of their own learning style and strategies to work with

different learning styles. • have analysed what is an effective learning contract. • be familiar with guidance on preparing for placement from other

students. • have developed a range of management strategies to assist with

making the most out of placement. • identify the key points of a good letter of introduction. • identify what is SMART goal setting. • have practiced setting goals.


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Realities of practice

Students will: • have practiced how to initiate an initial interview introduce self,

explain OT, and communicate appropriately (verbally and non-verbally).

• have explored observation in practice settings. • have identified a range of self-care strategies in working with

clients. • have knowledge of risk management and its application to

practice settings. • have explored clinical dilemmas and have developed an

appreciation of safe decision making in practice situations. • have identified a range of strategies to manage challenging

situations. Written communication on practice

Students will: • have explored the principles of good practice in professional

documentation. • be aware of the application of SOAP notes in practice. • have an appreciation of the legal aspect of patient

documentation. • understand the use of acronyms in practice. • have identified best practice in professional informal

communication strategies e.g. email, letters, note books etc. • have practiced non-judgemental, objective, clear and concise

documentation skills. Strategies for success

Students will: • have explored issues that may affect performance in particular

time management, listening to/acting on feedback, and being a proactive learner.

• have analysed the student role and identified a range of strategies to manage challenges and opportunities to maximise success.

• have identified strategies and supports for times of stress. • have explored a range of communication approaches and

strategies that can be applied to the supervisor-student relationship.

• Have identified how to develop appropriate supports while on placement (This will include the use of social media).

• In practice areas, have identified what to prepare for placement.


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Essential Information Regarding Placement

Hours

Students must work a minimum of a 35 hour a week so as to attain the 1,000 hours to graduate. Students must have a minimum of a half hour lunch break. All hours worked, excluding lunch times are to be recorded on the competency form. Study time is included in the worked hours. Students will complete a record of their use of study time. Sickness or any other absences are not to be included as worked hours. Bank holidays or statutory days are also not counted as hours. Hours are recorded on the Practice Education Assessment Form.

Study Time

Students are permitted three hours study time per week. This time is at the discretion of the Practice Educator and does not have to be on a Friday afternoon. Students must complete a record of how they have used this time to meet AOTI requirements. This time must not be used for clinical duties e.g. write progress notes but for study related to placements. This may include general research, or working on their portfolios or case study. The Practice Educator can identify goals for this study time in supervision sessions. Refer to Appendix K for the student record of study time.

Sickness or Absence

If the student is sick they must telephone their Practice Educator directly (or in their absence, another member of staff) at the beginning of the day and must also notify the University via email. A text from the student to say they will be absent from placement is not acceptable. A medical certificate must be submitted for absences of two days or more. It is the responsibility of the student to forward the medical certificate to the Practice Education Co-ordinator (PEC).

If the student requires compassionate leave, they must contact the Practice Education Co-ordinator at the University and explain the amount of leave required. The Practice Education Co-ordinator will liaise with the Practice Educator and agreements will be made if hours are to be made up on an individual basis.

Code of Conduct

There is a new Code of Conduct for students attending NUI Galway which includes professional behaviour on placement. This can be found at http://www.nuigalway.ie/codeofconduct. Breaches of this Code and of any University regulations make students liable to the imposition of sanctions.

This code states that:

Student behaviour in the wider community reflects on the University and the University will deal with complaints brought by members of the public to the University in respect of student behaviour under this Student Code of Conduct. In particular, students are obliged to behave in a manner that will not bring the University into disrepute when outside the

http://www.nuigalway.ie/codeofconduct


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precincts of the University. This includes, but is not limited to, a student’s place of residence and during a work placement, field work or clinical practice.

Students will behave in a professional manner at all times. They will be particularly cognisant of issues relating to confidentiality and will be careful to respect the client/professional boundaries that exist in a therapeutic relationship. Students should be familiar with and will abide by the Association of Occupational Therapists of Ireland Code of Ethics and Professional Conduct http://www.aoti.ie/page.aspx?contentid=859 and the Codes of Conduct as published by CORU the Regulators of Occupational Therapists http://www.coru.ie/uploads/Framework%20Code%20of%20Professional%20Conduct%20and%20Ethics.pdf

Punctuality and Time Management

Students are expected to arrive for work on time and be fit for work. Punctuality and appropriate time management are expected work based behaviours. Students who persistently arrive late and have been given warnings, may fail the placement due to poor time management. Students who are not fit for work should be sent home and the Practice Education Co-ordinator contacted.

Garda Clearance

Garda Clearance will be obtained by the University. A copy is forwarded to the Practice Educator prior to the student placement.

Use of Private Cars by Students

It is the policy of the University that students do not carry service users in their cars. If students are required to use a car to travel during placement, students should have appropriate business class insurance. Some placement providers may have local car insurance requirements. Practice Educators need to advise the student of these prior to beginning placement.

Dress Code

Practice Educators are asked to define the dress code requirements when completing the site profile. Students are expected to wear the standard uniform for occupational therapy students at NUI Galway whilst on placements where a uniform is worn by the Practice Educator or by the clinicians working in the department. In placements where a uniform is not appropriate students must wear their student name badge at all times unless advised not to by the Practice Educator. Students will adhere to the dress code of the practice placement. It is important that students become aware of the need to create the appropriate professional image in order to gain credibility and the confidence of their clients. The following dress code has been drawn up to assist them in this:

1. No jewellery may be worn with the exception of wedding rings and a single stud ear-ring in each ear. Wrist watches may not be worn on physical hospital placements in line with HSE infection control policy.

http://www.aoti.ie/page.aspx?contentid=859

http://www.coru.ie/uploads/Framework%20Code%20of%20Professional%20Conduct%20and%20Ethics.pdf

http://www.coru.ie/uploads/Framework%20Code%20of%20Professional%20Conduct%20and%20Ethics.pdf


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2. Long hair should be tied back. Clothes should be clean and pressed. Clothes should be appropriate to working in the placement environment e.g. smart trousers/skirt/dress etc.

3. Footwear should be suitable for moving and handling.

4. Jeans, leggings or skirt less than 18’’ long must never be worn. Perfume or aftershave should not be worn as it can cause an allergic reaction with some clients.

Students with Disability

Students with a disability are recommended to disclose this to the Practice Educator, so that appropriate accommodations can be put in place. Practice Educators should encourage students to disclose and be supportive of providing accommodations. The student may provide the Practice Educator with a Learning Education Needs Summary (LENS). Students can contact the Practice Education Co-ordinator prior to placement on at point of disclosure to the Practice Educator. Practice Educators can seek support and guidance from the Practice Education Co-ordinator at any point in the placement where a disclosure has been made by a student. The Practice Education Co-ordinator can assist with in development of an adjustment plan for placement.

Retention of Student Records

All student records must be returned to NUI Galway at the end of placement. This includes supervision forms. Copies of final assessment forms can be retained with the written consent of the Fourth Year student only. Refer to Protocol 14 for the full Retention of Records Policy and Appendix L for the associated consent form.


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Section 3: Placement Information


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Placement Information: Observation Placement (Year 1)

Students will be required to spend one week on placement during the summer break. This will be arranged by the Practice Education Co-ordinator. Supervision for this placement can be offered by any qualified Occupational Therapist.

Objectives

The objectives of the one week Practice Education placement are to provide the student with the opportunity to:

1. Observe a qualified Occupational Therapist in practice 2. Identify and understand the role of the Occupational Therapist in the context of the

work environment 3. Apply knowledge acquired in the first year to a workplace environment 4. Learn about the realities of professional practice 5. Demonstrate professional behaviour 6. Develop professional communication skills 7. Develop professional identity as a student Occupational Therapist 8. Find out how Occupational Therapy developed in the service.

Assessment

Practice Educators will be asked to fill in an “Observation Placement Assessment Form” (Appendix A).

Learning Outcomes

At the end of the week the student will be able to:

1. Respect the confidentiality and dignity of clients / consumers / patients 2. Demonstrate awareness of the ethical considerations of providing intervention 3. Demonstrate that they have begun to develop professional communication skills 4. Begin to develop understanding of the relationship between the academic and

professional aspects of the course.

University Marked Assignment

Students will be required to write a 1,000 occupational analysis. The information will be sourced through an interview by the student with a client or carer who has been selected by the Practice Educator. This will be completed during the summer break and will serve as a tool to encourage students to reflect on the experience of their first year and provide case material for assessment and group sharing during their modules in year two. Students have been advised to discuss this occupational analysis with their educator on their first day and plan for how they will carry this out. Where possible, they should observe the client undertaking the occupation. If this is not possible, they can interview the client/carer if appropriate. The format of this assignment can be found at Appendix J.


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Practice Educator Role in Occupational Analysis

The Practice Educator may facilitate the introduction of a student to a client who may be willing and able to participate in an interview on a chosen occupation. The Practice Educator should ensure that consent is provided by the client for this interview and that the student is aware that consent can be withdrawn at any time. In such cases the student should act accordingly and cease their interview with the client. It is appropriate to supervise the student giving all appropriate information on this assessment item including the management of confidentiality to the client. The Practice Educator can discuss this analysis with the student, but as a University assessed item the Practice Educator does not need to view drafts or mark the occupational analysis.

Level 1 Placement (Year 2)

Students will be required to spend two eight week placements (Block 1 and Block 2) in Semester Two of second year.

Objectives

The full objectives of both Block 1 and Block 2 placements can be found in the module guides in Appendix M.

Assessment

Practice Educators will be asked to assess the student using the “Practice Education Assessment Form – Level 1” (Appendix B).

Learning Outcomes

At the end of the week the student will be able to demonstrate evident or enhanced competence in all competency areas defined in the Practice Education Assessment Form – Level 1.

University Marked Assignments Case Study 1 and 2

Students will be required to complete a 20 minute case study presentation after their Block 1 placement and write a 5,000 word case study for their Block 2 placement. This provides the student with an opportunity to produce a written case study report on a service user with whom they are currently working during Practice Education. The case is a typical service user of the Practice Education site and is chosen in collaboration by the Practice Educator. Guidelines for the case study are provided to the student. This can be found in Appendices O & P. The student is expected to apply their learning from their previous modules, to deliver a beginning/consolidating level report. The student may present the case study to the Practice Education site team towards the end of their placement for formative feedback. This is negotiated between student and Practice Educator. The case study process can be found in Appendices O & P.


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Type of Case Study: Level One (2nd year placement)

The service user selected should be a straightforward case and typical of this practice context, with no complexities or challenges. The case study should reflect the knowledge, skills and attitudes of a consolidating level student.

Practice Educator Role in the Case Study

Students in eight week placements must also complete a University assessed case study. This marked case study is a separate module to Practice Education and therefore the mark does not impact on Practice Education placements pass/fail grade. The case study is marked by the Practice Education Co-ordinator and Lecturers.

The Practice Educator has a responsibility to assist the student in identifying an appropriate case study. This should be completed no later than week five so the student has time to work with the person identified.

Practice Educators should facilitate opportunities for the student to work with the chosen service user and discuss and explore application of theory, evidence based practice and clinical reasoning with the student.

The Practice Educator can ask for a presentation of the case study in week 7 or 8. This is for formative feedback only.

It must be noted that the case study is an academic piece of work, and therefore is the responsibility of the student to complete. Practice Educators are not expected to mark or comment on draft papers.

The clinical practice of the setting is not critiqued or marked in this case study and students who fail this item have done so because they have not met the marking criteria. This is no reflection on the educator, the setting or practice in this setting.

University Marked Assessment Item: The Portfolio

The portfolio is used to record the student learning and development while on Practice Education. The aim is to record information which will be useful for the rest of the course and on future Practice Education placements. The Practice Education Portfolio is submitted to the Practice Education Co-ordinator at the end of placement and is marked on a Pass/Fail basis. Students have access to a range of templates that they can use in their portfolio.

The Practice Educator Role in the Portfolio

It is the student’s responsibility to develop the portfolio, but this can be discussed and reviewed in supervision sessions. Guidance can be given on appropriate content. The contents of the portfolio should record the students learning on placement. Any resources included should be fully referenced i.e. if a patient information leaflet is included the source should be referenced. No client records, including de-identified records are permitted. Full guidance on the portfolio can be found in Appendix Y.


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Level 2 Placement (Year 4)

Students will be required to spend two eight week placements (Block 1 and Block 2) in Semester 1 of fourth year.

Objectives

The full objectives of both Block 1 and Block 2 placements can be found in the module guides in Appendix N.

Assessment

Practice Educators will be asked to assess the student using “the Practice Education Assessment Form – Level 2” (Appendix C).

Learning Outcomes

At the end of the week the student will be able to demonstrate evident or enhanced competence in all competency areas defined in the Practice Education Assessment Form – Level 2.

University Marked Assignments: Case Study

Students will be required to complete a 5,000 word case study after Block 1 placement and write a 5,000 word case study and present this for their Block 2 placement. This provides the student with an opportunity to produce a written case study report on a service user with whom they are currently working during Practice Education. The case is a typical service user of the Practice Education site and is chosen in collaboration by the Practice Educator. Guidelines for the case study are provided to the student. This can be found in Appendices Q & R. The student is expected to apply their learning from their previous modules, to deliver a beginning/consolidating level report. The student may present the case study to the Practice Education site team towards the end of their placement for formative feedback. This is negotiated between student and Practice Educator. The case study process can be found in Appendices Q & R.

Type of Case Study: Level Two (4th year placement)

The service user selected should be typical of this practice context but may have some complexities or challenges. The case study should reflect the knowledge, skills and attitudes of a student who is competent to graduate. Students should be demonstrating their independence in leading, planning and delivering occupational therapy to this service user in this practice context but also demonstrate the ability to seek assistance appropriately when required.


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Practice Educator Role in the Case Study

Students in eight week placements must also complete a University assessed case study. This marked case study is a separate module to Practice Education and therefore the mark does not impact on Practice Education placements pass/fail grade. The case study is marked by the Practice Education Co-ordinator.

The Practice Educator has a responsibility to assist the student in identifying an appropriate case study. This should be completed no later than week five so the student has time to work with the person identified.

Practice Educators should facilitate opportunities for the student to work with the chosen service user and discuss and explore application of theory, evidence based practice and clinical reasoning with the student.

The Practice Educator can ask for a presentation of the case study in week 7 or 8. This is for formative feedback only.

It must be noted that the case study is an academic piece of work, and therefore is the responsibility of the student to complete. Practice Educators are not expected to mark or comment on draft papers.

The clinical practice of the setting is not critiqued or marked in this case study and students who fail this item have done so because they have not met the marking criteria. This is no reflection on the educator, the setting or practice in this setting.

University Marked Assessment Item: The Portfolio

The portfolio is used to record the student learning and development while on Practice Education. The aim is to record information which will be useful for the rest of the course and on future Practice Education placements. The Practice Education Portfolio is submitted to the Practice Education Co-ordinator at the end of placement and is marked on a Pass/Fail basis. Students have access to a range of templates that they can use in their portfolio.

The Practice Educator Role in the Portfolio

It is the student’s responsibility to develop the portfolio, but this can be discussed and reviewed in supervision sessions. Guidance can be given on appropriate content. The contents of the portfolio should record the students learning on placement. Any resources included should be fully referenced i.e. if a patient information leaflet is included the source should be referenced. No client records, including de-identified records are permitted. Full guidance on the portfolio can be found in Appendix Y.


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Section 4: The Practice

Education Process


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The Role of the Practice Educator

Practice Educator competencies were published by the HSE and The Therapy Project Office. The full document can be found at http://www.hse.ie/eng/staff/Leadership_Education_Development/healthsocialcareprofs/Projectoffice/predcompetencies20008.pdf

In summary Practice Educators are expected to:

1. Ensure client consent for student participation in their work. 2. Treat students in a manner that respects their developing competence. 3. Acknowledge different learning styles, set learning goals and review in supervision

weekly. 4. Teach, educate, supervise, mentor and evaluate students and to ensure

opportunities are available for students to develop their competence in the practice context.

5. Give appropriate and timely informal and formal feedback. 6. Be an appropriate role model of professional conduct for the student. 7. Adhere to professional practice standard, legislation and policies relevant to the

practice context. 8. Assess students fairly. 9. Communicate with the Practice Education Team.

Occupational therapy students carrying out their Practice Education placement do so under the following assumptions:

1. Therapists’ primary responsibilities are to their patients/clients. 2. Students presence will not hinder the work of the therapist. 3. Students’ behaviour during the placement should not compromise the therapists

credibility or relationships with other colleagues and staff.

Good Practice in Practice Education

There are also guidelines on good practice in Practice Education published by the HSE and the Therapy Project Office. These can also be downloaded from the NUI Galway Practice Education Website http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.html

In summary these guidelines give guidance on:

1. Preparation for Practice Education 2. During Practice Education 3. Post-Practice Education

http://www.hse.ie/eng/staff/Leadership_Education_Development/healthsocialcareprofs/Projectoffice/predcompetencies20008.pdf

http://www.hse.ie/eng/staff/Leadership_Education_Development/healthsocialcareprofs/Projectoffice/predcompetencies20008.pdf




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Practice Education Process at NUI Galway


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Expectations of Students at Each Level of Practice Education

Expectations of Placement

Level Observation Placement

Year 2 Level 1 Placement

Year 4 Level 2 Placement

Purpose of Placement

Introduction. Practice. Practice and Competency.

Level of Competency

Emerging. Consolidating. Competent.

Level of Supervision

Educator: Use direct active supervision.

Coach: Use collaborative approach to supervision.

Mentor: Use consultative approach to supervision.

Students Autonomy

None. Participates in all tasks. Plans and leads assessments, interventions and evaluations with supervision and guidance.

By the second half of placement organises and manages a reduced case load. Works independently in straightforward / routine cases. Seeks guidance and supervision for more complex work. Contributes to developments in the service.

Competency Attainment

Understanding Occupational Therapy practice.

Applying knowledge and attaining skills of practice. Developing competence.

Prepare to enter work as a competent, critical and reflective practitioner.


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Roles and Responsibilities of Practice Educator, Student and Practice Education Team

Educator Student University Practice

Education Co-ordinator

Before Placement

Complete a site profile. Read the Practice Education Handbook. Prepare an orientation file for the student. Familiarize with the assessment form and student assignments. Send the site profile and details of the student on contact. Sign the NUI Galway agreement form and return to the University.

Complete a C.V. and letter of introduction. Send to the Practice Educator. Read the Practice Education handbook. Read the CORU codes of professional conduct. Read the site profile and complete pre-readings for the placement. Develop a draft learning contract.

Prepare the student for Practice Education. Provide information to the Practice Educator on the student and expectations of placement. Provide information on Garda Clearance, insurance and assessment. Provide the NUI Galway agreement form.

First Week of Placement

Orient the student to the setting. Negotiate and agree a learning contract. Establish regular supervision using one of the NUI Galway supervision forms and set weekly learning objectives.

Attend placement. Negotiate and agree a learning contract. Maximize all learning opportunities.

Maintain Blackboard contact with all students.

Half-way Complete the halfway report. Contact the University if student not progressing. Review and maintain the learning contract.

Complete the half-way report. Review and maintain the learning contract. Listen to feedback and continue to maximize opportunities for competency development.

Provide support via phone, email, skype or a site visit to both student and educator.

End of Placement

Complete final report. Meet with student and discuss report contents.

Complete the final report.

Collate final reports at the University.

After Placement

Complete feedback form and return to NUI Galway.

Complete feedback form and return to NUI Galway.

Collate feedback form and return to Practice Educators.


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Orientation of Student to the Setting

Research has indicated that one of the most important factors in a quality placement is a welcoming environment that is organised and orientates the student to the placement.

This checklist is a suggested reference for both Practice Educator and student as to what could be covered in the students’ orientation to the placement.

Initial Orientation Need: Day One • Desk space OR area student can work/desk sharing / Blank timetable. • Storage of personal belongings/ Toilets/Tea/coffee/lunch facilities • Policy on mobile phones/ computer use/internet. • Orientation to building/Safety procedures, locking up, personal safety procedures. • Timetable/ Working hours/Diary if being supplied. • Fire safety (evacuation plan, location of extinguishers etc.). • Procedures on answering the phone/Mobile phone/devices policy.

Introduction to Staff / Staff Roles • Key personnel /Provide staff list and contact phone numbers.

Orientation: Week One • OH &S /Building security/Infection prevention and control. • Resources – location. • Management of case records. • Procedures for using internet.

Getting to Know the Student • Past placement experiences – positive and negative learning experiences. • Identify skills/strengths from past placements. • Personal objectives/learning contract / Preferred learning style. • Disability? Are accommodations needed?

Suggested Content of Service Resource File • Service information/ Outline of the management structure. • List of members of the multi-disciplinary team with contact details. • Samples of standard documentation e.g. referral forms etc. / referral procedure. • Department policies and procedures/ Health and Safety regulations. • List of medical conditions usually encountered in the department. • Map of hospital/ unit etc. / Area map. • List of assessments used in the department. • Library facilities/ List of recommended reading. • Commonly used abbreviations. • Telephone procedures and dialling codes. • Emergency numbers in service, e.g. cardiac team. • Car parking facilities or information on public transport. • Articles or research/ Good practice guidelines related to practice context.


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Devising a Learning Contract with your Student

The student should bring a draft learning contract. The contents should be negotiated and agreed in the first week of placement and reviewed in supervision. The learning contract focuses the learner on their goals of the placement. A sample format for the Learning Contract is included in Appendix E. A Blank electronic learning contract can be found at http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.html

Learning Contracts should specify the following:

1. The learning objectives or goals to be achieved 2. The support required and resources available 3. Details of how learning goals or objectives will be addressed 4. The timeframe within which goals or objectives should be achieved 5. The nature of the evidence that will indicate when goals or objectives have been met 6. The criteria to be used to assess the evidence 7. The signatures of the parties involved in the contract.

Twelve steps to working through a learning contract:

Step 1: The Learner’s needs or gaps in knowledge or skills are clarified: student identifies strengths, knowledge and skills and identifies weaknesses in relation to current placement. Practice Educator can provide guidance.

Step 2: Learning outcomes are defined: Agreeing on what will be achieved in a defined timescale.

Step 3: Learning opportunities and resources needed to attain outcomes are identified e.g. literature, technology, members of the multi-disciplinary team etc.

Step 4: The process by which learning is to occur is specified in a plan. Plan reflects learning strategies to be used.

Step 5: Responsibilities of the people involved are detailed.

Step 6: Timeframe for completion is determined: Practice Educator facilitates the student to set a realistic timeframe.

Step 7: The criteria against which the achievement of goals is to be assessed are recorded: A checklist for the evidence required to ensure that the terms of the learning contract are fulfilled.

Step 8: The learning contract is signed by both or all parties: shows commitment to a contractual activity.

Step 9: The learning activities are undertaken: New themes or interests may emerge through original outcomes should not be discarded.




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Step 10: The contract is revisited and revised as necessary as the plans progress.

Step 11: Outcomes are evaluated against the recorded criteria: Good to consider what helped or hindered learning process.

Step 12: Future needs may indicate a renegotiation of the contract.

Example learning contracts are provided in the Placement Booklets.


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Assessment of Student Competence in Practice Education

The current assessment forms were designed in collaboration between Trinity College Dublin, NUI Galway and AOTI. These are based on the HSE Therapy Project Office Entry Level Competencies for Occupational Therapists - http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.html.

Student competence is assessed by the Practice Educator in placement and recorded on the relevant competency form as listed below.

Year 1: Practice Education Observation Assessment Form (Appendix A). Year 2: Practice Education Assessment Form – Level 1 (Appendix B). Year 4: Practice Education Assessment Form – Level 2 (Appendix C).

The Level 1 form comprises 36 competencies while the Level 2 form comprises 49 competencies. Competencies can be marked as “Not Evident”, “Emerging”, “Evident” or “Enhanced”. To pass the assessment, all competencies must be either “Evident” or “Enhanced” by the end of placement. Two formal assessments take place in each placement – after four weeks and at the end of placement.

Both Level 1 and Level 2 assessment forms assess five areas of competency:

1) Occupational Competencies 2) Communication Competencies 3) The Occupational Therapy Process Competencies 4) Professional Behaviour Competencies 5) Professional Development Competencies

To pass placement all competencies must be evident or enhanced.

NOT EVIDENT – This competency was not demonstrated.

EVIDENT – This competency was consistently demonstrated.

EMERGING – This competency was not consistently demonstrated.

ENHANCED – This competency was consistently demonstrated. The performance was to a high standard.

In all practice placements there are also University Marked Assessment items which evidence student’s application of knowledge and competency in a practice setting. These are marked by the Practice Education Co-ordinator. These are listed below:

Observation Placement – 1,000 word occupational analysis (Pass/Fail). Level One Placement – 20 minute case study presentation (Block 1) and 5,000 word case study (Block 2) (Both Graded). Portfolio (Pass/Fail). Level Two Placement – 5,000 word case study (Block 1) and 5,000 word case study and 20 minute presentation (Block 2) (Both Graded). Portfolio (Pass/Fail).




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Recommended Educational Approaches for Each Placement Level

Level Observation 2nd Year (Level 1) 4th Year (Level 2)

Primary Focus of Placement

Exposure to occupational therapy in a practice context.

Acquisition of practice skills and developing competence.

Integration of skills and demonstration of competence to graduate.

Practice Educator Approach

Teach. Educate and provide opportunities for practice.

Relinquish control, allow student to show competence.

OT Practice Student observes or participates with direct instruction. Allow some ‘hands on’.

Provide opportunities to observe, participate and lead on all aspects of the OT Process. Referral – assessment – intervention etc. Increase challenges in routine situations.

Student to organize, lead, choose and apply appropriate assessments/interventions. Evaluate performance collegially. Allow to manage a caseload and identify strategies for managing complexity.

Feedback Provide direct and specific feedback.

Provide a mix of direct feedback and asking student to identify what went well and what were the challenges.

Ask student to reflect and self-evaluate before giving direct and specific feedback.

Reasoning Use case narratives or stories and explain your thinking and decision making to the student.

Use narratives and case stories and discuss options (get students to choose correct options) considered in your thinking and decision making.

Use narratives and case stories but prompt student to identify their reasoning by them describing, exploring/discussing options or alternatives to interventions.

Theory Prompt student to think about how the Person, their Occupation, the Environment, and their participation (PEO-P) can be applied to a client.

Ask the student to report on a model or theories that may apply to clients in this practice context.

Set expectations that a model of practice and frames of reference will be applied to clients and give time for student to defend their choice and how it was applied in practice.

Evidencing Learning

Prompt student to ask questions and provide options for answers, students can choose the one they think may be correct.

Prompt student to communicate their thinking in pre and post intervention. Get student to give options for the next action. Ask students to tell you why a task is being completed / approached in a certain way.

Encourage student to report on their thinking (options and choices), reflections, and self-evaluation of performance. Encourage students to seek out learning opportunities and report back. Facilitate critical evaluation of their performance, occupational therapy and interventions in this context with suggestions for improvements.


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Supervision

Supervision is an integral part of Practice Education for students. The educational and supportive supervisory functions of Practice Education supervision are closely aligned to those of professional supervision for qualified staff therefore, the experiences that students gain from being supervised and of taking on the responsibilities of being a supervisor begin early in an Occupational Therapist’s career (Professional supervision in occupational therapy, AOTI, 2010).

1. Supervision should be scheduled as a formal meeting weekly.

2. Students should prepare new items for the supervision meeting as well as be prepared to report on actions from the previous meeting. These can be based on student reflections or informal feedback given since the last meeting.

3. The learning contract should be an integral part of supervision, and should be reviewed or added to in the supervision meeting. Supervision is collaborative with both parties setting objectives, talking and planning future actions.

Supervision can be separated into the following sections:

Competency Review (Learning and Development): Progress from last week (including student self-appraisal from reflection), what went well, what were the challenges, what is to be completed by the next week and to what standard.

Development of reasoning and reflection (Developing practice thinking): Discussion on case study or other cases regarding the occupational therapy process, best practice, local policy and procedure, application of theory or duty of care. Encourage multiple perspectives including those of the service user to develop critical thinking skills.

Support and encouragement (Developing as a professional): Discuss personal challenges of working in this setting and strategies for management of self and as well as professional approaches to others. Practice Educators need to give space for students to be supported in managing emotions, stress and anxiety generated from new experiences on placement. They are being socialised into the profession so supervision can facilitate a sense of ‘belonginess’ to this placement and to the profession.

Accountability (Developing professional autonomy and confidence): Ask student to report on how they have used their initiative this week, such as what they have researched or read, what progress they have made on project work or what ideas they have for the development of new resources. Encourage and reinforce appropriate use of time in the workplace as they need to develop as independent and proactive professionals.

Supervision should be recorded on one of the NUI Galway supervision forms (Appendix G). Actions should be specific and time framed. The supervision form can be found at http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.html. Reflection Forms can be found in Appendix I.

All supervision records should be retained by the student and included to their portfolio.




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Providing Feedback to the Student

Informal

Feedback is the most important part of educating students in work settings. It is highly valued by students but they prefer realistic feedback, so be direct and factual. After a student contributes to an activity is the ideal time to give informal feedback. This can be an overall performance, verbal and non-verbal communication, content, knowledge, approach, pace or attitude to the activity. Tell the student what went well and give goals that they need to achieve next time… ‘you did this well on these aspects 1) 2) and 3) but next time I would like to see you work towards achieving 1) 2) and 3)’. Respond positively to feedback seeking behaviour. Sometimes it is useful to use the word ‘feedback’ as some conversational style feedback may not be perceived by the student as feedback on their performance. If a student is becoming over demanding of feedback and this is impacting on your workload, agree some ground rules or boundaries.

Formal

Make a time to meet mid-week as this is a one-week placement. Ask the student to prepare for the meeting with a reflection on one or two activities they contributed to during that day or during a specific time period. Give them time to self- evaluate and evidence that they have heard your previous informal feedback and what to describe the actions they have completed as a result of that feedback. Discuss how they can ensure they work towards achieving the performance goals. Discuss their proposed strategies to achieve these goals and their relevance to this placement. In other words, reflect but also ensure they are travelling towards achievement of competencies. The student will want realistic feedback. Give examples of good performance, their strengths and their skills. Identify areas that need to be addressed in future placements. Make a plan for the following week. This will ensure that the student is clear about the next steps that need to be completed.

If concerns exist be specific on these concerns. Give clear expectations on what they need to show or perform to indicate the achievement of an ‘evident’ competence grade at the end of this placement.

Written

Please use one of the NUI Galway student supervision templates which can be found at http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.html.




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Who to Contact in the Event of a Problem or Query?

Should you require advice or assistance prior to, during or after a student is on placement it is advisable that you contact one of the following:

1. the Practice Tutor (if there is a tutor in your department) or Regional Placement Facilitator (if there is one in your region);

2. the Practice Education Coordinator at the University, Ms. Caroline Hills. [email protected]. Telephone (091) 495294

In the event that neither is available, please contact another member of the NUI Galway staff [(091) 492957/5470] who will be more than happy to deal with your query or concern.

Identify concerns regarding the behaviour, performance or competency development of a student.

Discuss your concerns informally with a practice tutor or regional placement facilitator if available; if not contact the Practice Education Co-ordinator for informal support and

advice/strategies to manage concerns. Do this as soon as concerns are identified as it is important to address any issues as early as possible.

Concerns continue, persist or the student is not progressing.

Complete a ‘Concerns Exist’ Form and send to the University (Appendix D). List concerns and give examples of them.

Share the form with your student.

Practice Education Co-ordinator will visit the placement. A Placement visit form will be completed (Appendix F)

Discussions will be completed with Practice Educator, student and then together. A SMART remediation plan will be completed and agreed by all parties.

Agreed support systems will be put in place to review the remediation plan. This will be developed on an individual basis and can include further visits from the Practice Education

Co-ordinator or telephone contacts with all parties.

The Practice Educator will complete the final Practice Education Assessment Form based on observed competencies in practice.


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Quality and Practice Education

Practice Educator Courses

NUI Galway provide courses on a regular basis for Practice Educators. The two day interdisciplinary Practice Education workshop for beginner Practice Educators is run on an annual basis. For details for Practice Educators courses please contact the Practice Education Co-ordinator.

Feedback from Practice Educators

After placement Practice Educators will be provided with a feedback template to complete and return to the University.

Feedback will be summarised in an annual report and actions as a result of that feedback, either completed or planned will be reported in the annual Practice Education Report.

General feedback for students will be added to the Blackboard Site of their course and if appropriate discussed in Practice Education preparation sessions. Feedback forms can be found in Appendix V (Observation Placement) and Appendix X (Level 1 & 2 Placements).

Feedback from Students

After placement students will be provided with a feedback template to complete and return to the Practice Education Co-ordinator, normally prior to debriefing sessions.

Feedback will be summarised into a feedback report and sent to all Practice Educators with individual student or placement identifiers removed.

Participation in National Quality Initiatives

The Head of Programme is represented at the National Implementation Group.

The Practice Education Co-ordinator is a member of the National Practice Education Co-ordinators Network.

The Practice Education Co-ordinator is meets with Occupational Therapy Practice Education Team members in the other three Occupational Therapy Programmes in Ireland.

The NUI Galway Practice Education Team meet four times a year and respond to Practice Educators’ suggestions for quality improvements. Minutes of meetings are available.

The Annual Practice Education Report

A report will be completed annually on Practice Education. All quality initiatives developed will be reported in the annual report. Feedback from students and Practice Educators will be included in this report. The report will be submitted to the Programme Review Board.

On verification of contents, the report will be circulated to all Practice Educators and managers listed on the NUI Galway Practice Educator database.


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Section 5: Placement Protocols


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PROTOCOL 1: STUDENT PREPARATION FOR PRACTICE PLACEMENT

PURPOSE OF PROTOCOL: To define the content of student preparation for practice placement.

SCOPE: Students and Practice Educators.

DEFINITION: Programme or course content aimed specifically at preparing students for Practice Education. This occurs before one week observation placement and in the semester in semester one for second year students (6 x 2/3 hour tutorials).

PROTOCOL

The following items are all covered in the programme to prepare students for Practice Education.

1. Immunisations. They have been supplied with information relating to health and safety issues (see Appendix T).

2. Hand washing and infection control

3. Moving and Handling (Assessed)

4. Published codes of conduct and ethics

5. Competency Assessment and NUI Galway Competency Assessment Form

6. Reflection

7. Developing a learning contract

8. Feedback

9. Professional behaviour

10. University assessed assessment items

11. Professional documentation

12. Supervision

13. Time management

14. Managing stress

15. Disability and accommodations

16. Writing a CV and letter of introduction


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PROTOCOL 2: ALLOCATIONS OF PLACEMENTS TO STUDENTS

PURPOSE OF PROTOCOL: Defining the allocations of Practice Education Placements at NUI Galway.

SCOPE: This protocol applies to all students of the B.Sc. (Hons.) Occupational Therapy Programme at the National University of Ireland, Galway.

DEFINITION: Process of allocation of placements to students.

PROTOCOL

1. Students should refer to the Practice Placement Handbook for all details regarding Practice Education in the Occupational Therapy Programme.

2. Students will be asked by the Practice Education Co-ordinator before placement allocation to identify their preferred locations i.e. those locations where they have access to accommodation. They will also be asked to identify their driving status and locations where they have family members or close friends working, that may indicate a conflict of interest if the student were to attend the same location.

3. Whilst consideration is given to preferred locations, allocation is based on availability of placements and student needs.

4. Student issues such as finances, work commitments or travel plans or holidays are not considered reasons for local placements. However personal circumstances such as Carer role: being a sole carer of dependants (of any age), health grounds: need for access to medical or supportive services locally or compassionate grounds, (e.g. recent death in the family) or sporting grounds (elite athlete status) may be considered. Evidence e.g. letter from health professional may be requested.

5. Placements are offered throughout Ireland. All costs including travel and accommodation are to be met by the student. There is no appeals procedure for placement allocation.

6. Students should note that the calendar of practice placements is in the Practice Education Handbook. Placement dates can fall outside of semester dates and also can cover a whole semester. Student are advised not to enter into one year accommodation leases in second and fourth year as accommodation fees may be accrued in placement locations anywhere in the country.


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PROTOCOL 3: GUIDANCE FOR PRACTICE EDUCATORS ON PREPARING FOR STUDENT PLACEMENT

PURPOSE OF PROTOCOL: To provide guidance to educator on preparing for student placement.

SCOPE: Practice Educators of NUI Galway.

DEFINITION: Actions required before taking a student on placement.

PROTOCOL

1. Complete site profile which lists most relevant information for the student on the placement. Send this to the student and copy to caroline.hills@nuigalway when the student introduces themselves to you.

2. Identify resources for the student. This can include articles, book, good practice guidelines, policies and procedures, legislation, commonly used assessments, health and safety, hand outs used in the department or information on other agencies or services locally. Students can help develop your resource file so if there are items to be found, this can be a student task.

3. Develop or use the NUI Galway orientation checklist.

4. Plan the first week’s induction.

5. Familiarise yourself with the competency assessment form and define expectations that relate to your placement.

6. Familiarise yourself with the educational approaches for the level of placement.

7. Review the sample learning contract.

8. Make three lists.

− Who the student can contact independently to make arrangements to visit − List tasks that the student can complete independently − Consider one or two pieces of work that would benefit your CPD that a student

could do for you e.g. review the evidence base 9. Download the forms you will need for the placement from the NUI Galway website

e.g. supervision forms etc.

Read feedback from previous students on successful Practice Education and read the Information Booklet for your level of placement.

mailto:caroline.hills@nuigalway


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PROTOCOL 4: PRACTICE EDUCATOR ROLE IN STUDENT HEALTH AND WELFARE ON PLACEMENT

PURPOSE OF PROTOCOL: To describe the processes and actions that may be required if a student presents with health or welfare issues on placement.

SCOPE: This protocol applies to all students and Practice Educators of the B.Sc. (Hons.) Occupational Therapy Programme at the National University of Ireland, Galway

DEFINITION: Health and Welfare includes both physical and psychological well-being.

PROTOCOL

1. Students will participate actively in any safety training or instruction provided by the placement agency until deemed competent by the trainer from the agency in performing any task in a safe manner.

2. If the student is involved in a work incident, the placement agency reporting mechanism should be completed. Any impact on the student’s psychological or physical well-being as a result of the incident should be considered. The Practice Educator should report the incident to their line manager and to the Practice Education Co-ordinator. Management strategies including counselling support or medical review may be indicated. A short time away from placement may be considered. Ongoing review of the student’s health and well-being should be planned.

3. If the student attends placement and is not physically or psychologically fit for the work, the Practice Educator should advise the student to seek medical assistance and not to attend placement until better. This is a professional responsibility. If the Practice Educator is concerned regarding the student’s health and well-being the Practice Education Co-ordinator should be contacted. Management strategies will be negotiated with the student and the Practice Educator will be informed of the management plan.

4. If the student is presenting with anxiety or stress due to their personal circumstances, the Practice Education Co-ordinator should be contacted. Management strategies can then be discussed on an individual basis. Refer to the withdrawal from policy protocol.


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PROTOCOL 5: DISCLOSURE OF DISABILITY AND REASONABLE ACCOMMODATIONS ON PLACEMENT

PURPOSE OF PROTOCOL: Defining the expectations of students and Practice Educators at NUI Galway.

SCOPE: This protocol applies to all students and Practice Educators of the B.Sc. (Hons.) Occupational Therapy Programme at the National University of Ireland, Galway.

DEFINITION: The University is required to provide reasonable accommodations in order for students with disabilities to complete placement. Reasonable accommodations are any intervention or support which serves to reduce barriers to participation in education/employment for people who are at a disadvantage due to the impact of their disability.

PROTOCOL

1. In order for accommodations to be made students must disclose their disability formally prior to the allocation of a placement to the Disability Officer at NUI Galway and to Practice Education Co-ordinator and provide consent for the release of necessary information to placement agency staff for the purposes of making adjustments. Students are urged to meet with the Practice Education Co-ordinator 6 weeks prior to placement allocation.

2. The student may identify that the Leaning Education Needs Summary (LENS) report, completed by the Disability Support services includes sufficient information for disclosure and reasonable accommodations for placement. The student can provide a copy of this to the Practice Education Co-ordinator and agree how disclosure and accommodations will be communicated and managed on placement.

3. If further reasonable accommodations than those identified in the LENS report are required a placement adjustment plan will need to be developed with the student. The University Disability Services may also be consulted in the formulation of an adjustment plan.

4. The Practice Education Co-ordinator will liaise with the student and the Practice Educator/placement in the monitoring and reviewing of the plan.

5. For examples of reasonable adjustments please refer to the Trinity College Dublin Document, Guide for students with disability on placement https://www.tcd.ie/disability/assets/doc/pdf/Guide%20for%20Students%20with%20Disabilities%20on%20Placement.pdf

https://www.tcd.ie/disability/assets/doc/pdf/Guide%20for%20Students%20with%20Disabilities%20on%20Placement.pdf

https://www.tcd.ie/disability/assets/doc/pdf/Guide%20for%20Students%20with%20Disabilities%20on%20Placement.pdf


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PROTOCOL 6: ANTI-BULLYING ON PLACEMENT

PURPOSE OF PROTOCOL: To alert students to the NUI Galway student bullying policy and apply it to Practice Education.


DEFINITION: Bullying is defined as “repeated inappropriate behaviour, direct or indirect, whether verbal, physical or otherwise, conducted by one or more persons against another or others, in the course of their studies, which could reasonably be regarded as undermining the individual’s right to dignity in the course of these studies”.

PROTOCOL

1. Please refer to the Anti-bullying policy for students found at http://www.nuigalway.ie/administration_services/equality/documents/student_anti_bullying_policy_and_procedures.pdf. The above policy states that It is also important to note that all forms of bullying and intimidation must be repeated sufficiently often so that it can be said to have formed a behaviour pattern and are not isolated instances, which have occurred exceptionally. Single acts of unpleasantness or aggression, although unwelcome, do not constitute bullying. For examples of bullying behaviours please refer to the NUI Galway student bullying policy or the Health & Safety Authority’s Website. www.hsa.ie.

2. Students can seek advice from the Practice Education Co-ordinator of the Head of the Occupational Therapy programme or the Students Union regarding bullying.

3. Students (the complainant) who feel they are being bullied have two options available to them. They can choose either the Formal or Informal option.

4. Informal Option: Students or Practice Educators who believe they are being bullied and wish to attempt to resolve it informally should explain the following clearly to the alleged perpetrator(s) Details of the behaviour in question/The fact that it is unwelcome and offensive to them/ The harmful effects it is having on them/That it is contrary to University policy. The complainant should keep a record of events as they occur; what happened, dates, times, places, witnesses (if any), the complainant’s response and the impact of this behaviour.

5. Formal Option: Students who wish to make a complaint (Complainant) of bullying under the Anti-Bullying procedure for Students should be aware that once a member of NUI Galway staff (other than a designated contact person) has been notified of a complaint either orally or in writing it is then considered to be in the Formal procedure. The University will immediately instigate the formal process to ensure that the rights of both the complainant and the alleged perpetrator(s) are safeguarded. Full details of this process can be found in the policy.

http://www.nuigalway.ie/administration_services/equality/documents/student_anti_bullying_policy_and_procedures.pdf


http://www.hsa.ie/


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If a student is the alleged perpetrator, the complaint should be addressed to the Secretary for Academic Affairs who will forward the complaint to the University Disciplinary Committee for investigation under the existing Student Disciplinary Procedure.


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PROTOCOL 7: MANAGING CHALLENGING STUDENTS ON PRACTICE EDUCATION

PURPOSE OF PROTOCOL: Defining the expectations of Practice Educators at NUI Galway.


DEFINITION: Challenging students are defined as any student who is not progressing to the competency expected of the placement. This can be due to attitude, behaviour, knowledge or skill.

PROTOCOL

Practice Educators or students should contact the University as soon as it is acknowledged that there are concerns for student attainment of competency. This usually occurs after informal feedback and formal supervision has resulted in a concern that the student is not progressing. A ‘concerns exist’ form can be completed and sent in, but it must be shared with all parties.

Issues or concerns should be listed with examples of how the student is performing currently, these should relate to the competency assessment form. The Practice Education Co-ordinator will work collaboratively with the Practice Educator and student on all of the strategies identified below.

Strategies for managing challenging students include:

1. Specific feedback and setting goals with timeframes for progression. Opportunities to develop or practice and demonstrate goal attainment should be planned.

2. Goals should be short and long term and a graded. E.g. ‘by the end of this week’, ‘in three weeks’, ‘at the end of placement’. The student can then self-evaluate their progression. Students should have adequate time to achieve the stated goals

3. Goals are clearer when behavioural: For example: ‘By the end of week three you will complete two interviews with supervision gathering all relevant information and communicating to the client appropriately’.

4. Students should be fully encouraged to participate in this process and identify strategies that would assist them in meeting the goal. It should be made clear to students that if they do not progress they are at risk of failing the placement.

5. The Practice Educator can seek assistance from their Practice Tutor, Regional Placement Facilitator and or the Practice Education Co-ordinator at NUI Galway.

6. Peer participation in the placement including student assessment can be of assistance in confirming student strengths and challenges.


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PROTOCOL 8: STUDENT WITHDRAWAL FROM PLACEMENT

PURPOSE OF PROTOCOL: Defining the protocol for student withdrawal from placement.

SCOPE: This protocol applies to all students and Practice Educators of the B.Sc. (Hons.) Occupational Therapy Programme at the National University of Ireland, Galway

DEFINITION: Leaving placement before final competency assessment.

PROTOCOL

1. A student may request withdrawal from placement on the grounds of ill health or family circumstances e.g. bereavement.

2. Students must discuss their request for withdrawal from placement with the Practice Education Co-ordinator or the Head of Programme. Based on the individual circumstances a provisional agreement to withdraw may be put in place

3. Students will need to formally apply to the Head of Programme for withdrawal and provide medical evidence of ill health or other relevant evidence.

4. When a withdrawal from placement has been agreed, the Practice Education Co-ordinator will liaise with the Practice Educator. All placement documentation must be returned to the Practice Education Co-ordinator.

5. A student who withdraws from a placement is not credited with any Practice Education hours for that placement.

6. Students withdrawing on medical grounds will need to provide a ‘fitness for placement’ letter from their medical practitioner before a further placement will be sought.

7. Students will be allocated a placement during the summer break in the same area of practice. If this occurs during the fourth year placement, graduation may be delayed.


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PROTOCOL 9: PRACTICE EDUCATOR CANCELLATION OF PLACEMENT

PURPOSE OF PROTOCOL: To define the process of cancelation of placement.

SCOPE: This protocol applies to all students and Practice Educators of the B.Sc. (Hons) Occupational Therapy Programme at the National University of Galway.

DEFINITION: Cancellation of placement offered by Practice Educator.

PROTOCOL

1. It is the right of the Practice Educator to cancel a placement at any time.

2. The Practice Educator must inform the Practice Education Co-ordinator of intention to cancel the placement so that support can be given to the student

3. If the placement is shortly to begin or has started the Practice Education Co-ordinator will ask if any colleagues locally could take the student, however if no suitable alternative can be found the placement will be cancelled

4. The Practice Education Co-ordinator will contact the student and confirm arrangements for another placement which may be in the summer period. Fourth year students should note that this may delay graduation

5. Student will not be able to use hours accrued on cancelled placements towards their total of 1,000 hours.


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PROTOCOL 10: STUDENT COMPLAINTS

PURPOSE OF PROTOCOL: To direct the student to NUI Galway student complaint policies.

SCOPE: This protocol applies to all students of the B.Sc. (Hons.) Occupational Therapy Programme at the National University of Ireland, Galway. The purpose of the Student Complaints Procedure is to enable the University in a clear, simple and fair manner to resolve, in a timely fashion, any legitimate complaints which students may have in relation to the provision of courses and services to them. This protocol refers to the University Complaint procedure. This can be found at http://www.nuigalway.ie/vp/sshr/Student_Complaints_Procedure_Pages_and_Files/student_complaints_procedure.html.

DEFINITION: This is only a summary of the procedures. Please refer to full policy documents. There are a range of other complaint mechanisms in the University. These should be followed for specific complaints. Complaints relating to bullying, harassment or discrimination. Refer to http://www.nuigalway.ie/administration_services/equality/documents/student_anti_bullying_policy_and_procedures.pdf. Complaints regarding the processes or outcomes of the application of the Student Code of Conduct which includes arrangements for appeals against those processes and outcomes. This can be found at http://www.nuigalway.ie/codeofconduct/. Complaints which would normally be dealt with through the Student disciplinary procedures, in particular, a student who is aggrieved about the behaviour of a fellow student may refer the matter to the Disciplinary Officer under the Student Code of Conduct

PROTOCOL

1. Students with a complaint should, in the first instance, wherever possible and appropriate seek an informal resolution by raising the complaint directly with the relevant member of staff, Head of Programme, Head of School and if necessary the Dean of College. Formal complaints can only be invoked by the aggrieved student and not by someone acting on his/her behalf.

2. In order to ensure that complaints can be dealt with efficiently and expeditiously they should normally be made within one month of the relevant event and, in any case, no later than three months of leaving the University.

http://www.nuigalway.ie/vp/sshr/Student_Complaints_Procedure_Pages_and_Files/student_complaints_procedure.html

http://www.nuigalway.ie/vp/sshr/Student_Complaints_Procedure_Pages_and_Files/student_complaints_procedure.html



http://www.nuigalway.ie/codeofconduct/


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PROTOCOL 11: ATTENDANCE AT DEBRIEFING AFTER PLACEMENT BY STUDENTS

PURPOSE OF PROTOCOL: To define the contents of preparation for Practice Education at NUI Galway.


DEFINITION: Debriefing is a group reflection on practice placement experience. It is an opportunity to share the opportunities Practice Education and successful strategies applied to challenges experiences. It is also an opportunity to give feedback to the Practice Education Co-ordinator on the quality of the placement experience and reflect on learning and development from Practice Education.

PROTOCOL

1. Debriefing occurs in the week after placement finishes in and takes place at NUI Galway.

2. Students will be notified of the date, time and location of the debriefing session via Blackboard.

3. It is compulsory to attend unless students are on an extended placement.

4. Students will be asked to complete the student feedback form on placements prior to this session.


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PROTOCOL 12: PRACTICE EDUCATOR DEBRIEFING AFTER STUDENT PLACEMENT

PURPOSE OF PROTOCOL: Defining the process of debriefing for Practice Educators and students at NUI Galway

SCOPE: This protocol applies to all students and Practice Educators of the B.Sc. (Hons.) Occupational Therapy Programme at the National University of Galway

DEFINITION: Debriefing is a shared reflection on a Practice Education placement. The aim of debriefing is to evaluate want went well and what did not go well and what could have been managed differently between the Practice Educator and the Practice Education Co-ordinator.

PROTOCOL

1. Practice Educators can request debriefing at any point up to one year after having a student.

2. Debriefing can be requested after any Practice Education placement to review educational approaches, strategies or evaluation of student competence or any other issues as identified by the Practice Educator.

3. Most commonly debriefing is offered by the University to Practice Educators when the Practice Educator had identified that concerns existed for the student.

4. Debriefing can be completed on a visit by the Practice Education Co-ordinator to the Practice Educator in a placement site, or by phone or skype at a time convenient to all parties.

5. Both parties must agree if notes are to be taken on the debriefing session. This is not a requirement.

6. The process of debriefing is to inform the development of quality placements and this process of reflection can impact positively on the learning and development of both Practice Educator and Practice Education Co-ordinator and therefore impact positively on future placements.


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PROTOCOL 13: STUDENT APPEAL OF GRADE

PURPOSE OF PROTOCOL: Directing the student to appeal policies.

SCOPE: This protocol applies to all students of the B.Sc. (Hons.) Occupational Therapy Programme at the National University of Ireland, Galway

DEFINITION: The purpose of the Student Appeals is relevant for students who if there is a) evidence of substantive irregularity in the conduct of the examination, b) If the student claims on stated grounds that the mark awarded was incorrect c) If there are circumstances, which the Examinations Board was not aware of when its decision was taken. This procedure also relates to Practice Placement.

PROTOCOL

1. The student completes form ECH/01 together with an appeal fee of €60 per subject appealed to the examination office.

2. The examination office will issue an acknowledgement. 3. A copy of the document will be sent to the Appeals Committee Chairperson,

Secretary, Dean of Faculty and Head of School. 4. The appeal will be discussed at the Appeals Committee. 5. The student will be informed of the decision. 6. For further information go to the Occupational Therapy Policies and Procedures

Handbook.


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PROTOCOL 14: RETENTION OF STUDENT RECORDS BY PRACTICE EDUCATOR

PURPOSE OF PROTOCOL: To define the process of retention of student records Practice Education at NUI Galway The Guidelines have been drawn up to guide Managers and Educators on the retention of the Assessment Forms in practise settings and to assure students that their assessment information is safeguarded.


DEFINITION: Student records include all documents completed in Practice Education on student assessment.

PROTOCOL

Retention of Student Practice Education Assessment Form. Guidelines for Practice Settings – HSE West Galway LIG.

Occupational Therapy and Speech and Language Therapy students attending NUI Galway avail of placements in a number of external practice settings. It is common practice for students on qualifying to seek references from their 3rd and 4th year practice settings, when seeking their first job and possibly their second. Student Practice Assessment Forms are considered to be a record of the student placement and therefore offer objective information to Managers and/or Educators upon which to base a reference, especially if the Practice Educator is no longer based in the setting.

1. Retention of copies of Assessment Forms.

1.1. Assessment Forms will only be retained in placement settings for the purpose of provision of references on qualifying or shortly thereafter and not exceeding a 5 year period from the end date of the last placement. This applies to 3rd and 4th Year placements for Speech and Language Therapy and 4th Year placements for Occupational Therapy.

1.2. All other files should be destroyed as originals have been sent to and retained by NUI Galway who keep files indefinitely (since 2003). A policy on further retention periods has not been developed at this time by NUI Galway. The plan is to keep files for 6 to 7 years for references for first time appointment and/or promotions and applications for further education.

2. Consent

The Consent Form for retention of Copy of Student Practise Education Assessment Form will be given to 3rd and/or 4th year students depending on the discipline by NUI Galway on commencement of their placement. The student is asked to sign that as they may seek a reference from the placement provider, a copy of their assessment form can be retained for a 5 year period. If they do not wish to avail of this option, no copies will be retained and a reference cannot be sought. Refer to Appendix L for Student Consent Form.


Page | 56

In the event of the Educator or Tutor having left the employment or is on leave at the time that a student seeks a reference – the student has to give consent for another person to read their file for the purposes of giving them a reference only.

Ideally the signing of the consent Form should be witnessed by the Educator and returned to respective school in NUI Galway. The school will keep the original copy of that form so that there is a record for the future.

The placement provider will not keep a record on the basis that if a file is not available then the student has not given consent to retain the file and providing a reference is not possible. If there is a dispute then the student reverts to NUI Galway.

3. Protection of Files

3.1. All files containing Assessment Forms should be retained securely under the management of the relevant therapy department. Private and Confidential should be stamped on the file and should only be opened for the purposes of giving a reference.

File Retention Policy Retention Schedule

Personnel Records Recommended Retention Period

Allegations and complaints While complaint is unfounded or investigation not warranted hold for two years.

Personnel – General Files (i.e. non-personal files) Training Files

(a) General e.g. Education training, Formal qualifications etc.

Hold until superseded or for 5 years for reference purposes.

In relation to personal records i.e. patients, clients and staff, a record of files destroyed containing person’s name, date of birth, file number and date of last contact with service should be maintained. This record should be completed by the officer supervising the removal process and by a senior officer authorising the removal and destruction of the records.

The date of destruction and the manner in which the records were destroyed should also be recorded. In terms of the means of destruction this should be carried out by shredding, pulping or incineration. Where a contractor is used to carry out any of the afore mentioned processes he/she should be required to sign confidentiality undertakings and to produce written certification as proof of destruction. Supervision of this exercise is important.


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Security

• Confidential information is viewed only by those persons whose duty it is to do so

• Records and files are transported in a manner which will provide accurate tracking information and prevent accidental disclosure of confidential information in transit

• Proper security measures are used in electronic databases i.e. password protection, back-up procedures, etc.

• Locking offices, cabinets and clearing desks, logging off systems, etc.


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References

Association of Occupational Therapists of Ireland (2007) Code of Ethics and Professional Conduct for Occupational Therapists [online] available. http://www.aoti.ie/images/stories/documents/codeofethics2007.pdf [accessed 23 September 2009].

American Occupational Therapy Association (2009). Self-Assessment Tool for Fieldwork Educator Competency (revised) [online] available http://www.aota.org/Educate/EdRes/Fieldwork/Supervisor/Forms/38251.aspx [accessed 30 October 2009].

Bossers, A., Miller, L.T., Polatajko, H.J. and Hartley, M. (2002). Competency Based Practice Education Evaluation for Occupational Therapists. New York: Delamar Thompson Learning.

Cook, C. and Cusick, A. (1998). Preparing Students for their first Fieldwork Placement using On-Campus Practicums. Australian Journal of Occupational Therapy: 45: 79-90.

Evenson, M., Barnes, M.A. and Cohn, E.S. (2002). Perceptions of Level 1 and Level 2 Fieldwork in the same site. American Journal of Occupational Therapy: 56: 103-106.

MacKenzie, L. (2002). Briefing and debriefing of occupational therapy student fieldwork – Exploring student concerns and reflecting on practice. Australian Occupational Therapy Journal, 49: 82-92.

Neistadt, M.E., Wight, J. and Mulligan, S.E. (1998). Clinical Reasoning Case Studies as Teaching Tools. American Journal of Occupational Therapy: 52: 125-132.

Therapy Project Office (2008). Occupational Therapy Competencies. Dublin: Therapy Project Office

Westcott, L. and Rugg, S. (2001). The Computation of Fieldwork Achievement in Occupational Therapy Degrees: measuring a minefield. British Journal of Occupational Therapy: 64: 541-548.

World Federation of Occupational Therapists, (2002). Revised Minimum Standards for the Education of Occupational Therapists. World Federation of Occupational Therapists.

http://www.aoti.ie/images/stories/documents/codeofethics2007.pdf

http://www.aota.org/Educate/EdRes/Fieldwork/Supervisor/Forms/38251.aspx


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Discipline of Occupational Therapy, NUI Galway

APPENDIX A Practice Education Observation Placement Assessment Form

This form is completed for 1st Year Students

NAME OF STUDENT Enter Student Name

NAME OF SERVICE Enter Service Name

TYPE OF EXPERIENCE List Type of Experience

DATE OF EXPERIENCE (dd/mm/yyyy) From Start Date To End Date

NAME OF PRACTICE EDUCATOR List Name(s) of Practice Educator(s)

NUMBER OF DAYS ABSENT List Number of Days Absent

TOTAL HOURS COMPLETED List Total Hours Completed

OVERALL LEVEL OF ACHIEVEMENT

COMPETENT

NOT COMPETENT

N.B. If a student is awarded a not competent (Not Evident or Emerging) for one or more competencies at the final assessment, this indicates an overall not competent level of achievement.

Both signatures are required.

SIGNATURE OF PRACTICE EDUCATOR

SIGNATURE OF STUDENT


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Not Competent Competent

Competencies Not Evident Emerging Evident Enhanced

1. Work safely in compliance with health and safety regulations as specified in the practice setting.

2. Adhere to the ethical, legal, professional and local practice contexts that inform occupational therapy practice.

3. Adhere to confidentiality as described in the local context.

4. Present self in a manner appropriate to the working environment.

5. Adhere to specified personal and professional boundaries within practice.

6. Demonstrate a positive approach to clients and team members.

7. Demonstrate effective time management.

8. Communicate effectively and in a professional manner with individuals.

PRACTICE EDUCATOR’S COMMENTS AND FEEDBACK

Enter Practice Educators Comments and Feedback Here


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APPENDIX B Practice Education Assessment Form – Level 1

This form is completed for 2nd Year Students

(Developed in collaboration with the School of Occupational Therapy, University of Dublin, Trinity College)

(Please return completed report [not a copy] directly to the Discipline Office)









COMPETENT

NOT COMPETENT

(Student required to repeat placement) N.B. If a student is awarded a not competent grade (Not Evident or Emerging) for one or more competencies at the final assessment, this indicates an overall not competent level of achievement”





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STUDENT HOURS LOG

Week (From – To) (dd/mm/yyyy) Hours Completed Initials of Practice Educator

1. Start Date to End Date List Hours Completed








To be completed by Practice Educator: Sick leave hours taken:

Enter Hours of Sick Leave Taken

Sick leave hours made up:

Enter Hours of Sick Leave Made-up

Sick leave certified: Yes No Sick leave cert forwarded to PEC*: Yes No

Number of public holidays:

List Number of Public Holidays

Total hours completed:

List Total Hours Completed

Signature of Practice Educator:

Date:

* It is the responsibility of the student to forward their sick certs to the PEC directly. To be completed by Student: Student Name and Number Student Signature / Date


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FINAL FORMATIVE ASSESSMENT

NAME OF STUDENT: Enter Student Name

NAME OF PRACTICE EDUCATOR: List Name(s) of Practice Educator(s)

SUMMARY OF PRACTICE EDUCATOR’S COMMENTS AND FEEDBACK

Enter Summary of Practice Educators Comments and Feedback Here

Please continue comments on separate page if required.

STUDENT’S COMMENTS AND FEEDBACK

Enter Students Comments and Feedback Here



Page | 64

HALF-WAY FORMATIVE ASSESSMENT











DATE (dd/mm/yyyy)


Page | 65





Half-Way End of Placement Not

Competent Competent Not

Competent Competent

Occupational Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

1. Demonstrate through either verbal or written communication an understanding of the meaning of occupation for the client and the client group or community.

2. Demonstrate through either verbal or written communication the person-occupation-environment relationship within the client’s context.

3. Apply the therapeutic use of occupation to influence health and well-being of the client or group positively.

4. Support engagement and participation in meaningful occupation.

HALFWAY COMMENTS ON OCCUPATIONAL COMPETENCIES

Enter Halfway Comments on Occupational Competencies Here

FINAL COMMENTS ON OCCUPATIONAL COMPETENCIES

Enter Final Comments on Occupational Competencies Here


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Competent Competent

Communication Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

5. Demonstrate listening, verbal and non-verbal communication skills, both formally and informally.

6. Give and receive feedback in an open and honest manner.

7. Present oral information in a clear, concise and well-structured manner both formally and informally.

8. Write accurate, clear, contemporaneous records in accordance with legal and professional requirements.


10. Communicate effectively and in a professional manner in a group environment.

HALFWAY COMMENTS ON COMMUNICATION COMPETENCIES

Enter Halfway Comments on Communication Competencies Here

FINAL COMMENTS ON COMMUNICATION COMPETENCIES

Enter Final Comments on Communication Competencies Here


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Competent Competent

The Occupational Therapy Process Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

11. Select and apply appropriate conceptual and practice models to guide the occupational therapy process.

12. Demonstrate an integration of occupational therapy theory within practice.

13. Demonstrate engagement in reflection and evaluation of practice.

14. Facilitate a culturally sensitive approach to practice.

15. Facilitate a client centred approach.

16. Apply the principle of informed consent prior to and throughout the occupational therapy process.

17. Demonstrate the use of observation and interview skills to gather relevant information.

18. Select and administer appropriate standardised and non-standardised assessment tools.

19. Collaboratively identify goals for intervention with the client (or people acting on his/her behalf).

20. Facilitate effective individual and/or group work interventions.

21. Evaluate outcomes in collaboration with all parties.

22. Prioritise and manage a caseload either group or individual, under supervision.


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HALFWAY COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES

Enter Halfway Comments on Occupational Therapy Process Competencies Here

FINAL COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES

Enter Final Comments on Occupational Therapy Process Competencies Here


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Half Way End of Placement Not


Competent Competent

Professional Behaviour Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced





27. Respond constructively to changing circumstances and demands.

28. Demonstrate an awareness of personal and professional boundaries within practice.


30. Demonstrate effective time management.

31. Demonstrate best use of resources available.

HALFWAY COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES

Enter Halfway Comments on Professional Behaviour Competencies Here

FINAL COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES

Enter Final Comments on Professional Behaviour Competencies Here


Page | 70



Competent Competent

Professional Development Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

32. Take responsibility for personal and professional development.

33. Actively engage in supervision and request and utilise professional support.

34. Implement a learning contract.

35. Identify own personal and professional strengths and limitations.

36. Maintain a record of personal and professional development (i.e. portfolio)

HALFWAY COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES

Enter Halfway Comments on Professional Development Competencies Here

FINAL COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES

Enter Final Comments on Professional Development Competencies Here


Page | 71


APPENDIX C Practice Education Assessment Form – Level 2

This form is completed for 4th Year Students

(Developed in collaboration with the School of Occupational Therapy, University of Dublin, Trinity College)

(Please return completed report [not a copy] directly to the Discipline Office)









COMPETENT

NOT COMPETENT

(Student required to repeat placement) N.B. If a student is awarded a not competent grade (Not Evident or Emerging) for one or more competencies at the final assessment, this indicates an overall not competent level of achievement”





Page | 72

STUDENT HOURS LOG

Week (From – To) (dd/mm/yyyy) Hours Completed Initials of Practice Educator









To be completed by Practice Educator: Sick leave hours taken:

Enter Hours of Sick Leave Taken

Sick leave hours made up:

Enter Hours of Sick Leave Made-up

Sick leave certified: Yes No Sick leave cert forwarded to PEC*: Yes No

Number of public holidays:

List Number of Public Holidays

Total hours completed:

List Total Hours Completed


Date:

* It is the responsibility of the student to forward their sick certs to the PEC directly. To be completed by Student: Student Name and Number Student Signature / Date


Page | 73

FINAL FORMATIVE ASSESSMENT










Page | 74

HALF-WAY FORMATIVE ASSESSMENT











DATE (dd/mm/yyyy)


Page | 75







Competent Competent

Occupational Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

1. Demonstrate through either verbal or written communication an understanding of the meaning of occupation for the client and the client group or community.

2. Demonstrate through either verbal or written communication the person-occupation-environment relationship within the client’s context.

3. Analyse the use and adaptation of occupations for the client’s group and/or community.

4. Apply the therapeutic use of occupation to influence health and well-being of the client or group positively.

5. Support engagement and participation in meaningful occupation.

HALFWAY COMMENTS ON OCCUPATIONAL COMPETENCIES

Enter Halfway Comments on Occupational Competencies Here

FINAL COMMENTS ON OCCUPATIONAL COMPETENCIES

Enter Final Comments on Occupational Competencies Here


Page | 76



Competent Competent

Communication Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

6. Demonstrate listening, verbal and non-verbal communication skills, both formally and informally.

7. Give and receive feedback in an open and honest manner.

8. Present oral information in a clear, concise and well-structured manner both formally and informally.

9. Write accurate, clear, contemporaneous records in accordance with legal and professional requirements.


11. Communicate effectively and in a professional manner in a group environment.

12. Form collaborative working relationships within interdisciplinary teams.

HALFWAY COMMENTS ON COMMUNICATION COMPETENCIES

Enter Halfway Comments on Communication Competencies Here

FINAL COMMENTS ON COMMUNICATION COMPETENCIES

Enter Final Comments on Communication Competencies Here


Page | 77



Competent Competent

The Occupational Therapy Process Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

13. Select and apply appropriate conceptual and practice models to guide the occupational therapy process.

14. Demonstrate an integration of occupational therapy theory within practice.

15. Demonstrate an integration of relevant supporting evidence based knowledge within occupational therapy practice.

16. Demonstrate a logical and systematic approach to problem solving and decision making.

17. Demonstrate engagement in clinical reasoning to guide practice.

18. Demonstrate engagement in reflection and evaluation of practice.

19. Facilitate a culturally sensitive approach to practice.

20. Facilitate a client centred approach. 21. Facilitate the active participation of the

client in the team.

22. Apply the principle of informed consent prior to and throughout the occupational therapy process.

23. Demonstrate the use of observation and interview skills to gather relevant information.

24. Select and administer appropriate standardised and non-standardised assessment tools.

25. Analyse the effect of the person, the environment and the occupation factors on activity and participation.

26. Collaboratively identify goals for intervention and the client (or people acting on his/her behalf).


Page | 78

27. Plan, grade, implement and modify interventions that are outcome based and relevant to the person’s goals.

28. Facilitate effective individual and/or group work interventions.

29. Demonstrate a working knowledge of group dynamics within the context.

30. Evaluate outcomes in collaboration with all parties.

31. Make onward referrals to other agencies or professionals to optimise responses to client needs.

32. Plan and implement discharge and follow-up.

33. Prioritise and manage a caseload either group or individual, under supervision.

HALFWAY COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES

Enter Halfway Comments on Occupational Therapy Process Competencies Here

FINAL COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES

Enter Final Comments on Occupational Therapy Process Competencies Here


Page | 79



Competent Competent

Professional Behaviour Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced



36. Demonstrate an understanding of policy and legislation on local practice context.



39. Respond constructively to changing circumstances and demands.

40. Demonstrate an awareness of personal and professional boundaries within practice.


42. Demonstrate effective time management. 43. Demonstrate best use of resources

available.

44. Demonstrate an ability to source, analyse and critique literature and research findings.

HALFWAY COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES

Enter Halfway Comments on Professional Behaviour Competencies Here

FINAL COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES

Enter Final Comments on Professional Behaviour Competencies Here


Page | 80



Competent Competent

Professional Development Competencies

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

Not

Evi

dent

Emer

ging

Evid

ent

Enha

nced

45. Take responsibility for personal and professional development.

46. Actively engage in supervision and request and utilise professional support.

47. Implement a learning contract.

48. Identify own personal and professional strengths and limitations.

49. Maintain a record of personal and professional development (i.e. portfolio)

HALFWAY COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES

Enter Halfway Comments on Professional Development Competencies Here

FINAL COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES

Enter Final Comments on Professional Development Competencies Here


Page | 81


APPENDIX D

Concerns Identified During Placement This form provides a record for the University and the student that there are concerns regarding achieving competence at the end of placement and that there is an indication of risk of failure of the placement. Name of Student:

Name of Site:

Address:

Telephone Number of Site:

Name of Practice Educator(s):

Practice Educator Email:

Practice Educator Phone:

Year of Student: 2nd Year 4th Year

Placement Block: Block 1 Block 2 List a brief outline of competency areas that may indicate a risk of failure of placement. Give a minimum of two examples of performance that indicates concerns.

Please list the feedback given to the student on what they need to do to achieve competence in these areas.

This form will generate a visit by the Practice Education Co-ordinator to create a plan of action to address these concerns. Signature of Practice Educator: Date:

Signature of Student: Date:


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APPENDIX E – Sample Learning Contract

Com

men

ts

Date

Ac

hiev

ed B

y

Chec

klis

t of

Evid

ence

for

Achi

evem

ent

Step

s inv

olve

d in

Ac

hiev

emen

t

Date

to b

e Ac

hiev

ed

Wha

t Lea

rnin

g O

bjec

tives

doe

s thi

s re

late

to o

n th

e as

sess

men

t for

m?

Lear

ning

O

utco

mes


Signature of Student / Date


Page | 83


APPENDIX F Practice Education Visit Report Form

Student Name:

Practice Educators Name:

University Visitor Name:

Description of Placement:

Summary of issues discussed and student’s progress to date:

Summary of any decisions made:

Signature of Student:


Signature of University Visitor:

Date:


Page | 84


APPENDIX G Practice Education Formal Supervision Record Form

Name of Student: Name of Practice Educator: Location of Placement: Weekly Objectives Prepare for supervision each week by reviewing your placement objectives on your learning contract and translating them into weekly learning objectives. This sheet should be signed by the student and the Practice Educator as an accurate record of the meeting. Weekly learning objectives & progress to date:

Extended learning & new objectives for following week:


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Points for discussion:

Outcome of discussion:

Signature of Practice Educator: Date: Signature of Student: Date:


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APPENDIX G

Practice Education Formal Supervision Record Form (Option B) Student: Practice Educator: This form is to be completed weekly. Please give specific examples. Part 1 (To be completed by Practice Educator before supervision). 1. What do you see as the student’s strengths? In which areas of practice have they done well?

2. Are there any areas the student is finding difficult?

3. What do you see as the student’s needs? What could the student be doing differently or improve upon?

Objectives for the following week: 1. 2. 3.


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Part 2 (To be completed by the student before supervision). 1. What do you see as your strengths? What has gone well?

2. What areas do you feel less confident in?

3. What do you see as your needs? Is there anything you could do differently or improve?

4. Are there any ways in which your Practice Educator could assist you more?

Objectives for the following week: 1. 2. 3.


Page | 88

Part 3 (To be agreed by the student and Practice Educator during supervision). Agreed objectives for the following week: 1. 2. 3. 4. 5. Signed: Practice Educator: Student: Date:


Page | 89


APPENDIX H Record of Contact with the University

Date of Contact: Contact via: Email Telephone Visit Reason for Contact

Summary of Contact

Decisions made / conclusions reached


Signature of Student:


Page | 90


APPENDIX I Student Reflection Form (2nd Year Students)

Reflecting on Practice To assist your development of reflective practice, consider issues from your reflective diaries to work on within supervision. Please complete Part 1 of this Reflection Form and take it with you to your formal supervision meeting with your Practice Educator. Part 2 can be completed following your supervision meeting.

Date:

Consider one event this week that you found challenging:

What competencies or skills does this relate to? List the competencies here.

To be completed weekly

PART 1

In this event, what were your strengths?

In this event, what were your challenges? Include here feedback from the Practice Educators, service user or others?


Page | 91

What do you now need to do to develop your skills in this area. Make a plan. This can include seeking more knowledge from books or other academic resources, seeking to observe in a more formal way your Practice Educator/s completing this aspect of practice, or preparing more effectively. Ensure your plan is concrete, relevant and meaningful to your competency development.

PART 2

Report on the outcome of your plan and describe your new learning.

Record here what you will do differently next time, in particular mention how this relates to your competence.

Record here when you practiced this competency again. Record the feedback from your educator. If further learning and development is required then record here that you will continue to work on this competency and start a new reflection form.


Page | 92


APPENDIX I Student Reflection Form (4th Year Students)

Reflecting on Practice To assist your development of reflective practice, consider issues from your reflective diaries to work on within supervision. Please complete Part 1 of this Reflection Form and take it with you to your formal supervision meeting with your Practice Educator. Part 2 can be completed following your supervision meeting. Week: Name of Student: Title of the Event: Competency: PART 1

Describe the Event

1. Describe the event Describe the key event and context descriptively. Maintain confidentiality by not identifying sites or names of colleagues or clients.

2. Can include feelings and thoughts but do not overstate negative feelings, show insight into yourself rather than others.

3. Be as factual as possible so that the reader gets a clear picture.

Critical Analysis of the Event

1. Consider the positives and negatives of the event, what went well and what did not go well?

2. How could you have managed the event or situation better? 3. Question your actions and your knowledge about this event, is there other ways this

event could have been managed? Why did you decide on a particular decision or approach, could you have taken a different one?


Page | 93

Seeking and Reviewing Knowledge and Skills

This can include seeking more knowledge from books or other academic resources or from other people e.g. your practice educator. You may need to seek to observe in a more formal way your practice educator/s or other professionals to further develop your understanding of this situation or you may have discussed this competency in supervision and your practice educator has given you information that is relevant. Are there alternative approaches, thoughts, considerations that you have found? Can you consider an alternative perspective? Reference the sources appropriately.

PART 2

Initial Ideas and Sharing

1. What conclusions are you making 2. Describe them all if there are more than one, and identify which one has the most

relevance to you and the work context. Give reasons for this choice. 3. What changes are required? If this is a cognitive change in you, describe what you would

‘think’ differently next time, but if there also are affective changes in your work practices, describe what you would ‘do’ differently next time.

4. If changes need to be recommended for the work context, in process or content, also describe these. Ask the question how could best practice be implemented in this context? If there is no evidence identify this as an area of future research.

Report on the outcome of your plan and describe your new learning.

Conclusion

1. What is your final decision about this event? 2. Has this process affirmed practice, given you a new perspective, is a change of practice

in the work context indicated or is new research indicated? Summarise your conclusion.

Impact on the Future

List in bullet points what you now need to do to continue your learning, if appropriate.


Page | 94


APPENDIX J Format for Occupational Analysis

1,000 words. Based on occupational analysis format on page 196 of Blesedell Crepeau, E., Cohn, E.S., Boyt Schell, B.A., (2003). Willard and Spackman’s Occupational Therapy (10th Ed.). Philadelphia: Lippincott Williams & Wilkins.

An Occupation can only be analysed by considering the person who is engaged in it whereas an activity is analysed independently of a person performing it.

Title of Occupation Describe the occupation in a couple of sentences. Equipment Needed. What tools, materials etc. are needed? These are part of the physical context of the occupation.

How the Physical Space is Organised Describe the arrangement of furniture etc.; the placement of the equipment; the lighting, noise level and other distractions to be expected. How could this be adapted to meet the person’s needs?

Social Demands Will anyone be engaging in the occupation with the person, if so what relationships exist? What are the typical rules, norms, and expectations involved in doing the occupation? What are the cultural and symbolic meanings typically ascribed to this occupation?).

Sequence and Timing List the sequential steps involved in the occupation, try to have no more than 15. Include any timing requirements such as waiting for bread to bake etc. Think about ways you could adapt this occupation for the person who is carrying it out, how might they optimise their performance?

Required Actions List the five most important performance skills that would be required to carry out the occupation. Performance skills are motor, process and communication/interaction skills. List briefly and describe them. Consider the potential for grading/adapting the occupation to meet the needs of the individual.

Required Body Structures and Functions (Person factors) List the body parts the person will use to perform the occupation. List any essential body functions needed to engage in the occupation. Body Functions include mental, sensory, voice and speech, cardiovascular and respiratory, neuromuscular and movement related. Can the occupation or the context of the occupation be adapted to compensate for any impairment the person has in relation to body structures or functions?)

Safety Hazards


Page | 95

List potential safety hazards for the person when they carry out the occupation.

Performance Patterns List any habits, roles and routines which affect the way the person engages in the occupation.

Personal Context List any personal factors which may affect the individual’s ability to engage in the occupation, such as the person’s age, gender, socio-economic and education status.

Spiritual Context Is the occupation meaningful to the person? If so, list why. If not, list why.

Temporal Context When does the person usually carry out this occupation, are there any factors such as time of day/year, developmental stage of the person, duration of the occupation that will affect how the occupation is carried out?

Marking Guidance

Criteria Fail Pass

Appropriate occupation selected

Performance component selected, not a whole occupation.

Appropriate occupation selected.

Analysis completed at each heading

Some content missing. Analysis completed using all headings given.

Language and writing style

Inappropriate language, use of person name or other person identifiers in text that breach confidentiality.

Professional third person language used, no breaches of confidentiality evident.

Evidence of person centredness in the overall analysis

No evidence of the persons individuality and its impact on the occupation.

Evidence of the persons individuality and its impact on the occupation.

Sequence of Occupation

Less than 5 steps are listed in the sequence of the occupation.

More than 5 steps are listed in the sequence of the occupation.

Performance Skills Less than 5 performance skills are identified.

5 performance skills are listed.

Grading Grading is absent. Potential grading of the occupation is identified.


Page | 96


APPENDIX K Use of Study Time

Student Name: Placement: (Please tick as appropriate)

Second Year (Block 1) Second Year (Block 2)

Fourth Year (Block 1) Fourth Year (Block 2)

To be Completed Weekly

Week 1. (Please list tasks completed).

1.

2.

3.

Study time used for: (Please tick )

Portfolio Case Study Placement Research Other


1.

2.

3.




1.

2.

3.




1.

2.

3.




Page | 97


1.

2.

3.




1.

2.

3.




1.

2.

3.




1.

2.

3.




Page | 98


APPENDIX L Consent Form for Retention of

Copy of Student Practice Education Assessment Form

I.............................................................................................................................. (Print name) Occupational Therapy Student at NUI Galway hereby fully and freely consent to my final assessment form for my Level Two Placement (Block 1) / Level Two Placement (Block 2) * being held by the Occupational Therapy Manager / Educator/ Tutor** Name of Manager / Educator/ Tutor * …………………………………………………… I understand and acknowledge that the form will be accessed by (Name of Manager / Educator/ Tutor *) ………………………………………………………………… only and will not be accessed by anyone else without my written consent. I understand that the form will be accessed for the sole purpose of providing a reference for me should this be requested on my behalf. I understand that this form will be held for a period of five years, will be stored in a secure locked cabinet at all times and that access to it will be restricted to those named above. I note that I may withdraw my consent at any stage and that the purposes of holding my assessment and the reasons for accessing it in the future have been explained to me by ……………………………………………………………………….. and that I have been given an opportunity to discuss this with him/her. I ………………………………………………………………………………. do not wish my assessment form to be kept on file. I understand that I if I do not agree that a copy of my assessment form is retained the Occupational Therapy Manager / Educator/ Tutor** of this service they will be unable to provide a reference if requested on my behalf due to lack of information. Signed: Date: WITNESS to signature of student and to fact that he/she has read the document and freely given his/her consent: Signed: Date: (Witness must not be the person who will have access to the file). * Delete as appropriate. Please return the original copy of this form to the University.


Page | 99


APPENDIX M Module Guides

Level One (2nd Year) Practice Education Placement

Module Title: PRACTICE EDUCATION – FIELDWORK 1

Module Code: OY206 & OY207

Year Taught: Year 2 (Semester 2)

Contact Hours: 280 Hours

Module Co-ordinator: Ms. Carol Hills

Introduction to Module

This is the first Practice Education module and will provide an opportunity for students to experience the delivery of occupational therapy services in a practice context. By this stage of the course students should be active learners and take more responsibility for their own personal and professional development. Students will be supervised by a named qualified occupational therapist. An individual learning contract will be negotiated and agreed between the student and supervisor and will guide students learning on placement. Tutorials may be provided by Practice Educators and a minimum of one hour per week of formal supervision will be provided. Informal feedback will be given regularly. The student’s progress will be monitored by telephone, videoconference and/or in a placement visit by the Practice Education Co-ordinator.

Module Assessment

Practice Education Assessment Form – Level 1 (Pass / Fail). Portfolio Pass/Fail

Teaching and Learning Strategies

Experiential learning guided by learning contract. Self- directed learning.

Learning Outcomes

Knowledge and Understanding

On successfully completing this module students will be able to:

Taught Practiced Assessed

Demonstrate an understanding of specific health conditions and the consequent effects on occupational performance of the service users in this practice context

Yes Yes Yes

Demonstrate an understanding of the structure, and network of services in this

Yes Yes Yes


Page | 100

practice context in addition to the communication pathways used to ensure the efficient and effective delivery services to the service user and other relevant stakeholders Demonstrate an understanding of the range of assessment used in this practice context and is able to evaluate these appropriately

Yes Yes Yes

Demonstrate an understanding of the range and type of intervention used in this practice context

Yes Yes Yes

Specific Skills



Contribute to the collaboration with relevant others in the management of referrals in this practice context.

Yes Yes Yes

Participate in the collaboration with service users or other relevant stakeholders in the administration of appropriate assessments in the practice context demonstrating client-centred practice

Yes Yes Yes

Participate in the collaboration with service users or other relevant stakeholders on the process of client-centred goal setting with appropriate time frames and within available resources in this practice context

Yes Yes Yes

Engage in the development of, communication about and implementation of a realistic and relevant intervention plan, with the active participation of service users or other relevant stakeholders within available resources in this practice context

Yes Yes Yes

Engage in the identification and prioritization of occupational issues which are drawn from assessments completed in this practice context

Yes Yes Yes

Participate in the selection of the most appropriate and where possible evidence based interventions with the active participation of the service user of other relevant stakeholders in this practice context

Yes Yes Yes

Participate in the collaboration with service users or other relevant stakeholder on

Yes Yes Yes


Page | 101

appropriate evaluation of service including own performance through discussion, reflection and measurement

Transferable Skills

On successfully completing this module the student will be able to:


Demonstrate beginning skills in clinical reasoning and professional decision making in this practice context

Yes Yes Yes

Demonstrate beginning skills in the application of evidence based practice that is relevant to this practice context

Yes Yes Yes

Demonstrate beginning skills in working collaboratively with multi-disciplinary teams and interagency working and other relevant stakeholders appropriately

Yes Yes Yes

Demonstrate beginning skills in written and verbal communication to individuals and groups

Yes Yes Yes

Professional Skills



Apply professional standards to a practice context including codes of conduct and ethics with guidance

Yes Yes Yes

Adhere to legal, ethical, policies and best practice in a work context, including but not limited to maintaining confidentiality, demonstrating cultural competence and being non-discriminatory in this practice context with guidance

Yes Yes Yes

Maintain the scope of practice and professional boundaries within this practice context with guidance

Yes Yes Yes

Demonstrate the importance of self-evaluation and reflection in practice and for self- development

Yes Yes Yes


Page | 102

Manage self in relation to fitness to practice and demonstrate professional behaviour to practice standard

Yes Yes Yes

Attitude



Manage time effectively and work to practice pace in this practice context

Yes Yes Yes

Proactively manage and seek out learning opportunities as developed in a learning contract

Yes Yes Yes

Engage in regular supervision with view to personal and professional development

Yes Yes Yes

Critically evaluated own performance

Yes Yes Yes

Demonstrated active listening to feedback and act on it accordingly

Yes Yes Yes

Demonstrate sensitivity and respect for diversity in a practice context

Yes Yes Yes

Required Reading

Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice Education. Cumbria, England: M&K Publishing.

Stagnitti, K., Schoo, A. and Welch, D. (2010). Clinical and fieldwork placement in the health professions. Melbourne, Australia: Oxford University Press.


Page | 103


APPENDIX N Module Guides

Level Two (4th Year) Practice Education Placement

Module Title: PRACTICE EDUCATION – FIELDWORK 1

Module Code: OY406 & OY407





This is the third Practice Education module and will provide further opportunity for students to experience the delivery of occupational therapy services in the field. By this stage of the course students should be active learners and take more responsibility for their own personal and professional development. Students will be supervised by a named qualified occupational therapist. An individual learning contract will be negotiated and agreed between the student and supervisor and will guide students learning on placement. Tutorials may be provided by Practice Educators and a minimum of one hour per week of formal supervision will be provided. Informal feedback will be given regularly. The student’s progress will be monitored by telephone, videoconference and/or in a placement visit by the Practice Education Co-ordinator.

Module Assessment

Practice Education Assessment Form – Level 2 (Pass / Fail). Portfolio Pass/Fail


Experiential learning guided by learning contract. Self-directed learning.

Learning Outcomes




Demonstrate an understanding of specific health conditions and the consequent effects on occupational performance

Yes Yes Yes

Demonstrate a working knowledge of the network Yes Yes Yes


Page | 104

of service and communication pathways in this practice context which is essential to efficient and effective delivery of high quality services to the service user

Demonstrate the application of a range of assessment used in this practice context and is able to evaluate these appropriately

Yes Yes Yes

Demonstrate the application of range of interventions used in this practice context

Yes Yes Yes

Demonstrates participation in quality improvement strategies in this practice context

Yes Yes Yes

Specific Skills



Lead on the collaboration with relevant others in the management of referrals in this practice context, demonstrating practice pace and to practice standard.

Yes Yes Yes

Lead on the collaboration with service users or other relevant stakeholders in the application of appropriate assessments in the practice context demonstrating client-centred practice

Yes Yes Yes

Lead on the collaboration with service users or other relevant stakeholders on the process of client- centred goal setting with appropriate time frames and within available resources

Yes Yes Yes

Demonstrate the selection and application of the most appropriate and where possible evidence based interventions with the active participation of the service user or other relevant stakeholder to practice standard

Yes Yes Yes

Develop, communicate and implement a realistic and relevant intervention plan with the active participation of service users or other relevant stakeholders within available resources to practice standard in this practice context

Yes Yes Yes

Lead on the collaboration with service users or other relevant stakeholder on appropriate evaluation of service including own performance

Yes Yes Yes


Page | 105

through discussion, reflection and measurement

Transferable Skills



Demonstrate skills in clinical reasoning and professional decision making in a practice context to a graduating competency standard.

Yes Yes Yes

Demonstrate skills in the application of evidence based practice that is relevant to the practice context to practice standard

Yes Yes Yes

Demonstrate skills in working collaboratively with multi-disciplinary teams and interagency working and other relevant stakeholders appropriately to practice standard

Yes Yes Yes

Demonstrate skills in written and verbal communication, to individuals and groups to practice standard

Yes Yes Yes

Professional Skills



Apply professional standards to a practice context including codes of conduct and ethics to practice standard

Yes Yes Yes

Adhere to legal, ethical, policies and best practice in a work context, including but not limited to maintaining confidentiality, demonstrating cultural competence and being non-discriminatory in this practice context to practice standard

Yes Yes Yes

Maintain the scope of practice and professional boundaries within this practice context to practice standard

Yes Yes Yes

Demonstrate the importance of self-evaluation and reflection in practice and for self- development to practice standard

Yes Yes Yes


Page | 106

Manage self in relation to fitness to practice and demonstrate professional behaviour to practice standard

Yes Yes Yes

Attitude



Manage time effectively and work to practice pace in a practice context

Yes Yes Yes

Proactively manage and seek out learning opportunities as developed in a learning contract

Yes Yes Yes

Engage in regular supervision with view to personal and professional development

Yes Yes Yes

Critically evaluated own performance

Yes Yes Yes

Demonstrated active listening to feedback and act on it accordingly

Yes Yes Yes


Yes Yes Yes

Required Reading

Alsop, A. and Ryan, S. (1996). Making the Most of Fieldwork Education: A Practical Approach. London: Chapman & Hall.


Page | 107


APPENDIX O Module Guides for Case Study 1

Case Study 1 (Block 1), 2nd Year Level One Placement

Module Title: FIELDWORK – CASE STUDY 1

Module Code: OY204





This module provides the student with a first opportunity to produce a written case study report on a service user with whom they are currently working during Practice Education (Fieldwork 1). The case is a typical service user of the Practice Education site and is chosen in collaboration by the Practice Educator. Guidelines for the case study are provided to the student. The student is expected to apply their learning from their previous modules, to deliver a beginning/consolidating level report. The student may present the case study to the Practice Education site team towards the end of their placement for formative feedback. This is negotiated between student and Practice Educator.

Type of Case Study

The service user selected should be a straightforward case and typical of this practice context, with no complexities or challenges. The case study should reflect the knowledge, skills and attitudes of a second year student.

Module Assessment

Clinical Case Study 20 minute case study presentation.


Experiential learning during the related Practice Education placement. Independent self-study.


Page | 108

Learning Outcomes




Demonstrate their knowledge of the process of writing a case study report maintaining academic writing standards

Yes Yes Yes

Demonstrate their knowledge of the complete OT process and their understanding of the scope of practice in this practice context

Yes Yes Yes

Demonstrate their knowledge of the limitations of resources and the realities of practice in this practice context

Yes Yes Yes

Demonstrate an understanding of the medical conditions of a particular service user and their impact on occupational performance

Yes Yes Yes

Specific Skills



Demonstrate the application of theory to practice within one service user in this practice context

Yes Yes Yes

Demonstrate an ability to select and document relevant demographic data on one service user

Yes Yes Yes

Document their participation in the collaboration with the service user and other relevant stakeholders in selecting and administering appropriate assessments used in this practice context

Yes Yes Yes

Demonstrate their participation in collaboration with service user and if relevant other stakeholders when identifying and prioritising appropriate occupational problems, drawn from the results of assessments

Yes Yes Yes

Demonstrate their participation in the collaboration with service user and if relevant other stakeholders when setting

Yes Yes Yes


Page | 109

SMART goals with appropriate time frames and within available resources Select the most appropriate and where possible evidence based interventions with the active participation of the service user or other relevant stakeholders with guidance

Yes Yes Yes

Engage in the development of, communication with and implementation of a realistic and relevant intervention plan with the active participation of service users or other relevant stakeholders within available resources to in this practice context

Yes Yes Yes

Evidence their collaboration with the service user and other relevant stakeholders on appropriate critical evaluation of service delivered including own performance through discussion, reflection and measurement

Yes Yes Yes

Transferable Skills



Demonstrate developing clinical reasoning and professional problem solving when making practice decisions for one service user in a practice context

Yes Yes Yes

Demonstrate appropriate awareness of the application of evidence based practice that is relevant to one service user this practice context

Yes Yes Yes

Demonstrate working collaboratively with carers, multi-disciplinary teams or appropriate others e.g. interagency working and other relevant stakeholders appropriately in this practice context

Yes Yes Yes

Demonstrate written communication, to individuals and groups relevant to in this practice context

Yes Yes Yes


Page | 110

Professional Skills



Apply professional standards to a practice context including codes of conduct and ethics to this practice context

Yes Yes Yes

Adhere to legal, ethical, policies and best practice in a work context, including but not limited to maintaining confidentiality, demonstrating cultural competence and being non-discriminatory in this practice context

Yes Yes Yes

Maintain the scope of practice and professional boundaries within this practice context

Yes Yes Yes

Demonstrate the importance of self-evaluation and reflection in practice and for self- development whilst working with one service user in this practice context

Yes Yes Yes

Attitude



Manage time effectively in a practice context

Yes Yes Yes

Demonstrate an engagement in regular supervision and insight to when Practice Educator guidance is required.

Yes Yes Yes

Demonstrate proactively managing and seeking out learning opportunities to maximise the quality of service to the service user in this practice context

Yes Yes Yes

Critically evaluate the whole case study process through reflection in collaboration with service user or other relevant stakeholders

Yes Yes Yes


Yes Yes Yes


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The Practice Education case study will be marked by a University lecturer. This case study can be presented to your Practice Educator in practice placement for formative feedback.

Guidelines for Case Study 1

The presentation must be in power point and include references in Harvard Style. Two printed copies must be made available for the examiner. Smart dress or Practice Uniform is expected. Personal notes or cue cards are permitted.

The format for the case study is as follows:

Demographic Data (5 marks)

(Note: details which could identify an individual must be changed or omitted. You may not use documents that identify the placement setting). This is the area where students often breach confidentiality. If in doubt, ask for advice from your educator or from the University.

The following details may be included:

Age Gender Diagnosis Prognosis Reason for referral to Occupational Therapy Previous relevant medical and social history Marital and family status Occupation / employment

Sub-headings can be useful here.

Initial Assessment (10 marks)

Results of initial interview and standardised and/or informal assessments with rationale for choice of assessment are to be included. You may use an appendix, but do not include copies of copyrighted material e.g. assessments, or documents that would identify the placement setting. The appendix does not contribute to the 5,000 word report. Sub-headings can be useful here.

Occupational Problems (5 marks)

A list of occupational problems must be presented. These must be supported by the results of the initial assessment and /or knowledge of the condition.

Goals of Intervention (10 marks)

These must be based on:

a) occupational problems

b) the results of the initial assessment

c) knowledge of the condition

or any combination of the above. Evidence of client centred practice in goal setting must be presented.


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Intervention Plan (40 marks)

Part 1: (25 marks)

The plan for intervention must be presented to include the following:

a) model of practice used (e.g. PEO model, Canadian Model) (10 marks) b) frame(s) of reference (e.g. Biomechanical, Cognitive behavioural) (5 marks) c) treatment approaches (e.g. compensatory approach, homework) (5 marks) d) description of the clinical reasoning used to select the above (5 marks)

Part 2: (15 marks)

Report on two relevant research articles (10 marks) Discussion of relevance of research articles to this case study (5 marks)

Description of Intervention Sessions (10 marks)

This should include a brief description of each session with details of the goal(s) being addressed during the session, the approach(es) used and evaluation of the session as a whole.

Evaluation of Intervention (10 marks)

Evaluation of intervention should include evidence of re-assessment where appropriate. There should be an evaluation of whether goals were met or not met with discussion of why this was the case where appropriate. In some cases (e.g. long term clients) it may not be possible to evaluate outcome. Where this is the case, a plan for evaluating overall outcome together with evaluation of the results of the intervention provided during placement will be sufficient.

Appropriate Presentation and Referencing (10 marks)

Referencing should be in Harvard Style.


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Penalties

Type of Breach Penalty

Student uses a pseudonym throughout, but uses the client’s real first name on one occasion e.g. “Mrs X was seen in the OT Department........... I obtained informed consent from Catherine ....”.

10% deduction of marks.

Further 10% deduction for each such incidence

Student uses a pseudonym throughout, but the first name of a client’s family member is visible on one occasion



Client’s first and second name is visible in the case study.

First and second name of a client’s family member is visible.


More than one incidence is awarded an automatic fail.

Client’s name and address is visible in the case study Automatic fail (mark of 35% is awarded)

Client’s photograph or other highly identifiable information is visible e.g. hospital ID number.

Automatic fail (mark of 35% is awarded)

Reference to unreferenced websites such as ‘wikipedia’ or ‘depression.com’ or sites specifically aimed at the general public (rather than health professionals)

5 marks deducted

Reference Material

Department of Health and Children (2004). Children First National Guidelines for the Protection and Welfare of Children. Dublin: Department of Health and Children.

Freedom of Information Act 1997 Dublin: Stationary Office.

Napier-Tibere, B. and Haroun, L. (2004). Occupational therapy fieldwork survival guide: A student planner. Philadelphia, PA: F.A. Davis

National University of Ireland, Galway (2006) Data Protection Policy [online] available http://www.nuigalway.ie/data_protection/documents/dataprotpolfinal.pdf [accessed 08 August 2007].



http://www.nuigalway.ie/data_protection/documents/dataprotpolfinal.pdf


Page | 114

FIELDWORK/ CASE STUDY 1

(OY204) Student Name Student Number Date 1st Marker (Name) 2nd Marker (Name) FINAL MODERATED MARK

Demographic data (5 marks)

Section not present (0 mark)

Inadequate information presented (1 mark)

Limited information presented (2 marks)

Important information is present. Some detail missing (3 marks)

Most relevant information presented (4 marks)

All relevant information presented. Section is very well-constructed (5 marks)

Initial assessment (10 marks)


Poor rationale for assessment.

Assessments are inappropriate, incorrectly applied or described and poorly presented. Large gaps in the assessment process (2 marks)

Adequate rationale for assessment choice.

Assessments are appropriate but poorly presented or with limited rationale. Results are not given or are unclear. Some gaps in the assessment process (4 marks)

Good rationale for assessment choice. Assessment is correctly implemented and adequately presented. Appropriate clinical reasoning evident in assessment selection. Good presentation of results. Good suggestions for alternative assessments (6 marks)

Very good rationale for assessment choice. Assessments correctly implemented and well presented. Very good clinical reasoning evident in assessment selection. Very good presentation of results. Very good suggestions for alternative assessments (8 Marks)

Excellent rationale for assessment choice. Assessments correctly implemented and comprehensively presented. High level of clinical reasoning evident in assessment selection. Excellent presentation of results. Excellent suggestions for alternative assessments (10 marks)

Occupational problems (5 marks)


Occupational problems unrelated to assessment results. Lack of occupational focus. No evidence of client/carer/other consultation. Occupational strengths absent or inappropriate (1 mark)

Occupational problems somewhat derived from assessment. Some areas absent or unclear. Lack of occupational focus. Limited or insufficient evidence of client/carer/other consultation. Limited occupational strengths (2 marks)

Occupational problems derived from assessment and appropriately prioritised. All areas present. Clear, occupational focus and language. Adequate evidence of client/carer/other consultation. Adequate occupational strengths (3 marks)

Comprehensive list of occupational problems derived from assessment and appropriately prioritised. All areas present. Clear, occupational focus and language. Very good evidence of client/carer/ other consultation. Comprehensive and meaningful occupational strengths (4 Marks)

Outstanding list of occupational problems derived from assessment and appropriately prioritised. All areas present. Clear, occupational focus and language. Excellent evidence of client/carer/other consultation. Comprehensive, meaningful and inclusive list of occupational strengths (5 marks)



Goals are not SMART. Unrelated to assessment or client needs/wants. No evidence of consultation. Goal setting errors

(2 marks)

Goals may be SMART but smaller steps lack clarity or specificity. Limited client/carer consultation. Limited clinical reasoning. Some client needs unrecognised or misinterpreted. Goals are “service goals” rather than “client goals”. Goals are not occupational (4

Goals are SMART and broken down into steps if appropriate to an adequate standard. Goals are derived from occupational problems. Some clinical reasoning evident with adequate rationale for goals chosen. Some client collaboration evident. Goals are realistic and relevant and relevant to the setting. Goals

Goals are SMART and broken down into steps if appropriate to a very good standard. Goals are derived from the occupational problems. Very good clinical reasoning present with very good rationale for goals chosen. Good evidence of client collaboration. Goals are realistic and relevant to the

Goals are SMART and broken down into steps to an excellent standard. Goals are derived from the occupational problems. Outstanding reasoning present with excellent rationale for goals chosen. Superb evidence of client collaboration. Goals are realistic and relevant to the setting. Goals are occupational (10


Page | 115

marks) are occupational (6 marks) setting. Goals are occupational (8 Marks)

marks)

Model of Practice (10 marks)


Model is inappropriate. Model incorrectly described. No evidence of application to client. No rationale for applying this model to this particular client (2 marks)

Model may be appropriate but inadequately described. Elements of the model may be missing in description. Limited rationale for use of model. Limited application of model to client (4 marks)

Adequate client centred rationale for choice of model.

Model adequately described. Client described under model. Clear rationale for model. Clear application of the model in parts of the case study (6 marks)

Very good client-centred rationale for choice of model. Client described in detail under model. High level of understanding of model evident. Evidence that model is applied to client throughout the whole case study (8 Marks)

Excellent evidence of client centred rationale for choice and application of model. Model is appropriately applied throughout the whole case study in a comprehensive way. Shows deep understanding and wide reading on the model and evidence that the model influenced the students thinking (10 marks)

Frame of Reference (5 marks)


F.O.R chosen is inappropriate. May be incorrectly described or not described at all (1 mark)

F.O.R is appropriate. May be misinterpreted or not adequately described (2marks)

F.O.R. is appropriate and well described and relevant to the intervention/s (3 marks)

F.O.R. is very well described and relevant to the intervention. Evidences a very good understanding and application of theory. Links between theories presented (4 marks)

F.O.R. is excellently described and relevance to the intervention is excellently presented. F.O.R. applied in detail. Links between the theories presented. Theories are critiqued (5marks)

Treatment Approaches (5 marks)


Treatment approaches chosen are inappropriate. May be incorrectly described or not described at all. No structure to section all (1 mark)

Approaches are appropriate. May be misinterpreted or not adequately described.

Examples of application are vague. No rationale for use of approach (2marks)

Appropriate approaches are well described. Applied to the client with adequate examples. Good rationale for use of approach (3 marks)

Appropriate approaches are described in detail. Applied to the client with very good examples. Very good rationale given for use of approach. Student has clear idea of appropriate use of the theory (4 marks)

Excellent description of appropriate approaches. Applied to the client with very good examples

Outstanding rationale given for use of approach. Student has clear idea of appropriate use of the theory. Theories are critiqued (5marks)

Clinical Reasoning (5 marks)

Section not present or clinical reasoning is not evident in any way in the text (0 mark)

Clinical reasoning is very limited or inappropriate Errors made in reasoning (1 mark)

Clinical reasoning is appropriate, but lacks detailed evidence of process of decision making or lacks consideration of clients perspectives (2marks)

Clinical reasoning is appropriate with evidence of inclusion of both client perspectives and parameters of the setting in decision making (3 marks)

Clinical reasoning is appropriate with evidence of seeking/researching information to inform decision making. Evidence of inclusion of both client perspectives and parameters of the setting (4 marks)

Clinical reasoning present above that expected of a student at this stage. Very high level of critique Literature and evidence is applied to practice. High levels of inclusion of both client perspectives and the parameters of the setting (5 marks)


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Report on two relevant research articles (10 marks)


Articles not appropriate to possible interventions (2 marks)

One articles only is appropriate to possible interventions .A good summary of participants, methods and findings (4 marks)

Articles are appropriate to possible interventions .A good summary of participants, methods and findings and generalizability of results (6 marks)

Articles are appropriate to possible interventions. A very good summary of participants, methods and findings and generalizability of results (8 marks)

Articles are appropriate to possible interventions. An excellent summary of participants, methods and findings (10 marks)

Discussion of relevance of research articles (5 marks)


Poor discussion. Limited critique of the findings to case study (1 mark)

Adequate discussion. Minimal critique of the findings to case study (2 marks)

Good discussion. Sufficient critique of the findings to case study (3 marks)

Very good discussion. Detailed critique of the findings to case study (4 marks)

Excellent discussion. Exceptional critique of the findings to case study (5 marks)

Description of intervention sessions (10 marks)


Poor link to goals, chosen model, FOR and treatment approaches. Poor presentation of session aims, content and evaluation from both client and OT perspectives. Not client centred (2 marks)

Adequate evidence of link to goals, chosen model, FOR and treatment approaches. Poor presentation of session aims, content, and evaluation from both client and OT perspectives. Not client centred (4 marks)

Good evidence of link to goals, chosen model, FOR and treatment approaches. Good presentation of session aims, content and evaluation from both client and OT perspectives. Good evidence of being client centred (6 marks)

Very good evidence of link to goals, chosen model, FOR and treatment approaches. Good presentation of session aims, content and evaluation from both client and OT perspectives. Good evidence of being client centred. Evidence of links to best or good practice (8 marks)

Excellent evidence of link to goals, chosen model, FOR and treatment approaches with good integration of theory. Good presentation of session aims, content and evaluation from both client and OT perspectives with links to best evidence available. Excellent evidence of being client centred. Evidence of links to best or good practice (10 marks)

Evaluation of intervention (10 marks)


Client’s goals not re-stated. Client’s goals not re-evaluated in any way. No personal reflection or alternative plans for assessment or interventions. Errors made in the re-evaluation process (2 marks)

Client’s goals restated in an unclear way. Client’s goals re-evaluated in a limited way. No evidence of flexibility in assessment process. Little or no plan for the client’s onward treatment if appropriate. No personal reflection or self-critique (4 marks)

Client’s goals clearly re-stated. Client’s goals clearly re-evaluated. Standardised assessments appropriately re-applied. Some ideas for alternative assessments/interventions. Details given about the client’s onward treatment plan. Adequate self-critique (6 marks)

Client’s goals clearly re-stated. Standardised assessments appropriately re-applied. Good reflection. Appropriate ideas for alternative assessments/interventions. Some reflection and/or debate on wider service issues. Good detail given about client’s onward treatment plan. Good self-critique (8 marks)

Client’s goals clearly re-stated. Standardised assessments appropriately re-applied. Excellent reflection. Insightful and literature supported ideas for alternative assessments/interventions. Some reflection and/or debate on wider service issues. Good detail given about client’s onward treatment plan. Excellent self-critique (10 marks)


Page | 117

Presentation, structure and style of writing and appropriate referencing (10 marks)

Poor presentation. Inadequate structure and sequence of content. No references (0 mark)

Poor presentation. Inadequate structure and sequence of content. Poor references (2 marks)

Adequate, concise structure and sequence of content. Relevant references with grammar, referencing and spelling errors (4 marks)

Good presentation. Good structure, concise and logical sequence of content. Relevant references with more than three errors in referencing grammar or spelling (6 marks)

Very good presentation Very good structure, concise and logical sequence of content. Very good relevant references.

Little or no errors in referencing, grammar or spelling (8 marks)

Excellent presentation Outstanding structure, concise and logical sequence of content. Excellent relevant references. No errors in referencing, grammar or spelling (10 marks)

FIRST MARKER TOTAL MARK

SECOND MARKER TOTAL MARK

MODERATED MARK


Page | 118


APPENDIX P Module Guides for Case Study 2

Case Study 2 (Block 2), 2nd Year Level One Placement


Module Code: OY205





This module provides the student with a second opportunity to produce a written case study report on a different service user with whom they are currently working during Practice Education (Fieldwork 2). The case is a typical service user of the Practice Education site and is chosen in collaboration by the Practice Educator. Guidelines for the case study are provided to the student. The student is expected to apply their learning from their previous modules, in particular the Case Study and Evidence Based Practice modules, to deliver an advanced report. The student may present the case study to the Practice Education site team towards the end of their placement for formative feedback. This is negotiated between student and Practice Educator.

Type of Case Study

The service user selected should be a straightforward case and typical of this practice context, with no complexities or challenges. The case study should reflect the knowledge, skills and attitudes of a beginning/consolidating level student.

Module Assessment

Clinical Case Study Written Assignment (5,000 words).




Page | 119

Learning Outcomes





Yes Yes Yes


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes

Specific Skills



Demonstrate the application of theory to practice within one service user in this practice context

Yes Yes Yes

Demonstrate an ability to select and document relevant demographic data on one service user

Yes Yes Yes

Document their participation in the collaboration with the service user and other relevant stakeholders in selecting and administering appropriate assessments used in this practice context

Yes Yes Yes

Demonstrate their participation in collaboration with service user and if relevant other stakeholders when identifying and prioritising appropriate occupational problems, drawn from the results of assessments

Yes Yes Yes


Page | 120

Demonstrate their participation in the collaboration with service user and if relevant other stakeholders when setting SMART goals with appropriate time frames and within available resources

Yes Yes Yes

Select the most appropriate and where possible evidence based interventions with the active participation of the service user or other relevant stakeholders with guidance

Yes Yes Yes

Engage in the development of, communication with and implementation of a realistic and relevant intervention plan with the active participation of service users or other relevant stakeholders within available resources to in this practice context

Yes Yes Yes

Evidence their collaboration with the service user and other relevant stakeholders on appropriate critical evaluation of service delivered including own performance through discussion, reflection and measurement

Yes Yes Yes

Transferable Skills



Demonstrate developing clinical reasoning and professional problem solving when making practice decisions for one service user in a practice context

Yes Yes Yes

Demonstrate appropriate awareness of the application of evidence based practice that is relevant to one service user this practice context

Yes Yes Yes

Demonstrate working collaboratively with carers, multi-disciplinary teams or appropriate others e.g. interagency working and other relevant stakeholders appropriately in this practice context

Yes Yes Yes

Demonstrate written communication, to individuals and groups relevant to in this practice context

Yes Yes Yes


Page | 121

Professional Skills




Yes Yes Yes


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes

Attitude




Yes Yes Yes

Demonstrate an engagement in regular supervision and insight to when Practice Educator guidance is required.

Yes Yes Yes


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes


Page | 122


You must submit a 5,000 word case study from your Practice Education placement.



(Note: details which could identify an individual must be changed or omitted. You may not use documents that identify the placement setting)

This is the area where students often breach confidentiality. If in doubt, ask for advice from your educator or from the University.





Results of initial interview and standardised and/or informal assessments with rationale for choice of assessment are to be included. You may use an appendix, but do not include copies of copyrighted material e.g. assessments, or documents that would identify the placement setting. The appendix does not contribute to the 5,000 word report.











Page | 123


Part 1: (25 marks)



Part 2: (15 marks)

Report on two relevant research articles (10 marks) Discussion of relevance of research articles to this case study (5 marks)





Appropriate Presentation and Referencing (5 marks)

Referencing should be in Harvard Style.


Page | 124

Penalties


Student uses a pseudonym throughout, but uses the client’s real first name on one occasion e.g. “Mrs X was seen in the OT Department........... I obtained informed consent from Catherine ....”



Student uses a pseudonym throughout, but the first name of a client’s family member is visible on one occasion.







Client’s name and address is visible in the case study. Automatic fail (mark of 35% is awarded)



Reference to unreferenced websites such as ‘wikipedia’ or ‘depression.com’ or sites specifically aimed at the general public (rather than health professionals).

5 marks deducted

Reference Material

Department of Health and Children (2004) Children First National Guidelines for the Protection and Welfare of Children. Dublin: Department of Health and Children.


Napier-Tibere, B. and Haroun, L. (2004). Occupational therapy fieldwork survival guide: A student planner. Philadelphia, PA: F.A. Davis.






Page | 125

FIELDWORK/CASE STUDY 2 (OY205) Student Name Student Number Date 1st Marker (Name) 2nd Marker (Name) FINAL MODERATED MARK


























Goals are not SMART. Unrelated to assessment or client needs/wants. No evidence of consultation. Goal setting errors (2 marks)

Goals may be SMART but smaller steps lack clarity or specificity. Limited client/carer consultation. Limited clinical reasoning. Some client needs unrecognised or misinterpreted. Goals are “service goals” rather than “client goals”. Goals are not occupational (4 marks)

Goals are SMART and broken down into steps if appropriate to an adequate standard. Goals are derived from occupational problems. Some clinical reasoning evident with adequate rationale for goals chosen. Some client collaboration evident. Goals are realistic and relevant and relevant to the setting. Goals are occupational (6 marks)

Goals are SMART and broken down into steps if appropriate to a very good standard. Goals are derived from the occupational problems. Very good clinical reasoning present with very good rationale for goals chosen. Good evidence of client collaboration. Goals are realistic and relevant to the setting. Goals are occupational (8 Marks)

Goals are SMART and broken down into steps to an excellent standard. Goals are derived from the occupational problems. Outstanding reasoning present with excellent rationale for goals chosen. Superb evidence of client collaboration. Goals are realistic and relevant to the setting. Goals are occupational (10 marks)


Page | 126












F.O.R is appropriate. May be misinterpreted or not adequately described (2marks)








Examples of application are vague. No rationale for use of approach (2marks)











Clinical reasoning present above that expected of a student at this stage. Very high level of critique Literature and evidence is applied to practice. High levels of inclusion of both client perspectives and the parameters of the setting (5marks)

Report on Two Relevant Research Articles (10 marks)


Articles not appropriate to possible interventions (2 marks)

One articles only is appropriate to possible interventions .A good summary of participants, methods and findings (4 marks)

Articles are appropriate to possible interventions .A good summary of participants, methods and findings and generalizability of results (6 marks)

Articles are appropriate to possible interventions. A very good summary of participants, methods and findings and generalizability of results (8 marks)

Articles are appropriate to possible interventions. An excellent summary of participants, methods and findings (10 marks)


Page | 127

Discussion of Relevance of Research Articles (5 marks)


Poor discussion. Limited critique of the findings to case study (1 mark)

Adequate discussion. Minimal critique of the findings to case study (2 marks)

Good discussion. Sufficient critique of the findings to case study (3 marks)

Very good discussion. Detailed critique of the findings to case study (4 marks)

Excellent discussion. Exceptional critique of the findings to case study (5 marks)















Presentation, Structure and Style of Writing and Appropriate Referencing (10 marks)

Inadequate structure and sequence of content. No references (0 mark)

Inadequate structure and sequence of content. Poor references (2 marks)


Good structure, concise and logical sequence of content. Relevant references with more than three errors in referencing grammar or spelling (6 marks)

Very good structure, concise and logical sequence of content. Very good relevant references.


Outstanding structure, concise and logical sequence of content. Excellent relevant references. No errors in referencing, grammar or spelling (10 marks)



MODERATED MARK


Page | 128


APPENDIX Q Module Guides for Case Study 3

Case Study 3 (Block 1), 4th Year Level Two Placement


Module Code: OY401





This module provides the student with a third opportunity to produce a written case study report on a different service user with whom they are currently working during Practice Education (Fieldwork 1). The case is a typical service user of the Practice Education site and is chosen in collaboration by the Practice Educator. Guidelines for the case study are provided to the student. The student is expected to apply their learning from their previous modules, in particular the Case Study and Evidence Based Practice modules, to deliver an advanced report. The student may present the case study to the Practice Education site team towards the end of their placement for formative feedback. This is negotiated between student and Practice Educator.

Level of Case Study

The service user selected should be typical of this practice context but have some complexities or challenges. The case study should reflect the knowledge, skills and attitudes of a student who is competent to graduate. Students should be demonstrating their independence in leading, planning and delivering occupational therapy to this service user in this practice context but also demonstrate the ability to seek assistance appropriately when required.

Module Assessment

Advanced Clinical Case Study written (5,000 words)




Page | 129

Learning Outcomes





Yes Yes Yes


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes

Demonstrate an understanding of quality improvement strategies in a practice context

Yes Yes Yes

Specific Skills



Demonstrate the application of theory to practice within one service user in a practice context to practice standard

Yes Yes Yes

Demonstrate an ability to select and document relevant demographic data to practice standard.

Yes Yes Yes

Document collaboration with the service user and other relevant stakeholders to practice standard when selecting and administering relevant assessments to practice standard

Yes Yes Yes

Demonstrate collaboration with service user and if relevant other stakeholders when identifying appropriate occupational problems, drawn from the results of

Yes Yes Yes


Page | 130

assessments to practice standard

Demonstrate collaboration with service user and if relevant other stakeholders when setting goals with appropriate time frames and within available resources to practice standard

Yes Yes Yes

Independently develop, communicate and implemented a realistic and relevant intervention plan with the active participation of service users or other relevant stakeholders within available resources to practice standard in a practice context

Yes Yes Yes

Select the most appropriate and where possible evidence based interventions with the active participation of the service user or other relevant stakeholders to practice standard

Yes Yes Yes

Lead on the collaboration with the service user and other relevant stakeholders on appropriate critical evaluation of service delivered including own performance through discussion, reflection and measurement

Yes Yes Yes

Transferable Skills



Demonstrate clinical reasoning and professional problem solving when making practice decisions for one client in a practice context to practice standard

Yes Yes Yes

Demonstrate appropriate investigation and application of evidence based practice that is relevant to this practice context

Yes

Yes

Yes

Demonstrate working collaboratively with carers, multi-disciplinary teams or appropriate others e.g. interagency working and other relevant stakeholders appropriately and to practice standard

Yes Yes Yes


Page | 131

Demonstrate written communication, to individuals and groups to practice standard

Yes Yes Yes

Professional Skills




Yes Yes Yes


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes

Attitude




Yes Yes Yes

Demonstrate an engagement in regular supervision and insight to when Practice Educator guidance is required on more complex elements of their case study

Yes Yes Yes


Yes Yes Yes


Page | 132


Yes Yes Yes


Yes Yes Yes

The Practice Education case study will be marked by a University lecturer.

This case study can be presented to your Practice Educator in practice placement for formative feedback.





(Note: details which could identify an individual must be changed or omitted. You may not use documents that identify the placement setting).









Page | 133










Part 1: (25 marks)



Part 2: (20 marks)

Evidence for efficacy of intervention must be presented. This must include evidence of a literature search with details of databases searched (e.g. CINHAL, Medline, PsychInfo etc.). Include the search terms used. A critical appraisal of the literature identified should be presented and the evidence related to the selected interventions to support choices. NOTE: The literature review should be current and include recent journal articles. Information from textbooks may not be current and should not be relied upon.

Marks will be divided as follows:

Description of search strategy including inclusion and Exclusion criteria (5 marks) Critical appraisal of literature (10 marks) Application of evidence to practice including clinical reasoning approach (5 marks)




Page | 134



Note: Reference to unreferenced websites such as ‘wikipedia’ or ‘depression.com’ will be penalised by deduction of 5 marks.

Presentation and Referencing (5marks)

Harvard referencing style should be used.

Penalties















Reference to unreferenced websites such as ‘wikipedia’ or ‘depression.com’ or sites specifically aimed at the general public (rather than health professionals).

5 marks deducted

Reference Material




Page | 135



Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice Education. Cumbria, England: M & K Publishing.




Page | 136





























Goals may be SMART but smaller steps lack clarity or specificity. Limited client/carer consultation. Limited clinical reasoning. Some client needs unrecognised or misinterpreted. Goals are “service goals” rather than “client goals”. Goals are not occupational (4

Goals are SMART and broken down into steps if appropriate to an adequate standard. Goals are derived from occupational problems. Some clinical reasoning evident with adequate rationale for goals chosen. Some client collaboration evident. Goals are realistic and relevant and relevant to the setting. Goals

Goals are SMART and broken down into steps if appropriate to a very good standard. Goals are derived from the occupational problems. Very good clinical reasoning present with very good rationale for goals chosen. Good evidence of client collaboration. Goals are realistic and relevant to the setting. Goals are

Goals are SMART and broken down into steps to an excellent standard. Goals are derived from the occupational problems. Outstanding reasoning present with excellent rationale for goals chosen. Superb evidence of client collaboration. Goals are realistic and relevant to the setting. Goals are occupational (10


Page | 137

marks) are occupational (6 marks) occupational (8 Marks) marks)












F.O.R is appropriate. May be misinterpreted or not adequately described (2 marks)








Examples of application are vague. No rationale for use of approach (2 marks)





Clinical reasoning (5 marks)








Page | 138

Search Strategy (5 marks)


Section present. Search terms inadequate. No inclusion/exclusion criteria (1 mark)

Search terms not clear enough to thoroughly search literature. No inclusion/exclusion criteria. Errors in inclusion/exclusion criteria (2 marks)

Clear search terms. Some inclusion/exclusion criteria. Databases appropriately searched. Appropriate use of Boolian logic (3 marks)

Search terms clear. Literature is comprehensively searched. Inclusion/exclusion criteria. Appropriate use of Boolian logic. (4 marks)

Very high level search strategy including all components; inclusion/exclusion criteria, clear search terms, correct use of Boolian logic. Evidence of t searches reference lists and hand-searches (5 marks)

Critical Appraisal of Evidence (10 marks)


Very limited literature.

Literature is not relevant to the case. Student only presents “one side of the argument” (2 marks)

Limited relevant literature. Literature misinterpreted or only somewhat relevant. Poor critique evident. Little knowledge of methodologies and bias in studies. Evidence used to “justify practice” rather than to guide practice (4 marks)

Relevant literature used to inform practice

Good level of critical appraisal. Literature is interpreted correctly. Results and application described clearly. Student displays knowledge of different levels of evidence, and can identify bias and reasons for interpreting results with caution (6 marks)

Very relevant literature used to inform practice

High level of critical appraisal.

Wide range of literature. Student displays an understanding of the whole area under study. It is clear that evidence informed practice, rather than the literature being found to justify practice (8 marks)

Excellent literature.

Level of critical appraisal above that expected of a student at this level. Strong evidence of wide reading. Articles are compared, and critiqued against each other in a very competent way. It is very clear that evidence informed practice, rather than the literature being found to justify practice (10 marks)

Application of Evidence to Case Study (5 marks)

Section not present, or is not evident in any way in the text (0 mark)

Literature chosen is completely irrelevant to client’s case. Student applies irrelevant evidence to client. Little or no mention of client throughout section (2 marks)

Literature is somewhat relevant to client. Limited mention of client and application throughout section. Limited evidence that the literature changed the students plans or thinking in any way (4 marks)

Literature is relevant to client. The application of evidence is evaluated and analysed in relation to the relevancy to the client and applied if relevant with consideration to resources, time and the service setting (6 marks)

Literature is best available Evidence of evaluation of evidence in relation to the client and applied if relevant with consideration to resources, time and service setting. The applicability of the evidence is analysed to a high standard (8 marks)

Literature is best available. Evidence of evaluation of evidence in relation to the client and applied if relevant with consideration to resources, time and service setting. The applicability of the evidence is analysed to an exemplary standard (10 marks)









Page | 139









Inadequate presentation, poor structure and sequence of content. No references (0 mark)

Poor presentation.

Inadequate structure and sequence of content. Poor references (1 mark)

Adequate presentation.


Good presentation. Good structure, concise and logical sequence of content. Relevant references with more than three errors in referencing grammar or spelling (3 marks)

Very good presentation. Very good structure, concise and logical sequence of content. Very good relevant references.


Excellent presentation. Outstanding structure, concise and logical sequence of content. Excellent relevant references. No errors in referencing, grammar or spelling (5 marks)



MODERATED MARK


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APPENDIX R Module Guides for Case Study 4

Case Study 4 (Block 2), 4th Year Level Two Placement


Module Code: OY402





This module provides the student with a fourth opportunity to produce a written case study report on a different service user with whom they are currently working during Practice Education IV. The case is a typical service user of the Practice Education site and is chosen in collaboration by the Practice Educator. Guidelines for the case study are provided to the student. The student is expected to apply their learning from their previous modules, in particular the Case Study and Evidence Based Practice modules, to deliver an advanced report. The student may present the case study to the Practice Education site team towards the end of their placement for formative feedback. This is negotiated between student and Practice Educator.

Level of Case Study

The service user selected should be typical of this practice context but have some complexities or challenges. The case study should reflect the knowledge, skills and attitudes of a student who is competent to graduate. Students should be demonstrating their independence in leading, planning and delivering occupational therapy to this service user in this practice context but also demonstrate the ability to seek assistance appropriately when required.

Module Assessment

Advanced Clinical Case Study (5,000 words (= 66%) and 20 minute presentation (= 34%)).




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Learning Outcomes





Yes Yes Yes


Yes Yes Yes


Yes Yes Yes


Yes Yes Yes

Demonstrate an understanding of quality improvement strategies in a practice context

Yes Yes Yes

Specific Skills



Demonstrate the application of theory to practice within one service user in a practice context to practice standard

Yes Yes Yes

Demonstrate an ability to select and document relevant demographic data to practice standard.

Yes Yes Yes

Document collaboration with the service user and other relevant stakeholders to practice standard when selecting and administering relevant assessments to practice standard

Yes Yes Yes

Demonstrate collaboration with service user and if relevant other stakeholders when identifying appropriate occupational

Yes Yes Yes


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problems, drawn from the results of assessments to practice standard

Demonstrate collaboration with service user and if relevant other stakeholders when setting goals with appropriate time frames and within available resources to practice standard

Yes Yes Yes

Independently develop, communicate and implemented a realistic and relevant intervention plan with the active participation of service users or other relevant stakeholders within available resources to practice standard in a practice context

Select the most appropriate and where possible evidence based interventions with the active participation of the service user or other relevant stakeholders to practice standard

Yes Yes Yes

Lead on the collaboration with the service user and other relevant stakeholders on appropriate critical evaluation of service delivered including own performance through discussion, reflection and measurement

Yes Yes Yes

Transferable Skills



Demonstrate clinical reasoning and professional problem solving when making practice decisions for one client in a practice context to practice standard

Yes Yes Yes

Demonstrate appropriate investigation and application of evidence based practice that is relevant to this practice context

Yes

Yes

Yes

Demonstrate working collaboratively with carers, multi-disciplinary teams or appropriate others e.g. interagency working and other relevant stakeholders appropriately and to practice standard

Yes Yes Yes


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Demonstrate written communication, to individuals and groups to practice standard

Yes Yes Yes

Professional Skills




Yes Yes Yes


Yes Yes Yes


Yes Yes Yes

Demonstrate the importance of self-evaluation and reflection in practice and for self-development whilst working with one service user in this practice context

Yes Yes Yes

Attitude




Yes Yes Yes

Demonstrate an engagement in regular supervision and insight to when Practice Educator guidance is required on more complex elements of their case study

Yes Yes Yes


Yes Yes Yes

Critically evaluate the whole case study process through reflection in collaboration

Yes Yes Yes


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with service user or other relevant stakeholders


Yes Yes Yes





(Note: details which could identify an individual must be changed or omitted. You may not use documents that identify the placement setting).











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Part 1: (25 marks)



Part 2: (20 marks)

Evidence for efficacy of intervention must be presented. This must include evidence of a literature search with details of databases searched (e.g. CINHAL, Medline, PsychInfo etc.). Include the search terms used. A critical appraisal of the literature identified should be presented and the evidence related to the selected interventions to support choices.

NOTE: The literature review should be current and include recent journal articles. Information from textbooks may not be current and should not be relied upon.

Marks will be divided as follows:

Description of search strategy including inclusion and Exclusion criteria (5 marks) Critical appraisal of literature (10 marks) Application of evidence to practice including clinical reasoning approach (5 marks)




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Penalties















Reference to unreferenced websites such as ‘wikipedia’ or ‘depression.com’ or sites specifically aimed at the general public (rather than health professionals)

5 marks deducted

Reference Material







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Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice Education. Cumbria, England: M & K Publishing.



Page | 148



























Section not present

(0 mark)


Goals may be SMART but smaller steps lack clarity or specificity. Limited client/carer consultation. Limited clinical reasoning. Some client needs unrecognised or misinterpreted. Goals are “service goals” rather than “client goals”. Goals are not occupational (4 marks)

Goals are SMART and broken down into steps if appropriate to an adequate standard. Goals are derived from occupational problems. Some clinical reasoning evident with adequate rationale for goals chosen. Some client collaboration evident. Goals are realistic and relevant and relevant to the setting. Goals are occupational (6 marks)

Goals are SMART and broken down into steps if appropriate to a very good standard. Goals are derived from the occupational problems. Very good clinical reasoning present with very good rationale for goals chosen. Good evidence of client collaboration. Goals are realistic and relevant to the setting. Goals are occupational (8 Marks)

Goals are SMART and broken down into steps to an excellent standard. Goals are derived from the occupational problems. Outstanding reasoning present with excellent rationale for goals chosen. Superb evidence of client collaboration. Goals are realistic and relevant to the setting. Goals are occupational (10 marks)


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Section not present

(0 mark)










F.O.R is appropriate. May be misinterpreted or not adequately described (2 marks)





Section not present

(0 mark)



Examples of application are vague. No rationale for use of approach (2 marks)












Search Strategy (5 marks)


Section present. Search terms inadequate. No inclusion/exclusion criteria (1 mark)

Search terms not clear enough to thoroughly search literature. No inclusion/exclusion criteria. Errors in inclusion/exclusion criteria (2 marks)

Clear search terms. Some inclusion/exclusion criteria. Databases appropriately searched. Appropriate use of Boolian logic (3 marks)

Search terms clear. Literature is comprehensively searched. Inclusion/exclusion criteria. Appropriate use of Boolian logic. (4 marks)

Very high level search strategy including all components; inclusion/exclusion criteria, clear search terms, correct use of Boolian logic. Evidence of t searches reference lists and hand-searches (5marks)


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Critical Appraisal of Evidence (10 marks)

Section not present

(0 mark)

Very limited literature.

Literature is not relevant to the case. Student only presents “one side of the argument” (2 marks)

Limited relevant literature. Literature misinterpreted or only somewhat relevant. Poor critique evident. Little knowledge of methodologies and bias in studies. Evidence used to “justify practice” rather than to guide practice (4 marks)

Relevant literature used to inform practice

Good level of critical appraisal. Literature is interpreted correctly. Results and application described clearly. Student displays knowledge of different levels of evidence, and can identify bias and reasons for interpreting results with caution (6 marks)

Very relevant literature used to inform practice

High level of critical appraisal.

Wide range of literature. Student displays an understanding of the whole area under study. It is clear that evidence informed practice, rather than the literature being found to justify practice (8 marks)

Excellent literature.

Level of critical appraisal above that expected of a student at this level. Strong evidence of wide reading. Articles are compared, and critiqued against each other in a very competent way. It is very clear that evidence informed practice, rather than the literature being found to justify practice (10 marks)

Application of Evidence to Case Study (5 marks)

Section not present, or is not evident in any way in the text (0 mark)

Literature chosen is completely irrelevant to client’s case. Student applies irrelevant evidence to client. Little or no mention of client throughout section (2 marks)

Literature is somewhat relevant to client. Limited mention of client and application throughout section. Limited evidence that the literature changed the students plans or thinking in any way (4 marks)

Literature is relevant to client. The application of evidence is evaluated and analysed in relation to the relevancy to the client and applied if relevant with consideration to resources, time and the service setting (6 marks)

Literature is best available Evidence of evaluation of evidence in relation to the client and applied if relevant with consideration to resources, time and service setting. The applicability of the evidence is analysed to a high standard (8 marks)

Literature is best available. Evidence of evaluation of evidence in relation to the client and applied if relevant with consideration to resources, time and service setting. The applicability of the evidence is analysed to an exemplary standard (10 marks)









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Inadequate structure and sequence of content. No references (0 mark)

Inadequate structure and sequence of content. Poor references (1 mark)


.Good structure, concise and logical sequence of content. Relevant references with more than three errors in referencing grammar or spelling (3 marks)

Very good structure, concise and logical sequence of content. Very good relevant references.


Outstanding structure, concise and logical sequence of content. Excellent relevant references. No errors in referencing, grammar or spelling (5 marks)



MODERATED MARK


Page | 152

APPENDIX S

The Case Study Process

Dis

cipl

ine

of O

ccup

atio

nal T

hera

pyTh

e C

ase

Stud

y Pr

oces

s Week 3 is aboutthe time to beallocated theperson for the

case study.

From yourobservations,

discussions andreadings,

PLAN THEOCCUPATIONAL

THERAPYPROCESS

with the client.

In Week 1 startthinking about…

WhatMODELS,

FRAMES OFREFERENCE

andTREATMENT

APPROACHESAre used in this

Setting?

And why?

Your educatormay not use

the terminologyfor models etc. –

Can you put aname to what

they are doing?

From Week 2…

Discuss with youreducator

and explore theliterature

to see whatassessments,

interventions andoutcome measureshave EVIDENCE

that they areeffective with

this client groupin this setting.

In Weeks 3,4,5,6 and 7 you will be

implementing your plan and evaluating the outcomes with

the client. In Week 7 or 8…plan to

present yourcase studyto the team.

WEEK 1

WEEK 2

WEEK 3

WEEK 5

WEEK 6

WEEK 4

WEEK 7

WEEK 8

Submit Case StudyDate will be informed by Practice Education Co-ordinator. It will be at least one week after practice education ends.

REFLECT throughout the Occupational Therapy Process


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APPENDIX T

Health & Safety of Students: Immunisation Advice

ADVICE FOR HEALTH CARE STUDENTS REGARDING RISKS OF INFECTION ASSOCIATED WITH THEIR STUDIES AND AVAILABLE PROTECTIVE MEASURES. A career in health sciences is associated with some risks of work related infection. These risks can be managed very effectively in most situations and it is important for you to have some information about the risks and how to protect yourself. These notes are brief introduction to some of the issues of concern.

Hepatitis B Virus

Hepatitis B virus is associated with liver disease. Some patients who become infected may remain infected for months or years. The virus may be transmitted to others mainly when blood or body fluid containing the virus makes contact with a mucous membrane or with broken or punctured skin. A jab from a needle that was used on an infected patient, contact of body fluid with broken or damaged skin or a bite from an infected patient are common risk exposures. You may be exposed to this virus during your studies or work.

Immunisation recommended: There is a very effective vaccine Hepatitis B vaccine. Because of the risks associated with your work you should consider having the Hepatitis B vaccine. The course of immunisation requires 3 injections over a period of 6 months. It is very important that at the end of the course you should have a blood test to check if the vaccine worked for you.

Rubella Virus

Rubella virus causes an illness with fever and rash in children commonly known as German measles. The greatest concern regarding this virus is that infection of a woman in early pregnancy can result in infection of the foetus and very severe birth defects in the baby. You may be exposed to this virus in the course of your studies or work. Immunisation recommended: There is a very effective vaccine against Rubella. It is quite likely that you have already had this vaccine more than once. You may wish to consider having a blood test to determine if the vaccine worked and if you are now immune to rubella virus.

Varicella-Zoster Virus (VZV)

This virus is associated with the illness commonly known as chickenpox and also with the illness known as shingles. When a person becomes infected with VZV for the first time they usually get chickenpox and then get better. Although the person gets better the virus stays in their body and in some people becomes active again years later and the result is shingles. The important thing from a risk of exposure point of view is that contact with a patient with chickenpox or a patient with shingles represents exposure to the VZV virus. In children chickenpox is usually very mild. In adults the illness may be more severe and it can be very severe in a woman who becomes infected for the first time in pregnancy. If you do not know whether or not you have chickenpox in the past you might want to consider having a


Page | 154

blood test to determine if you have antibodies to VZV or not. If you have antibodies contact with a person with chickenpox/shingles is not a real risk to you. If you do not have antibodies you may be at risk.

There is an effective vaccine against the VZV virus but it is only available in Ireland under special circumstances at present.

Tuberculosis

Tuberculosis is a bacterial infection. About 1/3 of the world’s population are infected but only about 1 in 10 infected people get sick. Of those who get sick, most get lung disease. When a person with lung tuberculosis coughs, sneezes or talks he/she can generate aerosols containing the infecting bacteria. If a Health Care Worker (HCW) inhales these droplets he/she may become infected.

The BCG vaccine offers some protection against the most serious consequences of infection with the tuberculosis bacteria. It does not offer complete protection. Many of you may have had the BCG vaccine already, you may have a small scar on the left shoulder. If you have not have BCG vaccine many people recommend that all HCW’s should have the vaccine. Before BCG is given it is usual to have a test called a tuberculin test performed. This test involved an injection into the skin and inspection of the skin after a couple of days. The purpose of the test is to check if the person has already been vaccinated or infected.

HIV Virus

This is the virus associated with AIDS. Infection is through contact of blood or body fluids with broken skin, punctured skin or with mucous membranes. Following a jab with a needle or similar exposure the HIV virus is much less infectious than the hepatitis B virus. There is no vaccine against HIV. If a health care worker has a high risk exposure to blood or body fluids from a HIV infected patient there are medications that can be taken to further reduce the risk of the infection.

Hepatitis C Virus

This virus is associated with liver inflammation. The ways in which infection may be transmitted to health care workers are similar to the ways in which Hepatitis B virus and HIV virus may be transmitted to health care workers. Following a jab with a needle or similar exposure, Hepatitis C virus is less infectious than Hepatitis B virus. There is no vaccine against Hepatitis C virus.


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Other Infections

Health care workers may also be risk for a number of other infections. In most cases your best protection is you skin. Try to keep your skin healthy, if your skin is broken, damaged or cut cover it and if you are in direct contact with body fluids consider wearing gloves. Wash or disinfect your hands after each patient contact in the interests of protecting you and your patients. If you are splashed in the mouth or eyes with blood or body fluids in the course of your work, if you receive a jab from a previously used needle or a bite you should report the incident to your supervisor and ask where you should go for further advice and or treatment.


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APPENDIX U Feedback to Occupational Therapy Practice Education Sites

FEEDBACK TO OCCUPATIONAL THERAPY PRACTICE EDUCATION SITES

Feedback gathered from students on placement in academic year:

Compiled by:

Date of Compilation:

Site:

Area Feedback Actions

1. Orientation:

2. Communication and Feedback:

3. Supervision:

4. Support from University:

5. Suggestions of ways in which the Practice Education site and/or educator could enhance the learning experience for the next student.

6. Aspects of the Practice Educators teaching approach that was especially good:

A member of the Practice Education Team is available to work with you on further enhancing the quality of the Practice Education you offer and developing an action plan. Please contact Ms. Carol Hills, Practice Education Coordinator on (091) 495294 to arrange an appointment.


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APPENDIX V

Practice Education Feedback Form – Observation Placement

NB: Please be advised that the information provided on this form is for evaluation purposes only and personal details will not be used when providing feedback.


Student Name(s):

Dates of Placement:

Placement Level:

PREPARATION 1. Do you feel satisfied that the University prepared the student adequately for this

placement?

Yes No

Comments:

2. Are you satisfied with the student’s correspondence prior to the placement?

Yes No

Comments:

3. Are you satisfied with the University’s correspondence prior to placement?

Yes No

Comments:


Page | 158

4. Any other comments?

Comments:

Please return to [email protected]. Thank you.



Page | 159


APPENDIX W

Practice Education Site Profile

The aim of the Practice Education site profile is to ensure the Practice Education team obtains the required information about the Practice Education sites regarding opportunities and resources available for student learning.

This information will assist the Practice Education team, student and site in making informed decisions about placement selection.

Nature of Information Required

As per the attached form entitled “Practice Education Site Profile: learning opportunities and resources”, it would be helpful for Practice Educators, together with the Practice Education Co-ordinator to provide information regarding the following.

1. Site and Contact Information

2. Characteristics of Occupational Therapy Services

3. Essential Preparation for Students

4. Learning Opportunities & Resources

5. Amenities

6. Site Requirements

7. Site and Contact Information

Note: Please ensure that all sites in the service have individual Practice Education site profiles.

Learning Opportunities & Resources

1. SITE & CONTACT INFORMATION

Name of Site:

Name of Contact Person:

Title of Contact Person:

Address:

Phone: Fax: Mobile:


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E-mail Address:

Website (if applicable):

Supporting Information (Optional):

(e.g., pamphlet, brochure, fact sheet)

2. CHARACTERISTICS OF OCCUPATIONAL THERAPY SERVICES

a) Type of Service: (e.g., community, paediatrics, acute hospital, psychiatry of later life etc.)

b) Description of Service (Please select one).

Physical Psycho-Social

c) Client Life Span (Please tick main client age group).

Children Adults Adolescents Older Adults

3. ESSENTIAL PREPARATION FOR STUDENTS

a) Please list common diagnoses or client presenting problems:

b) Recommended Reading:

c) Other:

4. LEARNING OPPORTUNITIES AND RESOURCES FOR STUDENTS

Access to Library: (Either on or off site)

Yes No

Internet Access: Yes No

Other learning opportunities and resources for students: (Please list).

5. AMENITIES AVAILABLE TO STUDENTS

Cafeteria: Yes No

Kitchen Facilities: Microwave Refrigerator

Other (Please specify)

Locker: Yes No

Bicycle Rack: Yes No


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Parking: Yes No Cost:

Public Transport available: Yes No

Other (e.g. accommodation in the area etc.). Please list contact for further information.

Detailed Directions: (e.g. site map)

6. SITE REQUIREMENTS FOR STUDENTS

Immunizations Required: Yes No

Garda Clearance Required: Yes No

Dress code: Yes No

If yes, please specify

Working Hours:

Is a car essential during placement hours?

Yes No

Additional information or requirements

7. MESSAGE TO STUDENTS

What to expect on your first day:

Is pre-placement information sent to student (i.e. reading list, schedule, map etc.)

Yes No


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APPENDIX X

Practice Education Feedback Form – Level One & Two Placement

NB: Please be advised that the information provided on this form is for evaluation purposes only and personal details will not be used when providing feedback.


Student Name(s):

Dates of Placement:

Placement Level:

PREPARATION 1. Do you feel satisfied that the University prepared the student adequately for this

placement?

Yes No

Comments:

5. Are you satisfied with the student’s correspondence prior to the placement?

Yes No

Comments:

6. Are you satisfied with the University’s correspondence prior to placement?

Yes No

Comments:


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7. Did you find the Practice Educator’s Handbook helpful?

Comments:

KNOWLEDGE, SKILLS & ATTITUDES

Please comment on student’s knowledge, skills and attitude relative to stage of training.

Comments:

DOCUMENTATION

Please comment on University’s paperwork used for placement and provide any suggestions (i.e. method of application, content, presentation or format).

Learning Contract:

Supervision Forms:

Half-way / Final Report:

PRACTICE EDUCATION PHONE CALL

Did you find the phone call from the University Practice Education Co-ordinator, lecturer or Practice Education facilitator helpful?

Yes No

Comments:

SUPPORT

Do you feel the level of support provided by the University is adequate?

Yes No

Comments:


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PRACTICE EDUCATORS WORKSHOPS

Have you attended an NUI Galway Practice Educators Workshop?

Yes No

If no, please indicate if you or members of your team would be interested in attending future workshops.

Names:

SUMMARY & RECOMMENDATIONS

Please suggest any further recommendations you may have.

Further Recommendations:

Many thanks for taking the time to complete this questionnaire.

Practice Education Co-ordinator

Áras Moyola

NUI Galway


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APPENDIX Y

University Marked Assessment Item: The Portfolio Pass/Fail

The portfolio is used to record the student learning and development while on Practice Education. The aim is to record information which will be useful for the rest of the course and on future Practice Education placements. The Practice Education Portfolio is submitted to the Practice Education Co-ordinator at the end of placement and is marked on a Pass/Fail basis. Students have access to a range of templates that they can use in their portfolio. The Portfolio should include the following:

Section 1: Description of Learning Environment

This should be a short description of the service in which the placement is based e.g. acute hospital, community care, mental health unit etc. Use these subheadings.

1. Type of Placement / Organisation; HSE, private and voluntary, other. 2. Structure of Service. Provide a short structure of the OT service. How many

therapists / staff / support staff? Do not name them but for example you might indicate one Senior OT, hands, one Senior OT, stroke rehabilitation etc. Flow charts or diagrams are acceptable here.

3. Services Network. Name or draw a diagram of the network of services that the OT is working within. This might be General Practitioner (GP), Public health nurses and home care services in a physical community setting, or the multi-disciplinary team and community services in a mental health setting.

4. Communication pathways. Give a short description of how this network of services communicates for the benefit of the service user. Flow charts or other diagrams are acceptable here.

5. Referral to the service. Provide a summary of the scope of the service, any referral systems in place. Identify who refers clients to the service, the type of referrals accepted to the service and a summary of requests for occupational therapy intervention.

Section 2: Summary of Client Conditions

Make a list of the conditions most commonly referred to the service. Choose 3 of the most common conditions and record your learning about these conditions. Use the template provided.

Section 3: Learning Resources on this Placement

Put your signed learning contract and supervision forms into the front of this section. Summary of Assessments Used. Add in use of study time sheet here. List the main assessments used. Create a table (example below).


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Assessment used

Non standardized or standardized

Authors (Reference) Key points of the assessment

Time to administer What does it assess Re-administration timeframe Key learning points

Now choose no more than three but at least two assessment you used on this placement. Complete the assessments template on assessments and add to your portfolio. Complete one observation sheet and one services visited sheet in this section.

Summary of Range of Interventions Used List the interventions in this service. Choose two interventions that you completed and use the template provided to complete and add to your portfolio.

Equipment Available Make a bullet point list of equipment available in the department. This may include assessments (e.g. COPM), materials (e.g. splinting materials, splinting pans, heat guns etc.), and adaptive equipment (e.g. wheelchairs, adapted cutlery).

Section 4: Reflection

Keep a reflective diary, this is private and can be handwritten. It does not need to be included in your portfolio.

Complete the weekly reflection template. A minimum of eight reflections should be included in your portfolio and they should relate to your learning and competency development.

The reflections should be recorded chronologically. Any additional items you completed as part of your learning objectives can be included chronologically.

Section 5: Summary of Learning Needs

The final section of the portfolio should contain a summary of your competency to date. Review the competency standards and identify your strengths and weaknesses.

Section 6: General Resources

This section can include any hand outs that you have collected or been given. However, every hand out must have a title page.

Please use the template provided.

practice educator’s handbook 2014-2015 - nui galway · 2014. 8. 12. · b.sc. (hons.)...

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