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Canterbury Christ Church University

Faculty of Health & Wellbeing

Occupational Therapy

Placement Three (Third Year)

Student Name:

Cohort: Student COT Membership No.

Personal Tutor:

Name of Practice Educators:

1.

2.

3.

Placement Contact Details (Address,

telephone and email):

Placement Dates:

Total Number of Hours:

Brief Description of Placement Experience Offered:

University Moderation Comments:

Academic tutor signature and date:

http://www.canterbury.ac.uk/

1

Occupational Therapy Practice Placements 3

ONGOING ACHIEVEMENT RECORD (OAR)

Assessment of practice contributes 50% towards the academic component of the programme. It assesses your ability to demonstrate understanding,

skills and values commensurate with your stage of education. It also outlines the standards/proficiencies you are required to meet by the end of the

placement.

You are assessed on a met/not met basis at the formative stage of the placement and on a pass/fail basis at the summative stage of the placement

experience. The formative assessment should provide you with a clear picture of your strengths and areas for development in relation to the

proficiencies. It may also help identify areas of concern. Areas of concern may relate to either aspects of practice in which you are not achieving in

the anticipated time frame or elements of your conduct in practice that is not considered professional. If concerns are identified mechanisms will be

initiated to work with you and your practice educator. The summative assessment will provide you with a summary of your achievements along with

constructive feedback to inform your future practice.

Early in the placement, students are required to negotiate and formulate a learning contract/learning objectives relevant to the placement setting to

identify how they intend to meet the proficiencies. Students are expected to be proactive in the assessment process and use all of the opportunities

available to them in order to provide evidence of their learning (formatively) and achievement (summatively). Formal supervision on a weekly basis

should record progress against each learning objective whilst providing the opportunity for a range of evidence of achievement to be reviewed and

also recorded by both student and practice educator. Informal supervision opportunities should be used to provide regular ongoing feedback.

All of the proficiencies detailed in this document which have been mapped to theoretical modules must be passed before a student can progress to

the next stage of the programme. Each proficiency should be signed (not ticked) by the named practice educator. If a student does not achieve a

pass in one or more of the proficiencies they will be deemed to have failed their assessment.

To support your ongoing learning and development and to meet regulatory requirements for supporting learning and assessment in practice it is

essential that you understand that you will be required to share the contents of your OAR with practitioners, academic staff and your personal tutor.

Sharing your documentation ensures that any issues can be identified and addressed in order to give you the opportunity to achieve the

requirements in placement that will enable you to progress to subsequent years or qualified status.

STUDENT CONSENT

I ………………………………………………….(full name) understand that I will be expected to share the records of my achievement held in this

document with practice educators, academic staff and my personal tutor. I am aware that this document is my responsibility and that I will need to

maintain a photocopy of each completed section to ensure that I am able to produce a complete set of documentation.

Signed:…………………………………...........Print name:…………………………………………………. Date:……………………………………..

2


Level of performance by the end of the placement

Performance Year 1 (Doing)

When involved with service users

(under direct supervision)

The student:

Year 2 (Being)

When involved with service users

(Under supervision)

The student:

Year 3 (Becoming)

When managing a case load (under

indirect supervision)

The student:

Knowledge and

understanding

Through discussion with their

Practice Educator is able to

demonstrate a beginning knowledge

of the concepts of occupation,

occupational performance and

occupational performance analysis

from a theoretical perspective and

begin to recognise their application

to practice

Through discussion with their

Practice Educator demonstrates a

working knowledge of occupation

based theory and the wider factors

that underpin and impact upon

effective practice

Critically evaluates a range of sources

and applies relevant theory,

knowledge and skills to a range of

practice requirements/ unexpected

situations

Problem-solving

skills

Under guidance of their Practice

Educator can use occupational

performance analysis to apply a

problem solving process to simple

and straightforward situations

Use the occupational therapy process

to identify for their Practice Educator

possible solutions to more

demanding situations

Using the occupational therapy

process consistently demonstrates

appropriate decision making and

effective problem-solving skills

Values and

attitudes

Demonstrates an active interest in

learning about and from practice. In

routine situations can interact

appropriately with service users and

their carers and work well within the

team. Acknowledges and works

within the boundaries of their

knowledge, skills and level of

education and codes of conduct

Takes an active role in leading own

learning experience. Can consistently

and effectively interact with service

users, carers and colleagues in more

demanding situations. Acknowledges

and works within the boundaries of

their knowledge, skills and level of

education and codes of conduct

Consistently manages and develops

their practice in accordance with the

College of Occupational Therapists

Code of Ethics and Professional

Conduct (2015) and Health & Care

Professions Council Standards of

Proficiency for Occupational

Therapists (2013)

Practice skills

Utilising their beginning knowledge

applies safe working practice to key

skills under the supervision of their

practice educator

Demonstrates competence in safely

applying a range of therapeutic skills

to enhance therapeutic gain under

the guidance of their practice

educator

Consistently demonstrates competent

and safe practice based on best

practice, using theory and reflection

to analyse dilemmas experienced in

the practice setting to promote

participation in occupation

3


Placement relationship to academic modules

Duration: 12 weeks (450 hours)

The Reflective Practitioner (TRP):

By the end of the module students will be able to:

1. Critically reflect on their values, beliefs, and personal and professional skills

2. Use critical reflection to question their own assumptions and those of others regarding all aspects of service delivery and how they affect staff

and service users

3. Demonstrate understanding of critical reflection and its role in continuing professional development.

Promoting Participation in Occupations for Health and Wellbeing (PPO):

By the end of the module students should be able to:

1. Critically apply occupational therapy theories, best practice and research to addressing complex occupational issues.

2. Critically analyse the barriers and enablers to the participation and wellbeing of people across the lifespan.

3. Evaluate the unique contribution of occupational therapy to maintaining the participation and wellbeing of people in a range of settings.

Occupation Focussed Practice (OFP):

By the end of this module students should be able to:

1. Demonstrate knowledge, understanding and a critical perspective of the national policy drivers, local policies and practice

2. Use evidence to plan, implement and critically reflect upon occupational therapy practice as a complex intervention within a specific setting

3. Critically evaluate own practice and reflect on own development and future professional development.

4. Confidently and safely apply knowledge and skills in practice placement.

Collaborative Practice 3 (CP3):

By the end of this module students should be able to:

1. Critically analyse the constituents of complex environments in health and social care.

2. Critically analyse the significance of competing agendas and motives in maintaining collaborative relationships

3. Appraise and manage the challenges involved in maintaining a person centred perspective when working with particularly marginalised

service users and carers in complex environments.

4. Through critical reflection, synthesise learning to suggest ways in which they may promote and support person centred collaborative practice

in the future

4


Professional Development 3 (PD3):

By the end of this module student should be able to:

1. Effectively use a wide range of information sources to extract and analyse relevant information

2. Synthesise and apply information from a number of sources to develop a reasoned argument

3. Analyse and apply the findings from contemporary evidence to current issues in professional practice

4. Exercise autonomy and initiative in tackling tasks and problems and weighing alternative interpretations, arguments and values

Students will be able to:

Critically evaluate a range of sources and apply relevant theory, knowledge and skills to a range of practice requirements/ unexpected

situations

Use the occupational therapy process consistently demonstrating appropriate decision making and effective problem-solving skills

Consistently manage and develop their practice in accordance with the College of Occupational Therapists Code of Ethics and Professional

Conduct (2015) and Health & Care Professions Council Standards of Proficiency for Occupational Therapists (2013)

Consistently demonstrate competent and safe practice based on best practice, using theory and reflection to analyse dilemmas experienced in

the practice setting to promote participation in occupation

5


Record of Signatures

This page should contain a record of the signatures and contact details of all registered practitioners who initial and sign sections within this

documentation.

First Name

Last Name

Initials

Signature

Date of last

practice educator

update

Professional

registration

number

Work contact

number

6

Theory

Date

Legislation

Student

initial

Staff

Health and safety at work Act 1974 (HSAWA)

Manual handling operations Regulations 1992 (MHOR)

Reporting of Injuries, Diseases and Dangerous Occurrences Regulations

1995 (RIDDOR)

Lifting and operating and load Regulation 1998 (LOLER)

Provision and use of work equipment Regulation 1998 (PUWER)

Management of Health and Safety at Work Regulations 1999

Human Rights Act 1998: Article 3 and 8

Professional

College of Occupational Therapists Codes of Ethics and Professional

practice 2015

College of Occupational Therapists: Moving and Handling Guidance 2006

Health Care Professionals Council: Standards of proficiency 2007

HCPC: Standards of Proficiency Occupational Therapy 2013

Principles of Safer Handling

Spinal awareness

Clothing

Risk Assessment ( LITE /TILE)

Documentation

7


MANOEUVRE/TECHNIQUE/EQUIPMENT DEMONSTRATED PRACTISED

Year Three

Recap on Year 1 and 2

Lateral transfers

Patslide

Slide sheets

Extension straps

Team selection

Stand Aid

Turntables/rotor stands

Car transfer

Getting in from standing and wheelchair

Getting out from standing and wheelchair

Wheelchair into car

Equipment into car

Community Hoists

Oxford or equivalent mini hoist

Ceiling track hoist

Community sling care

Paediatric

Cot

Highchair

Pushchair

Car seat

Experience feedback and Problem Solving

Name: Cohort: Date:

Signature of Student: Signature of Lecturer or Instructor:

8

Life Support

Session content

Date Student Signature Staff Signature

Life Support

Infection Control

Professional issues

Session content

Date Student signature Staff Signature

Professional Code of conduct (COT, 2015)

Health & Care Professions Council Standards of Proficiency (2013)

Safeguarding

Responding to concerns in Practice

Rights of individual services users in relation to student participation in care.

Lone working policy

Placement briefing/preparation

9


Assessment of Practice Tool Placement 3

Mod

ref.

HCPC

SOP 1.Demonstrate ability to work safely

with indirect supervision

Formative

Assessment

PE initials and

date

Practice Educator constructive formative feedback

regarding individual aspects of proficiency

Summative

Assessment

PE initials and

date

PE to sign and date to verify

summative assessment

Met Not

met

Pass Fail

PPO

OFP

1.1, 2.1,

2.2, 2.3,

2.5, 2.6,

2.8, 3.1,

3.2, 3.3,

4.2, 4.3,

4.4, 4.5,

4.6, 7.3,

9.1, 9.2,

9.3, 9.5,

9.10, 11.1,

11.2, 11.3,

12.1, 12.2,

12.3, 12.4,

12.5, 12.6,

12.7, 14.1,

14.11,

14.17,

14.21,

15.2, 15.3,

15.4, 15.5,

15.6

interpret and critically analyse the impact

of international, national and local policy

on the practice area

TRP

OFP

consistently work within local policies,

procedures and the legal and ethical

standards of the OT profession

TRP Consistently participate in informal and

formal supervision to critically appraise

own practice and use support to actively

develop both personally and professionally

TRP discuss with Practice Educator obligation to

maintain fitness for practice in relation to

continuing professional development

2. Demonstrate safe, competent and evidence based practice to analyse complex occupational issues and promote participation in occupations

PPO

OFP

1.1, 1.2,

2.1, 2.2,

2.3, 2.4,

2.5, 2.6,

2.8, 4.2,

4.3, 4.4,

4.5, 5.1,

5.2, 5.3,

5.4, 6,

7.3, 8.1,

8.2, 8.3,

8.4, 8.5,

8.6, 8.7,

8.8, 8.9,

8.10, 9.1,

9.2, 9.3,

9.4, 9.5,

9.6, 9.7,

9.8, 9.9,

9.10,

11.1,

11.2,

11.3,

12.1,

12.2,

12.3,

12.4,

12.5,

12.6,

12.7,

Justify the selection of an appropriate

range of assessments

PPO

OFP

Competently draw from best practice,

occupational therapy theory, observational

and interviewing skills to identify the

complexity of factors impacting on a

service users participation in occupation

OFP

PD3

Consistently demonstrate clinical reasoning

and use of evidence based practice to

safely and independently justify, plan and

implement interventions (or identified

parts), using a range of therapeutic tools

and skills with due regard to individual

preferences

10


Mod

ref.

HCPC

SOP

2. Demonstrate safe, competent and

evidence based practice to analyse

complex occupational issues and

promote participation in occupations

Formative

Assessment

PE initials and

date



Summative

Assessment

PE initials and

date



Met Not

met

Pass Fail

TRP 13.1, 13.2,

13.3, 13.4,

13.5, 13.6,

13.7, 13.8,

13.9,

13.10,

13.11,

13.13,

13.14,

14.1, 14.2,

14.3, 14.4,

14.6, 14.5,

14.7, 14.8,

14.9,

14.10,

14.11,

14.12,

14.13,

14.14,

14.15,

14.17,

14.18,

14.19,

14.20,

14.21,

14.22,

14.23,

14.24,

15.1, 15.2,

15.3, 15.4,

15.5, 15.6

demonstrate the therapeutic use of self in

the occupational therapy process

TRP

PD3

monitor and review the effectiveness and

outcomes of planned intervention drawing

on professional judgements and decision

making skills

OFP manage work load effectively including

relevant documentation, and referral on to

services and agencies as appropriate

TRP use professional assertiveness to articulate

the unique contribution of OT to relevant

parties using identified systems

IAE identify and discuss potential service

developments and/or innovations

3. Demonstrate consistent professional values, attitudes and conduct

OFP

1.1, 2.1,

2.2, 2.3,

2.4, 2.5,

2.6, 3.1,

3.2, 3.3,

4.3, 4.4,

4.5, 4.6,

5.1, 5.2,

5.3, 5.4,

6, 7.1,

7.2, 7.3,

8.1, 8.2,

8.3, 8.4,

maintain confidentiality and security of

written and verbal information acquired in

a professional capacity with due regards to

disclosure of information

OFP

PPO

use appropriate communication strategies

to negotiate with people and gain

informed consent

11


Mod

ref.

HCPC

SOP 3. Demonstrate consistent professional

values, attitudes and conduct

Formative

Assessment

PE initials and

date



Summative

Assessment

PE initials and

date



Met Not

met

Pass Fail

TRP

OFP

8.5, 8.6,

8.7, 8.8,

8.9,

8.10,

9.1, 9.2,

9.3, 9.4,

9.5, 9.6,

9.7, 9.8,

9.9,

10.1,

10.2,

13.1,

13.2,

13.3,

13.4,

13.5,

13.6,

13.7,

13.8,

13.9,

13.10,

13.11

13.13,

13.14

14.2,

14.3,

14.4,

14.5,

14.6,

14.7,

14.8

14.9,

14.10,

14.14,

14.15,

14.18,

14.19,

14.20,

15.1,

15.2,

15.3,

15.4,

15.5,

15.6

consistently demonstrate professional

behaviour and demeanour upholding

Occupational Therapy standards (COT,

2015) and the requirements of the Health

& Care Professions Council Standards of

Proficiency (2013)

OFP manage self, staff and other resources

required for effective service delivery

PPO recognise, respect and actively support

diversity, expertise and experience of

individuals, carers, groups and

communities

TRP

OFP

use theory and reflection to analyse legal

and ethical dilemmas experienced in the

practice environment

12


Mod

ref.

HCPC

SOP 4. Demonstrate consistent and effective

professional and person centred

collaboration

Formative

Assessment

PE initials and

date



Summative

Assessment

PE initials and

date



Met Not

met

Pass Fail

TRP 1.1, 2.1,

2.2, 2.3,

2.4, 2.5,

2.6, 2.8,

4.3, 4.4,

4.5, 5.1,

5.2, 5.3,

5.4, 6,

7.3, 8.1,

8.2, 8.3,

8.4, 8.5,

8.6, 8.7,

9.1, 9.2,

9.3, 9.4,

9.5, 13.1,

13.2,

13.3,

13.5,

13.6,

13.7,

13.8,

13.9,

13.10,

13.11,

13.12,

13.13

13.14,

14.2,

14.14,

14.15,

14.18,

14.19,

14.20,

15.1,

15.2,

15.3,

15.4,

15.5,

15.6

practise in a non-discriminatory manner

and demonstrate a flexible approach

towards meeting desired outcomes for

individuals

CP3 demonstrate core beliefs of occupational

therapy through practice whilst supporting

interprofessional working

CP3 Effectively use communication strategies to

participate in interprofessional/interagency

discussions to reach a shared

understanding for the client

CP3 work collaboratively to promote maximum

therapeutic benefit to service users

13


Student evidence to support the formative assessment (Summary of learning to date and identification of new learning needs for this placement)

Student signature:………………………………..Date:……………………………………………

14


Formative Assessment by Practice Educator

Please identify students’ strengths, areas for development and (where applicable) specific concerns in relation to the proficiencies. If the student has

not met any of the proficiencies in this document, this feedback should enable the student to clearly see the reason for your decision.

Strengths

Development needs

Concerns (where applicable)

Academic link informed of concerns: Yes No N/A

Details of action taken:

Practice Educator signature: Date:

15


Student evidence to support the summative assessment (Evaluation of Performance and identification of future learning needs)

Student signature: Date:

16


Practice Educator Summary of Assessment

I confirm that student (Name):

HAS / HAS NOT (delete as necessary), provided sufficient evidence to demonstrate that the proficiencies for the placement have been achieved and

has

PASSED / FAILED (delete as necessary) the summative assessment.

Practice Educator name: Signature: Date:

Student name: Signature: Date:

Practice Educator Summative Feedback (including identification of strengths and progress achieved with recommendations for future development)

Name: Date:

17


Student Preparation for placement (To be completed before attending first day of placement).

Areas for Discussion Actions to address learning needs

Special or particular support needs.

Practice Learning and Support Plan?

Yes No

Previous placement experiences:

Previous feedback:

Strengths identified from previous placements:

(What experiences did you enjoy?)

Areas for development/improvement identified

from previous placements:

(What experiences did you find difficult?)

What are your personal aims for this placement?

What do you have to achieve to fulfil requirements

of your academic studies?

What dates are you required to be in University for

during this placement? (Collaborative practice

module)

What deadlines for assignments do you have during

this placement?

18


Orientation to practice placements (to be completed in each placement area on the first day)

Standards of Education and Training Number 5 (HPC, 2009)

Placement name……………………………………………………………

Practice

Educator initial

and date

Student initial and

date

Layout of the placement environment identifying key locations and

resources

Identification of office and other work spaces that are available for

student to use

Introduction to key personnel

Procedure in the event of an emergency

Moving and handling of people and equipment

Awareness of placement policies e.g. taking messages, lone worker,

accident procedure, Health and Safety, Infection Control guidelines,

confidentiality

Confirmation of work hours/study time/lunch arrangement

Arrangements for supervision & study time determined and booked

Notification of sickness procedures

Mail systems

Team meetings/handovers etc

Telephone/bleep/private calls

Access to IT and password

Library, text books, national/local policy documents

Readiness for Practice Certificate seen and checked

Other induction requirements – please detail

19


Practice Learning & Assessment Agreement

Student: Practice Educator(s):

Educational Link: Personal Tutor:

Dates and Duration of Placement:

Level of Supervision / Support required (please see grid on page 3);

In the absence of the nominated Practice Educator the student will be supported and supervised by

(name):

If any difficulties arise, in the first instance the student and practice educator should try to resolve

these together. In the event that this is not successful please contact the academic placement team.

In exceptional circumstances it may be necessary to withdraw the student from the placement

immediately. The academic link will be involved in this process and keep you fully informed of the

process and any action required in line with University guidelines.

Roles and responsibilities:

The student will:

Review and utilise feedback from previous placements to inform their learning and

development needs

Take advantage of learning opportunities and review their Learning Contract regularly

Provide evidence of proficiency in relation to the assessment of practice

Disclose any special needs or disability in order that reasonable adjustment can be made by

the placement provider

Comply with placement policies and procedures

Use University procedures to inform of absence

The Practice Educator will:

Verify the evidence demonstrated through the ongoing record of achievement

Facilitate learning opportunities and provide constructive feedback on progress

Ensure the student is made aware of the placement policies, procedures and expectations

Identify a colleague who will take responsibility for the student in his / her absence and

ensure that he / she is aware of the students learning needs and that there are effective

feedback mechanisms in place

The personal tutor will:

Provide ongoing support to the student

The academic link for practice will:

Be the contact point for the Practice Educator and student if there are concerns about the

assessment of practice

Monitor student progression

Attend formal meetings with student and Practice Educator (as per flow chart) and

Offer advice in writing developmental action plans when concerns are raised

Liaise with personal tutor.

Practice Educator Signature: Student signature:

Date of agreement:

20


OCCUPATIONAL THERAPY – LEARNING OBJECTIVES AND LEARNING LOG

Keep this form as an up-to-date record of your progress and achievements by evaluating weekly during formal supervision. Add new objectives as appropriate

LEARNING OBJECTIVE (What do you want to learn or develop (look at the Assessment of Practice Tool and your action plans)? To be written in SMART format):

Date agreed: Practice Placement Educator Signature: Student Signature:

Date achieved: Practice Placement Educator Signature: Student Signature:

LEARNING LOG

Date Action Plan

How are you going to learn/develop? What do you

require to fill any gaps in your knowledge and

skills? (resources/strategies)

Evaluation of Progress

Summarise the progress you made towards your learning objective. What

aspects did you perform well? What aspects do you need to

improve/develop?

Evidence of Achievement

How can you demonstrate that the learning

objective is being/has been achieved?

21


OCCUPATIONAL THERAPY –LEARNING LOG – continuation sheet

LEARNING OBJECTIVE

Date Action Plan

How are you going to learn/develop? What do you

require to fill any gaps in your knowledge and

skills? (resources/strategies)

Evaluation of Progress

Summarise the progress you made towards your learning objective. What

aspects did you perform well? What aspects do you need to

improve/develop?

Evidence of Achievement

How can you demonstrate that the learning

objective is being/has been achieved?

22


Occupational Therapy Supervision Log

Student Name: Date and time/length of session:

No of placement hours

this week:

Type: Formal/informal : Individual/peer

Face to face/phone/email

(Delete as appropriate)

Practice Educator Name:

If cancelled reason for cancellation Other Attendees:

Agenda:

Record of discussion: (eg. evidence of achievement, learning objectives, ethical issues, clinical reasoning, workload management, skill development; personal development)

23


Other Professionals Feedback:

Service User Feedback:

Actions Agreed: (Transfer to learning contract)

Signed: (By PE and Student)

Date/Time of next session:

24


Please only complete this section of the document if concerns have been raised regarding students progress

Summary of Tripartite Assessment meetings (Academic Link / Practice Educator / Student)

Date:

Signatures

Date

Signatures

25


Action Plan to be completed if concerns are expressed during the assessment process

Issue to be addressed Action to be taken By whom and by when

26


Process of Practice Assessment

NO

YES

FAIL

Undertake

planned resit

opportunities

PASS

YES NO

YES

NO

Preparation for placement by

University

Student identifies learning

needs to inform Learning

Contract

Formal discussion and negotiation of learning

contract related to proficiencies with practice

educator.

Agree date of formative assessment and

document on Learning Contract

Undertake self assessment in

relation to progress referring to

HCPC standards of

proficiency/Code of Conduct

(COT, 2015) and Learning

Contract

Student satisfied with progress /

opportunities

Completion of evidence

to support learning,

Formative meeting and

completion of

assessment.

Provision of formative

feedback.

Progress satisfactory?

Review and develop learning

contract work towards

identified summative

assessment date.

Student summative self-

assessment in relation to

progress referring to APT and

Learning Contract

Student satisfied with progress

/ opportunities

Summative meeting and

completion of

assessment with

practice educator.

Summary of assessment

completed.

Pass / Fail noted.

Identification of future

learning needs for

next placement

Tripartite meeting with

academic link, practice

educator and student

Documents submitted

27


Assessing my student’s progress

YES

NO Not Met

YES Met

NO

Do I have any concerns?

Are the criteria within the Ongoing Achievement Record being

met?

Practice Educator

Personal reflection HAVE I?

Negotiated a learning contract?

Clarified my expectations?

Given feedback?

Provided learning opportunities?

Demonstrated appropriate practice?

Shared my opinion with colleagues?

Discussed with Academic Link / workplace facilitator?

If student is making satisfactory progress in all

areas, give constructive feedback to encourage

further development. Update assessment

documentation

SUMMATIVE ASSESSMENT

Complete assessment documentation and

give constructive e feedback for future

practice

Tripartite meeting with practice educator, Academic Link and

student

Renegotiate learning contract

Identify support system

Set review date

Document meeting on Record of Discussion Sheet

Formative assessment Constructive feedback /update

assessment / new learning contract

Informal discussion of progress and concerns

Set up a system to ensure adequate support

Set a review date

Notify the Academic Link

Practice Educator to

address personal

responsibilities

FAIL STUDENT

Tripartite process with

student practice

educator and Academic

Link

YES

University to organise

resit opportunity

NO

SUMMATIVE ASSESSMENT

Complete assessment documentation and give

constructive feedback for future practice

YES

NO

PASS STUDENT

PASS STUDENT

YES met

28


BSc(Hons) Occupational Therapy

Evidencing Placement Achievement – Placement 3

During each placement you are required to evidence your placement learning and achievements as

part of your assessment and overall portfolio. The selected evidence should demonstrate what you

have learnt to do and the associated reflections capture what you have learnt from the experience

and how it influences your practice. This part of the portfolio has several purposes:

1. For you - It ensures you start to capture examples of how you are progressing in your

development towards being an Occupational Therapist and how you can critique this

development. In the future as a registered Occupational Therapist you will be required by

the Health & Care Professions Council to maintain a reflective portfolio which evidences your

continuing professional development and life-long learning in order for you to be eligible to

re-register. This is your opportunity to start to develop this skill.

2. For you and your practice educator to use as evidence to monitor your progress and

acknowledge your achievements in relation to the Assessment of Practice Tool (APT).

3. For you and your personal tutor to review and discuss your next stage of development.

4. For the placement team to use as a moderation process

The components of Evidencing Placement Achievement are:

A: Completed Assessment of Practice Tool

B: Learning contract and learning log

C: Records of supervision

D: Matrix of evidence and supporting reflections

E: Training Certificates

F: Hours sheet

How to complete section D

Consider the evidence you have documented in your learning log which has been verified by your

PE. Using the reflection proforma given to you reflect about your learning in relation to this

evidence.

Use the checklist matrix below to record evidence you are reflecting on, the title of the relevant

reflection, and dates that reflections are completed.

It is anticipated that one reflection will be completed each week of placement and that this

should be no more than 2 pages long. You should therefore have 12 completed reflections by the

end of your placement. It is important to relate each reflection to an area of proficiency within the

assessment of practice tool. The areas of proficiency may be addressed in any order. You will need

to share your reflections with your practice educator who is required to verify on the checklist

matrix on a weekly basis that this has been done. You will also share your reflections with academic

staff and/or peers as part of the mid placement support mechanism.

29


Reflection Checklist Matrix – Placement 3

Area of Proficiency Titles of Reflections Date of

reflection

Verification by Practice

Educator

Demonstrate ability to

work safely with

indirect supervision

Demonstrate safe,

competent and

evidence based

practice to analyse

complex occupational

issues and promote

participation in

occupations

Demonstrate

consistent professional

values, attitudes and

conduct

Demonstrate

consistent and

effective professional

and person centred

collaboration

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

30


BSc(Hons) Occupational Therapy

Reflective Log – Evidencing Placement Learning - Placement 3

Name: Date:

Chosen evidence:

What? (Suggested

questions only)

Briefly describe the

experience you are

reflecting on. What went

well? What didn’t go so

well?

Relevance?

Why is this important?

What did you learn from

the experience? What

literature/ reading

informed your thinking;

how does it link to

modules you have been

completing?

How will this change

me/my practice?

What didn’t you take into

account? What does the

literature say about this?

What changes will you

make to do this differently

next time? What have you

learnt from this

experience? How does it

link to other experiences?

How has this made you a

better student

practitioner?

31


Action Plan.

What do you need to do

to next? What resources

do you require?

Health Professions

Council Standards of

Proficiency (2013) (SOPs)

Identify a key SOP that

your reflection relates to.

Explain why.

College of Occupational

Therapists Code of

Ethics and Professional

Conduct (2015)

Identify a key component

that your reflection relates

to. Explain why.

X

Adapted from College of Occupational Therapists (2006)

References:

32


Health & Care Professions Council Standards of Proficiency (2013) Mapping Placement 3

Area of Proficiency within

APT

HCPC Standards of Proficiency

1. Demonstrate ability to

work safely with indirect

supervision

1.1,

2.1, 2.2, 2.3, 2.5, 2.6, 2.8,

3.1, 3.2, 3.3,

4.2, 4.3, 4.4, 4.5, 4.6,

7.3, 9.1, 9.2, 9.3, 9.5, 9.10,

11.1, 11.2, 11.3,

12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7,

14.1, 14.11, 14.17, 14.21,

15.2, 15.3, 15.4, 15.5, 15.6

2. Demonstrate safe,

competent and evidence

based practice to

analyse complex

occupational issues and

promote participation in

occupations

1.1, 1.2,

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8,

4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4,

6, 7.3,

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10,

9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9, 9.10,

11.1, 11.2, 11.3,

12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7,

13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11, 13.13, 13.14,

14.1, 14.2, 14.3, 14.4, 14.6, 14.5, 14.7, 14.8, 14.9, 14.10, 14.11, 14.12, 14.13,

14.14, 14.15, 14.17, 14.18, 14.19, 14.20, 14.21, 14.22, 14.23, 14.24,

15.1, 15.2, 15.3, 15.4, 15.5, 15.6

3. Demonstrate

consistent professional

values, attitudes and

conduct

1.1,

2.1, 2.2, 2.3, 2.4, 2.5, 2.6,

3.1, 3.2, 3.3,

4.3, 4.4, 4.5, 4.6,

5.1, 5.2, 5.3, 5.4,

6, 7.1, 7.2, 7.3,

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10,

9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9,

10.1, 10.2,

13.1, 13.2, 13.3, 13.4, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11 13.13, 13.14

14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8 14.9, 14.10, 14.14, 14.15, 14.18, 14.19,

14.20,

15.1, 15.2, 15.3, 15.4, 15.5, 15.6

4. Demonstrate

consistent and effective

professional and person

centred collaboration

1.1,

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8,

4.3, 4.4, 4.5,

5.1, 5.2, 5.3, 5.4,

6,

7.3,

8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7,

9.1, 9.2, 9.3, 9.4, 9.5,

13.1, 13.2, 13.3, 13.5, 13.6, 13.7, 13.8, 13.9, 13.10, 13.11, 13.12, 13.13 13.14,

14.2, 14.14, 14.15, 14.18, 14.19, 14.20,

15.1, 15.2, 15.3, 15.4, 15.5, 15.6