adonispracticeeducationhandbook2011-2012

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School of Health Sciences

&

Practice Education Handbook

Bsc (Hons) Occupational Therapy

[Athens]

(Pre registration)


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List of ContentTopic Page

Staff Contact Details

Whats in a name?

1. Introduction

2. Responsibilities during practice education2.1. Student2.2. Practice educator2.3. Personal academic tutor2.4 Practice placement co- ordinator2.5. Professional practice tutor

3. Organisation of practice placements3.1. Practice placement delivery pattern3.2. Practice placement locations

3.3. Travel and accommodation expenses3.4. Practice placement allocation process3.5. Models of supervision during practice placements3.6. Working relationship between practice educators andstudents3.7. Learning agreement3.8. Reflective diary3.9. Practice placement portfolio

4. Preparing students for practice placements4.1. Practice education passport4.2. Health clearance checks4.3. Risk Management4.4. Uniforms4.5. Handbooks4.6. WebCT4.7. Workshops4.8. Preceptor education programme for health careprofessionals and students

5. Guidance for practice educators and students: Fitnessto practise

5.1 University Fitness to Practise Panel

5.2. Monitoring students fitness to practise on the BSc (Hons)in Occupational Therapy ( pre-registration)5.3. Disability and health-related issues5.4. Professional unsuitability

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Topic Page

6. Guidance for practice educators andstudents: Accountability issues duringpractice placements6.1. Insurance6.2. Health and safety during practice placements6.3. Meeting religious and cultural practices of

students6.4. Protection of Vulnerable Groups Scheme6.5. HPC Standards of Conduct, Performance andEthics6.6. Attendance policy during practice placements6.7. Dress code during practice placements6.8. Routine administration procedures6.9. Punctuality6.10. Confidentiality6.11. Consent to occupational therapy6.12. Using IT facilities during practice placement6.13. Use of mobile phones during practiceplacement

7. Contact mechanisms with and support forstudents during practice education7.1. Practice education handbook7.2. WebCT resources7.3. Support mechanisms forpractice placement7.4. Support mechanisms forpart time practiceplacements7.5. Meetings and visits7.6. Student counselling service

7.7. Practice placement debriefing workshops

8. Contact mechanisms with and support forplacement providers and practice educators8.1 NHS Education Scotland Allied HealthProfessionals Practice Education FacilitationProject8.2. Practice based learning support web site8.3. Development of new placement sites8.4. Facilitating practice-based learning course8.5. Individual support8.6. Workshops

9.Learning outcomes for practice placementmodules

9.1. Practice Placement 19.2. Practice Placement 29.3. Practice Placement 39.4. Practice Placement 4

10. Guidance for practice educators andstudents: How to support a student at risk offailing a placement

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Topic Page

11. Guidance for practice educators and students: How tocomplete the assessment report forms11.1. Midway review11.2. Final evaluation11.3. Compiling the assessment form11.4. Awarding an overall grade for a students performance

during practice placement11.5. Guidance for awarding an A grade11.6. Receiving a failed grade on practice placement11.7. Deferring a practice placement11.8. Scheduling of a deferred or retrieval placement11.9. Student evaluation of practice placements11.10. Appeals procedure

12. Guidance for practice educators and students:Arrangements forsubmission of practice placementassessment forms to the University

13. Recommended reading lists forpractice placements13.1. Practice placement 113.2. Practice placement 213.3. Practice placement 313.4. Practice placement 4

14. Bibliography and reference list

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Staff Contact Details

Name of Institution Queen Margaret University, Edinburgh QueenMargaret University DriveMusselburghEast LothianEH21 6UU

Telephone +44 (0) 131 474 0000Fax +44 (0) 131 474 0001

To contact a member of staff by phone please use the direct dial number, thenfollow the instructions.

Teaching Staff

Staff E-mail

Jenna Breckenridge jbre c k e n r id ge @qm u .ac.uk

Gail Carin-Levy gc arin -le v y@qm u.a c .uk

Maria Giatsi Clausen m giats ic la u s e n @qm u.a c .uk

Michele Harrison m h a rr is o n @qm u.a c .uk

Shona Henderson s h e n d er so n 1 @qm u.a c .uk

Heather Hunter h h u n ter @qm u.a c .uk

Alistair Landrock a la n d ro c k @qm u.a c .u k

Fiona Maclean fm a c le a n @qm u.a c .uk

Ian McMillan im c m illa n @qm u.a c .uk

Andrew Muir a m u ir @qm u.a c .u k

Linda Renton lre n to n @qm u.a c .uk

School Office StaffStaff E-mail Notes

Cheryl Bruce c bru c e @qm u.a c .uk School Office Administrator

Pamela Knox otpl a c e m ent@qm u.a c .uk Placement Administrator

Kath Twaddell k tw a d d e ll @qm u.a c .uk School Office Manager

Learning Resource CentreStaff E-mail Notes

Sheila Williams s w i llia m s 2@qm u.a c .uk Liaison Librarian

Student ServicesStaff E-mail Notes

Frances Kelly c o u n s e l li n g@qm u.a c .uk Student Counsellor

Bill Stronach s tu d e n tf u n d in g@qm u.a c .u k Student Finance Adviser
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Whats in a name?

Practice Placement The practice area in which a student is educatedfor a stipulated period of time and whereprofessional competence is assessed.

Professional Practice Tutor The academic member of staff based at thehigher education institution who co-ordinates thepractice education elements of the programme.This includes the development of new placementsand the education of practice educators

Personal Academic Tutor An academic member of staff who acts as acontact person for a group of students and

practice educators throughout a practiceplacement.

Practice Placement Co-ordinator

The practice placement co-ordinator rolenormally includes the co-ordination of practiceplacements across a specific site/sector, liaisingwith the higher education institution and acting inan advisory capacity to practice educators andstudents as required during practice experiences

Practice Educator This refers to the person supervising studentswhilst they are on placement. Normally, the

practice educator is an occupational therapist whohas completed a practice educators course and isfamiliar with the university assessment regulationsand processes.

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1. Introduction

Welcome to the Practice Education Handbook and to the practice education

component of the BSc (Hons) in Occupational Therapy (pre-registration) at AKMI

Metropolitan College, Athens.

The purpose of this handbook is to bring together the following information:

An overview of practice education

An overview of the roles and responsibilities of the student and supporting

staff during practice placements

Practice education is an integral core element of the curriculum enabling students to

integrate theory and practice in a meaningful, reflective and realistic manner.

Students have opportunities to apply, practice, consolidate and transfer existing skills

and in addition, learn new skills relevant to each practice setting. Students also gainexperience in practicing in a safe and ethical manner.

In accordance with the World Federation of Occupational Therapists Standards

(2002), students will gain experience of working with a range of different people who

have wide ranging needs and in different circumstances. Normally, these experiences

will encompass working with people of different age groups; individuals and groups/

communities from different socio-economic and cultural perspectives; people who

have recently acquired and/or long standing occupational needs and health

conditions affecting different aspects of physical and psychosocial functioning.

Students will also develop skills in effective service delivery within inter professional,

multi agency contexts. These may include both established and emergent services

within the statutory, independent and voluntary sectors.

Each practice placement module has a set of learning outcomes devised by Queen

Margaret University (QMU) and followed by AMC. These outcomes articulate with

prior and future university studies and, where appropriate, previous practice

placement modules. Emphasis is placed upon the process of practice offering

students the opportunity to explore and evaluate practice, and develop professional

values to the level of competence required of an entry level practitioner.

I hope that that practice education will prove to be a fulfilling and rewarding

experience for everyone involved.

Shona Henderson

Professional Practice Tutor

BSc (Hons) in Occupational Therapy (pre-registration)

Queen Margaret University


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2. Responsibilities during practice education

This section of the handbook outlines the roles and responsibilities of the various

individuals involved in practice education namely the student, practice educator,

personal academic tutor, practice placement co-ordinator and the professional

practice tutor.

2.1. Responsibilities of the studentDuring practice education, students responsibilities are to:

Assume responsibility for their learning using available resources.

Discuss any planned absence with the programme leader in advance of the

start date of the placement.

Attend all preparatory placement activities on the appointed dates specified

by the university.

Prepare and maintain their practice education passport.Study and become conversant with the learning outcomes for each practice

placement, course assessment requirements and regulations for the practice

education component of the programme.

Read any pre-placement information materials provided or recommended by

the practice educator.

Abide by at all times the Health Professions Council Guidance on Conduct,

and Ethics for Students.

Abide by all health and safety at work issues and be cognisant of policies and

procedures specific to the practice setting.

Be responsible for any travelling and accommodation costs incurred to and

from placement.

Be punctual at all times and dressed appropriately as befitting for the

placement setting and the work involved.

Reflect the status of a team member and respectfully engage with other

members of staff at the placement setting as appropriate.

Inform the practice educator and AMC if it is not possible to attend

placement for any reason.

Collaborate with the practice educator to devise a learning agreement for

each practice placement.

Adhere to matters of patient/client confidentiality as advised by the practice

placement setting and the University.

Maintain a reflective diary and practice placement portfolio in accordance with

the guidelines provided by the University.

Be fully prepared for supervision sessions and contribute to the supervision

process in a reflective manner.

Contribute towards an on-line discussion forum with other students and staff.

Contribute towards and actively participate in the mid way and final

evaluations of their performance displaying openness to and

acknowledgement of other peoples ideas.

Contact AMC if there are factors adversely affecting their performance during

practice placement.


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Complete the Student Evaluation of Placement Form and share this with the

practice educator at the conclusion of the placement experience.

Return copies of the Practice Placement Assessment Form and Student

Evaluation of Placement Form to the School Office within 5 working days ofcompletion of placement.

2.2. Responsibilities of the practice educator

Practice educators (PE) play a key role in the professional development of

occupational therapy students. Practice educators responsibilities are to:

Obtain information on the learning outcomes for the specific practice

placement, course assessment requirements and regulations for practice

placements from the Practice-based Learning Support web site:

htt p : //m c s .qmu . a c . u k /PB L/

Forward pre-placement information to the student in advance of the start ofthe placement. This includes an overview of the service, clear directions and

travel information, recommended pre-placement reading and any other

information considered helpful.

Offer the student an induction into health and safety at work at the start of the

placement.

Review materials contained in the students practice education passport.

Provide a timetable outlining the overall structure of the placement and the

responsibilities of the student.

Negotiate a supervision structure with the student incorporating the learning

agreement as part of this process.Offer individualised constructive feedback to the student on a regular basis,

identifying timing of feedback sessions.

Maintain records of supervision sessions.

Review the students practice placement portfolio at least once during the

practice placement and offer verbal comment.

Sign on a weekly basis time cards verifying number of hours completed by

the student during each practice placement.

Undertake the appropriate assessment of the student on practice placement

and be conversant with the guidelines provided byAMC and QMU.

Contact the students personal academic tutor if there are concerns pertainingto the students well being, behaviour or quality of performance over all.

Take cognisance of comments made in each Student Evaluation of Placement

Form and to use this as an integral part of a constructive evaluation process.

Attend and participate in meetings, workshops associated with practice

education.
http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/


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2.3. Responsibilities of the personal academic tutorThe personal academic tutor (PAT) is a lecturer from the programme team who acts

as a named point of contact for a group of students and practice educators during a

practice placement. Key responsibilities are:

To offer support throughout the placement, responding to requests for advice

and information from practice educators and their students, fielding any on-

site problems, offering pastoral support and guidance as required.

To negotiate an appropriate plan of action with the practice educator and

student if there is a serious concern pertaining to the quality of the students

performance, well-being and/or behaviour.

To liaise with the professional practice tutor if concerns arise about a

students performance during a practice placement.

2.4. Responsibilities of the practice placement co-ordinator

The practice placement co-ordinator (PPC) plays an essential role in fostering a

culture whereby practice placements are seen as a positive activity contributing

towards staff continuing professional development and recruitment within the

service. The practice placement co-ordinator:

Collaborates with AMC to identify new placement opportunities alongside new

service delivery developments.

Co-ordinates the annual return of the AMCs health and safety forms.

Co-ordinates the returns for AMC requests for placement offers where

possible, within the timescale identified.

Brings to the attention of AMC as soon as possible potential difficulties arising

which may result in the cancellation of a placement.

Co-ordinates responses to students letters of introduction/record of previous

experience forms.

Arranges if required, a further enhanced Disclosure Scotland check in addition

to that which will have already been requested and obtained by QueenMargaret University.

Ensures staff acting in their capacity as practice educators have adequate

training and demonstrate ongoing commitment to their professional role.

Offers support to practice educators taking into account the time and resources

necessary for student supervision.

Brings to the attention of AMC any issues creating difficulty on placement

which may not be reported by the practice educator or student.

Takes cognisance of comments made in each Student Evaluation of

Placement Form and to use this as an integral part of a constructive evaluation

process.


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Attends and participate in meetings, workshops and other events associated

with practice education.

2.5 Responsibilities of the professional practice tutor

The professional practice tutor (PPT) is responsible for the co-ordination,

development and review of practice education within the framework of the BSc(Hons)

Occupational Therapy (pre-registration) curriculum. The professional practice tutors

responsibilities are:

To engage with local, regional, national and where appropriate, international

networks to promote and facilitate the continuing sustainability of practice

education within the occupational therapy curricula and across the broader

profile of allied health profession programmes offered by the School of Health

Sciences.

To collaborate with placement providers to comply with practice education

guidance and standards provided by academic, regulatory and professionalbodies.

To plan and implement a range of mechanisms for the distribution and

cascading of practice education documentation and information to practice

placement co-ordinators, practice educators and students.

To plan a comprehensive, balanced placement profile for each pre-

registration occupational therapy student ensuring that as far as is possible,

satisfactory notice is given to the practice placement co-ordinators network,

practice educators and students.

To prepare students for their roles and responsibilities during practice

education.To co-ordinate AMC contact mechanisms for students and practice educators

during practice placements.

To review each student's progress and placement grade as assessed and

recommended by practice educators.

To contribute towards the education of existing and potential practice

educators.

To take cognisance of feedback from all stakeholders in practice education

and use this as an integral part of a constructive evaluation process.


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3. Organisation of practice placements

3.1. Practice placement delivery pattern

The AMC BSc(Hons) Occupational Therapy (pre- registration) programme employs

two practice placement models. These are a full time, block placement model and an

integrated model, where students undertake placements along with coursework in

the same week. The integrated model is a well established model within health care

courses and recognises the pivotal role of practice placements in the educational

process. This framework maximises opportunities to synthesise theory and practice.

The delivery pattern for practice placements is illustrated in Table 1.

Table 1: Practice placement delivery pattern for BSc(Hons) OccupationalTherapy (pre- registration)

Year of

Programme

Placement Semester Duration Placement

Days

Hours

Year 1 PracticePlacement 1

Semester 1 6 weeks full time 30 days 217

Year 1 Practice

Placement 2

Semster 2 2 days per week

for 17 weeks

34 days 246

Year 2 Practice

Placement 3

Semester 1 3 days per week

for 14 weeks

42 days 305

Year 2 Practice

Placement 4

Semester 2 2 days per week

for 17 weeks

34 days 246

In order to meet standards established and monitored by professional bodies, it

should be noted that by the end of Practice Placement 4 students must have

successfully completed a minimum of 1000 hours of practice education (COT, 2008;

WFOT, 2002). The exact number of hours is monitored through completion of weekly

time cards. These are provided by AMC and are checked and signed by the practice

educator on a weekly basis. Absence of a written record of the appropriate number of

hours may result in students having to complete extra placement hours prior to

graduation. If difficulties arise with placement hours, practice educators and students

are actively encouraged to draw this to the attention of AMC so that a mutually

acceptable plan of action can be developed.

Students are required by the professional bodies to complete a minimum of1000 hours of practice education (COT, 2008; WFOT, 2002) and to honour theprogramme regulations. At the conclusion of each placement, students mustretain and securely store their placement time cards. These may be required

to validate placement hours at any time during the programme.

Students may not book holidays during practice placement modules.

Public holidays are not included in the overall placement hours.

Hours gained from failed practice placements may not compensate for timelost in subsequent placements (COT, 2008).


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3.2. Practice placement locations

Placements are located in Athens in locations close to the campus thus ensuring that

both students and practice educators can be effectively supported by the programme

team. Students undertake placements in locations where there are established

agreements in existence between AMC and placement providers. Placements will be in

a diverse range of settings in preparation for the realities of practice and may include

hospital, community services, voluntary, education and independent sectors.

Efforts will be made where possible, to accommodate the needs of disabled students,

those who have family and caring commitments or students with exceptional

circumstances through the allocation of practice placements within reasonable

travelling distance of their place of residence. The responsibility is with the student to

bring their circumstances to the attention of the professional practice tutor prior to the

allocation of placements.

3.3 Travel and accommodation expenses

There is no provision by AMC for accommodation whilst on placement. It is the

students responsibility to arrange suitable accommodation for the duration of theirplacements using the information resources available in AMC.

Student Finance Adviser

Contact Bill Stronach at studentf undi ng@qmu. ac. uk

3.4. Practice placement allocation process copy-paste apo validation

Specific allocation of students to placement sites is completed normally 6 weeks before

the start date of the placement and displayed in Moodle. The practice placement co-

ordinators network is notified by post/e-mail when allocations have been completed for

each practice placement module.

Students forward a record of previous experience form and introductory letter to the

relevant practice placement co-ordinator or specific placement site at least six weeks

advance of each practice placement.

AC students will have their Clinical Practice Placements at rehabilitation centers,psychiatric clinics, centers for treatment of cerebral palsy, which belong in their majority to

the private sector and sign a contractual agreement with AMC. Moreover, students will

contribute to the treatment process of cases that address the College so as to use its

laboratories, a practice adopted by the College and included in the AKMI Educational

Organisations Social activities of contribution and support to the community. The

students will enhance their portfolio with particular clinical cases that they undertake their

treatment. The practice applied in the process of implementation of clinical placements

adheres to the relevant practices followed by QMU.

Students complete a practice placement planning form on-line and upload this to an

electronic drop box in Moodle. The practice based learning team use this information to

help inform the allocation process. Placements are allocated by the professional practice

tutor according to the profile of students practice placement experience to date, their
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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development needs and placement availability. Normally students would not be placed in

a service where they have worked previously but in rotation to different available

locations.

Efforts are to be made where possible, to accommodate the needs of disabled students,

those with family responsibilities and caring commitments or students with exceptional

circumstances. There is no provision by C for accommodation whilst on placement.

Yet, all placement locations have been chosen so as to be close to the AMC campuspremises. Students are responsible for organising suitable accommodation for the

duration of their placements.

3.5. Models of supervision during practice placements

Within the context of the BSc (Hons) Occupational Therapy [Athens], a variety of

supervision models are used throughout practice placements to provide flexible,

supportive learning experiences (NHS Education for Scotland, 2007). Examples

include:

3.5. 1. Apprenticeship model (1:1)

One student per practice educator. The practice educator structures the student learning

experiences and provides direct supervision and role-modelling to the student throughout

the course of their placement. The degree of supervision and the amount of responsibility

given to the student may vary, depending on the practice setting.

3.5. 2. Peer assisted learning model (2:1)

One practice educator supervises two or more students. Here the emphasis is on peer

and self-directed learning where the students support each other and work together andthe practice educator acts as a resource, providing guidance to the student, monitoring

performance and providing opportunity for the students to take increasing responsibility

with service users. Benefits of this model include development of team-work skills,

increased problem-solving skills and a sense of shared-ownership of the learning

experience.

3.5.3. Split/Shared Model (1:2)

In this model, the education of a student may be shared between two or more members

of a team within a workplace. Combinations might include an experienced practice

educator and a new practice educator; two practice educators from different organisationsand the placement being structured around the patient journey for example, from primary

to secondary care. This model may be an attractive option for practitioners who work part-

time, or if the practitioners caseload is coupled with management responsibilities.

3.5.4. Project focused model

This model is influenced by global drivers to prepare students for practice in a changing

health and recognises the need for contemporary occupational therapists to possess

skills and leadership for working preventatively within complex systems and whole

populations (COT 2008; Scaffa 2010; Townsend & Polatajko 2007). Students are

engaged to implement projects and /or undertake a key role in a developmental aspect ofproject work.


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Professional supervision is provided by an occupational therapist, this may be on a face-

face basis, by distance via telephone and/or information technologies. Throughout the

placement, an identified mentor at the host site co-ordinates the learning outcomes.

Students may work in pairs or groups during these placements affording opportunities to

realise the benefits of peer assisted learning.

3.6. Working relationship between students and practice educators duringpractice placements

Students will work closely with their practice educators during practice placements. It is

important to remember that practice educators first responsibilities are to service users

and that in addition to facilitating students learning they have many additional

responsibilities to deal with on a day to day basis. Giving consideration and thought to

practice educators needs and responsibilities should enable the establishment of a

good collaborative working relationship.

In addition to ongoing informal supervision from the practice educator, normally,

students receive a weekly formal supervision session during the full time placement

and a fortnightly formal supervision session for the part time placements. If these

sessions are not forthcoming from the practice educator, it is the students right to

request them.

Each practice placement module has a unique set of learning outcomes, devised by

QMU and adhered to by AMC. These outcomes articulate with prior and future

coursework and previous practice placement modules. Learning outcomes increase in

complexity as the student progresses through the programme and each placement

provides one of the building blocks for future ones.

Practice educators collaborate with students to identify how AMC learning outcomes for

each practice placement will be achieved and help the student to determine a clear

pathway for achieving these through the development of a learning agreement.

3.7. Learning agreement

For each practice placement students prepare a learning agreement in collaboration with

their practice educator(s). This enables students to focus on aspects of practice in which

they wish to have more experience and helps them to capitalise upon learning

opportunities specific to each practice setting. Learning agreements foster the integration

of theory and practice through their emphasis upon prior learning and exploration of the

process and outcome of learning.

Students negotiate and fulfil the learning objectives and are active partners in their own

learning process. Consequently, there is shared responsibility for the outcome of the

learning experience as students work in partnership with their practice educator(s) to try

to secure a successful outcome. Students and practice educators are provided with

access to the learning agreement handbook either through Moodle or QMUs Practice-

based Learning Support web site at

http://www.qmu.ac.uk/pbl/OccTherapyHome.htm

3.8. Reflective diary


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From Practice Placement 2 (PP2) onwards students use reflective diaries as part of theprocess of learning and reflection and in preparation for supervision sessions withtheir practice educator(s). The diary in part, focuses on specific aspects of practice andstudents use it to plan and prepare for work. Students and practice educators haveaccess to an electronic copy of the reflective diary handbook.

3.9. Practice placement portfolio

As part of their professional development students compile a practice placement

portfolio during placements using a pro- forma developed by the programme team. The

use of portfolios gives students opportunities to evidence and reflect upon their

learning. This process prepares students for using portfolios to evidence their

continuing professional development after completion of their studies. Students and

practice educators are provided with electronic copies of the portfolio handbook.

4. Preparing students for practice placements

Approaches to assist students to prepare for placements are blended to allow flexibility

of delivery and to accommodate for different learning styles. These include interactive

workshops, group work, personal development planning, self evaluation activities,

directed reading and e-learning. Key aspects of the preparation process will now be

described in more detail below.

4.1. Practice education passport

All students maintain a practice education passport. The passport has been developed

in consultation with placement providers and its primary goal is to enable students toassume responsibility for aspects of the placement preparation process. The Passport

acts as a site for formal assessment by the University Practice-based Learning Team in

order to verify that students have completed all of the compulsory preparation tasks

before being permitted to go on placement. Students are required to collate

documents, certificates and maintain records of having completed compulsory tasks

and activities in preparation for progression to placement. It the students responsibility

to present this evidence to the practice educator during the induction phase of

placement.

4.2. Health Clearance Checks

According to the regulations of the Greek Ministry of Education, all students have to

deliver prior to their registration health clearance documents from a dermatologist, a

pathologist, a psychiatrist and a chest CT at the beginning of each academic year. The

same regulation applies to the teaching staff as well, to allow a teaching permit to be

issued by the Ministry of Culture. Copies of the Health Clearance Documents are

delivered to the relevant office of the Ministry supervising KEME (Centres of Post-

Lyceum Education) and to AMC.

4.3. Risk Management

Students receive introductory education and training upon a range of health and

safety issues including:


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Manual handling legislation

Risk assessment; moving and handling of objects and people

Wheelchairs

Walking aids

Hand Hygiene E- learning module: NHS Education for Scotland Promoting

Hand Hygiene in Health Care. Web link: h tt p : // 1 9 3.129.5 . 6 8 / sh h / in d e x . a s p

These topics are compulsory elements of the curriculum and occur prior to the first

practice placement. Certificates of attendance are provided to students for retention in

their practice education passport.

4.4. Uniforms

AMC asks for the application of a strict dress code by all students, following hygienerules, in laboratory and practical classes and at placements. Students are supplieduniforms bearing the AMC logo

4.5. Handbooks

Prior to Practice Placement 1 (PP1) students receive hard copies of the:

Practice Education Handbook;

Health Professions Council Standards of Conduct Performance and Ethics;

Health Professions Council Guidance on Conduct and Ethics for Students;

Health Professions Council Standards of Proficiency: Occupational Therapists;

College of Occupational Therapists Code of Ethics and Professional

Conduct.

NHS Education for Scotland Quality Standards for Practice Placements

All of these documents must be retained in the Practice Education Passport. Whilst

students are not expected to read these materials all at once, they are required to read

their contents and to refer to them during practice placements.

4.6. Moodle

Practice placement modules are supported by the Universitys virtual learning

environment Moodle. This provides a useful platform for the implementation of a phased

approach to placement preparation. In addition each Moodle module area houses a bank

of information resources and materials including useful web links, discussion areas,

sources of accommodation, handbooks, assessment forms, templates for reflection and

reading materials.

4.7. Workshops

Interactive workshops facilitated by the professional practice tutor enable students to

prepare for each practice placement. These tend to be incorporated into the Occupational
http://193.129.5.68/shh/index.asphttp://193.129.5.68/shh/index.asphttp://193.129.5.68/shh/index.asp


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Therapy Modules in level 1-3. Workshops focus upon topics salient to each practice

placement such as:

review of the aims for each placement and exploration of how these will facilitatethe integration of theory and practice;

professional conduct during practice placements;

learning styles and the learning cycle; professional

and clinical reasoning;review of the assessment format for each placement;

preparation for and review of self evaluation on placements;

developing and using learning agreements on practice placements;

developing and using a professional development portfolio.

4.8. Preceptor education programme (PEP) for health care professionals andstudents

Students are advised to complete this interactive on-line programme of study tocomplement the face-face pre placement workshops. Each module requires 45-60

minutes completion time including a reflective element. Students should download

the module certificates of completion and store these in their practice education

passport. Web link: www. preceptor. ca/

Table 2: Modules from the PEP Programme undertaken for each practice

placement

PEP Module PP1 PP2 PP3 PP4

Orientation x

Developing (really useful) learning

objectives

x

Giving and receiving informal feedback x

Understanding and fostering clinical

reasoning

x

Fostering reflective practice x

Advanced reflective practice x

Dealing with conflict x

Formal evaluation processs x
http://www.preceptor.ca/http://www.preceptor.ca/


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5. Guidance for practice educators and students: Fitness to practise

5.1 QMU Fitness to Practise Panel

AMC has an obligation to ensure that graduates from its pre-registration healthcare

programmes are fit to practise. This means AMC needs to consider whether

students:

have a long-term health condition or disability which could prevent them from

practising safely without supervision;have any criminal convictions or cautions which could make them unsuitable

for registration;

have demonstrated that they can maintain the standards of conduct expected

of a health professional.

Students studying to become a professional in a regulated profession have certain

responsibilities and they are expected to meet high standards of conduct and ethics

throughout their studies. They are advised that their behaviour on placement and in

private life has the potential to affect their eligibility for registration with the Health

Professions Council.

If AMC becomes aware of an issue regarding a students behaviour it may initiate

Fitness to Practise proceedings. Where there are serious concerns a Fitness to

Practise Panel may be convened by QMU. The Fitness to Practise Panel has the

authority to impose a range of sanctions including requiring a student to suspend

study or even leave the programme (QMU, 2009).

5.2. Monitoring students fitness to practice on the BSc (Hons)Occupational Therapy (pre-registration)

Fitness to practise is monitored through the following procedures:

On Application

1. Each applicant must sign a health declaration.

2. Each applicant must comply with the AMC regulations regarding criminalconvictions.

During the programme

1. Students are required to declare whether or not they have a conviction or

caution as part of the annual matriculation process.

2. Students are required to work within the framework of the Health Professions

Councils Standards of Conduct, Performance and Ethics.3. Students are required to complete an annual self- declaration of fitness to

practise form

4. Records of absence will be kept for each student noting the duration and the

reasons for absence. Students must inform both the practice educator and

University of any absences from placement. A supporting medical certificate

needs to be obtained to cover absences of five working days or more from

placement.5. All students are expected to adopt a responsible attitude towards attendance

at classes and practice placements. Punctuality is essential.


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5.3. Disability and health issues

Disabled students should experience the same broad range of practice settings as

nondisabled students to enable them to demonstrate that they have achieved the

learning outcomes for each placement. In this respect a physical or mental

impairment includes sensory impairments, mental illness or mental health issues,

specific learning difficulties such as dyslexia and conditions such as diabetes and

epilepsy.

Practice education involves a range of relationships, rights and responsibilities, some

legal, and others negotiable between the student, AMC and placement provider. AMC

acknowledges that not all information about a students disability or health problem

may be relevant to placement providers and that information should normally be

provided on a need to know basis.

In some situations however, the implications of these may impact upon the placement

provider and AMC may therefore be obliged to ensure that the information is passed

on. For example where students are working with vulnerable groups there may be

other health and safety considerations. Moreover provision of this informationenables College staff to liaise with placement providers and arrange any necessary

support or adjustments that students need to enable fulfilment of the learning

outcomes of the placement.

Students should keep their personal academic tutor or programme leader and

practice educator informed of any changes to their health and disability status. AMC

will seek to put in place measures to support students with health problems so far as

is practical. It is essential that students discuss any concerns they may have with staff

as early as possible.

When a student goes to the AMC Disability Adviser to have an Individual Learning

Plan agreed, they must consent to their information being passed on to the

Programme Team.

Disabled students are actively encouraged to meet with the PPT to discuss their

Individual Learning Plan including any necessary support or adjustments which may

be necessary to enable them to meet the learning outcomes of each practice

placement. Normally, requests for a meeting are initiated through the annual self

declaration of health and disability procedure via Moodle.

To protect service users safety, students must inform their practice educators and

AMC immediately if they contract a communicable disease.

Concerns raised by practice educators related to fitness to practice - which may

manifest as adverse reactions to clients/situations and may be related to health

problems, are normally investigated by the Programme Leader in liaison with the

Head of Division.

If the AMC Student Counsellor becomes aware that a students medical

condition may pose a risk to patient safety, the Programme Leader will be informed.

Students may develop short term health conditions that affect their fitness to practise.

If the student is unable to commence or complete a practice placement due to a

short term health condition (e.g. bone fracture), it will deferred and the student will


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undertake a placement once she/he is in sound health, as a first attempt.

Mental health conditions may be short or long term. AMC has a responsibility to

support the student to ensure the best chance of recovery. A decision may be

taken by AMC to postpone the practice placement until the students condition has

stabilised.

If it is judged by the programme team that the student may not be safe to commenceplacement, or if a practice educator raises such a concern during placement,

normally, a referral will be made to the Fitness to Practise Panel.

In the interests of a students and/or service users safety, AMC may act to suspend

a student temporarily pending the outcome of Fitness to Practise proceedings in

order to remove the student from placement or prevent him or her from starting a

placement.

A student, who appears to have developed a health related problem during the

programme that could affect fitness to practice, may be required to provide anindependent medical report and /or occupational health assessment regarding his/her

fitness to practise.

5.4. Professional unsuitability

Professional unsuitability refers to observable behaviours and/or attitudes inferred

from behaviour which make students unfit to enter, continue with or qualify from a

professional programme of study (COT, 2010).

If certain behaviours and/or attitudes are exhibited during practice placement by

students then concerns may arise about their suitability for the profession. These

may include:

Actions that are likely to constitute an unacceptable risk to the student and

others;

Actions that are harmful to service users, staff or members of the public;

Use of abusive language, obscene comments, verbal harassment, and comments

or remarks that discriminate on the basis of sex, race or any other irrelevant

distinction; Conduct that could bring into disrepute the reputation of the occupational therapy

profession and is prejudicial to the best interests of service users;

Breach of confidentiality, misuse of confidential material relating to a service user;

Boundary violations with service users;

Incapacity for work due to the influence of alcohol or use or possession of illegal

drugs;

Theft, deliberate misuse of or damage to equipment or materials;

Being persistently unpunctual for placement;

Inadequate standards of record keeping;Persistent absenteeism without good cause;

Attitudes such as disloyalty, dishonesty, insensitivity, intolerance, irresponsibility,

lack of commitment, lack of initiative, poor motivation, unreliability


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If a concern arises about a students behaviour and or attitudes during practice

placement, the processes outlined below will be followed:

1. The practice educator should contact the students personal academic tutorimmediately. Normally a meeting will be arranged and discussions will takeplace with both the practice educator and student. A summary of the meetingwill be recorded on the link lecturers report form by the university member of

staff. Copies of the link lecturers report will be forwarded to the programmeleader, practice educator and the student. A copy of the report will also beretained in the students University file.

2. The students practice educator should identify and document areas causingconcern and requiring improvement from the student within the supervisionrecord. The student should be referred to the relevant sections of the HealthProfessions Council Guidance on Conduct and Ethics for Students (HPC, 2009)and the College of Occupational Therapists Code of Ethics and ProfessionalConduct (COT 2010).

3. In order that students are given reasonable opportunity for improvement the

improvement period should be determined, taking into account: the time bywhich the student can reasonably effect an improvement; the practiceeducators need to make a suitable assessment of the improvement; thelikelihood of any reoccurrence; any other factors relevant to the individualsituation.

4. In order that students are given reasonable opportunity for improvement, theimprovement period should be determined, taking into account: the time bywhich the student can reasonably effect an improvement; the practiceeducators need to make a suitable assessment of the improvement; thelikelihood of any reoccurrence; any other factors relevant to the individualsituation.

5. Any improvement must be sustained otherwise further action will be taken.

Formal stage

This stage is for those behaviours that have not been resolved through the system

described previously.

1. The issues that have arisen and consequent actions taken are referred to the

Programme Leader.

2. The Programme Leader will discuss the current situation with the student and thepractice educator and review the evidence available in collaboration with the Head of

Division.

3. If the allegation cannot be resolved locally by the Programme Leader and AMC

Director, the matter will be referred to the QMU academic link person who will arrange a

contact with the student. At this point in the interests of service user safety the College

may take action to suspend the student temporarily in order to remove them from the

placement

4. The QMU academic link person will then consult with the AMC Administration on

whether or not the matter should be dealt with summarily or referred to a Fitness to

Practise Panel


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5. In cases where the conduct giving rise to concern is linked to a mental health

condition the students case will normally be referred to the Fitness to Practise Panel as

health matter

6. The Fitness to Practise Panel has the delegated authority to reach the following

decisions listed below:

The student continues on the programme;

The student continues on the programme but is cautioned, meaning that if any

further fitness to practise issues arise in the following twelve months, thestudent will be dealt with for both matters;

The student continues on the programme subject to fulfilment of certain

conditions as specified by the Panel;

The student is required to suspend study to allow time for medical investigations

(for cases where unacceptable behaviour is linked to a mental health condition);

The student is required to suspend study for up to twelve months;

The student is advised to transfer to an alternative programme;

The student is required to withdraw.

6. Guidance for practice educators and students: Accountability issuesduring practice placements

During practice placements, students are accountable to the practice educator for

issues concerning work within the placement setting. Students are advised that they

remain accountable to AMC for the fulfilment of the learning outcomes for each

practice placement module and the development of professional conduct

6.1. Insurance

AMC ensures that for each practice placement there is adequate insurance cover.

This is co-ordinated on an annual basis by the placement administrator. The

University Health and Safety Checklist is forwarded to the professional practice co-

ordinators who arrange for its completion and return to the placement administrator

at AMC.

It is the responsibility of the student/car owner to ensure that they have adequate

insurance cover if using their car for travel during placement. A copy of the

insurance policy certificate should be held in the practice education passport for

inspection by the practice educator.

6.2. Health and safety during practice placements

Many health and safety issues can arise within the practice. Some of these are more

likely to be associated with certain client groups, for example children who have

additional support needs, people with specific medical conditions or a physical

disability. Students need to be aware that they may be faced with situations that

require careful consideration and that in all clinics a high standard of hygiene must

be maintained. Students who have questions about health and safety matters seek

guidance from their practice educators, or their personal academic tutor as

appropriate.

All practice educators and students have a responsibility to ensure that

students on placement are appropriately aware of the health and safety


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regulations for each setting that they attend.

Professional practice co-ordinators arrange for the annual completion of the

University Health and Safety Checklist by each practice placement site within their

service or organisation.

Practice educators should provide students with an induction into health and safetyissues at the setting of the placement. This should cover issues such as fire

regulations, first aid availability, protection of personal and service property and

safety in care of patients, clients, staff and self. In addition the practice educator

should provide students with information the placement providers equal opportunities

and anti-discriminatory policy and any other policy specific to the placement setting.

The practice educator has a duty of care towards all of the service users on their

caseload and a responsibility for case management. Students undertake aspects of

an occupational therapy process under the direction of the practice educator. It is

inappropriate for students to take decisions regarding admission, discharge or referralof clients to other agencies, other than in consultation with the practice

educator. Students are advised to observe and recognise the limits of their level of

competence as they have a legal duty to be clear regarding competence if asked to

undertake tasks beyond their ability. They should not be involved in procedures for

which they have not received training.

AMC must be informed immediately of any accident or health risk that may occur for

the student or any service users and other people they are working with. Practice

educators and students are advised to complete the placement providers internal

accident or incident report forms as soon as possible.

6.3. Meeting religious and cultural practices of students during practice

placements

Organisations have policies which address diversity and inclusion and these apply to

students accepted on placement. XAXAXAXA These policies include acommitment to:-

Promoting equal opportunity and diversity during employment

Ensuring all employees are treated fairly and valued equally

Ensuring that religious and cultural needs are valued and met

Where students have particular religious or cultural needs in terms of requests ( e.g.

time for prayers, national holidays, cultural dress) which may conflict with the working

practices of the placement provider (e.g. health and safety issues in relation to dress

code) consideration will be given, where possible to varying or adapting practices to

enable such needs to be met.

Agreements between the student and placement provider may occur prior to or at

the outset of any placement as part of the induction process. The involvement of

AMC may be required to ensure that the needs of both the student and the

placement provider are being met.


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6.4. Criminal Conviction Checks

Applicants with serious criminal convictions, notably those convicted of violence, sexual

or drug offences, may be excluded from programmes as they may be unable to

undertake certain clinical education placements or find employment on completion of

the programme. Exclusion should not however be automatic. Most ex-offenders are

essentially law-abiding citizens and will not re-offend. In reaching a decision about an

applicant, therefore, programme teams are asked to take into account the age, natureand relevancy of the conviction, the applicants attitude to it and his or her

achievements since the conviction. Dependent on the case students may be admitted

to the programme, but would be informed that, subsequent progression to practice

placements and successful registration with the HPC via the International route cannot

be guaranteed. Students will be responsible for and required to declare any criminal

convictions during their period of registration. All applicants will be obliged to complete

and sign the criminal convictions sector in the application form.

Important!

Failure to provide your Criminal Record Document will resultin a deferral of the practice placement.

6.5 Health Professions Council Standards of Conduct, Performance and Ethics

While on placement it is expected that students will behave in a professional manner,

adhering to the Health Professions Council Standards of Conduct, Performance and

Ethics at all times. Practice educators who have concerns about a students conduct

during practice placement are advised to contact the students personal academic

tutor as soon as possible.

6.6. Attendance policy during practice placements

Students and practice educators are advised that if any changes have to be made to

scheduled placement dates then these must be approved by AMC. Any pre- arranged

absence from placement requires be discussed with and approved by the programme

leader. Planned absences will be allowed, only in exceptional circumstances.

Students are expected to inform practice educators of any absences from placement

due to ill health or personal circumstances as soon as possible on their first day of

absence. Practice educators must be informed daily of any extended absence.

If a student is absent from placement for 3 working days or more, it is essential that

they communicate this to their personal academic tutor. Absences from placement

for 5 working days or more must be supported by a medical certificate and forwarded

to the programme leader at AMC.

If a student chooses to withdraw from a placement without prior discussion and approval

of AMC, normally a fail grade will be awarded for the practice placement module.

However if extenuating circumstances occur which preclude prior discussion (such as

serious illness or a sudden family bereavement) then a course of action will be mutually

agreed.

6.7. Dress code during practice placements


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Students will be expected to conform to policy agreed within individual service

settings. Practice educators will make these requirements known to students in

advance of starting the placement. Some practice placement sites may require a

uniform whereas in other settings smart, casual dress is the norm.

AMC asks for the application of a strict dress code by all students, following hygiene

rules, in laboratory and practical classes and at placements. Students are supplied

uniforms bearing the AMC logo.

Students are advised to dress professionally (e.g. smart trousers, shirt and jumper)and for ease of movement wear comfortable clothing. Tight, short or low cut clothingwould not be considered appropriate. Underwear should not be visible eitherthrough clothing or because outer clothing does not cover underwear adequately.

Uniforms if worn during placement, must be clean and changed on a daily basis.

Cardigans and sweatshirts worn for warmth should suit the colour of the uniform and

these should be removed when working with service users.

When a scarf or a veil is worn, students should ensure that the flow of the garmentpromotes effective communication and safe moving and handling. Scarves or veils

should be changed on a daily basis.

Footwear must be clean and in good repair, low heeled, closed toed rubber soled,

non- pervious shoes are recommended. Black or navy shoes are preferable, however

in some settings clean trainers of a non- pervious material are permissible. Socks

should be plain in keeping with the colour of the uniform.

Most placement sites will have a strict policy regarding the wearing of jewellery. This

is for students safety as well as that of service users. Policies allow forreligious/cultural observance -a ring (plain band) a bangle (plain) or a necklace

worn next to the skin is allowed. Normally, one metal smooth studded earring per

lobe is permitted. Body piercings and tattoos may cause concerns in some placement

settings and consequently may need to be removed or covered up.

Watches are permissible however these may need to be removed throughout the

course of the day.

Hair falling over the face during practical work is not acceptable and would require

appropriate action. Hair should be tied back off the collar and nails kept clean and

short. Nail polish, artificial finger nails or nail extensions should not be worn within the

placement setting.

Name badges must be visible and worn at all times, some settings may also require

an additional security pass. These may be removed if they will injure a service user

on close contact and then re-applied.

A student whose personal appearance is deemed to be inappropriate by the practice

educator or most senior member of staff present in the practice area may be asked

to leave the practice setting and reported absent until they return dressed

appropriately. Placement hours may be deducted for this absence.


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Table 3: NHS Scotland Dress Code

NHS Scotland Dress Code

Staff should dress in a manner which is likely to inspire public confidenceo For example: in clean uniform (where uniform is a requirement), with hair

tied back off the collar, with nails kept short and clean.o Wear clear identifiers, (e.g. badges, epaulets etc.)o Where changing facilities are available, staff should change into and out of

uniform at work and should change out of their uniform at the earliestopportunity at the end of their shift

o It is preferable that staff should avoid undertaking activities in public, suchas shopping, whilst wearing their uniform, except where such activities forman integral part of their duties.

Appropriate steps must be taken to adhere to good practice and to minimisethe risks of infections and cross contamination for patients and the public

o For example: staff should wear short-sleeved shirts/blouses and avoidwearing white coats or neck ties when providing patient care;

o Staff should not wear false nails or hand or wrist jewellery (other than aplain wedding ring or one other plain band) when providing patient care.

All appropriate health and safety requirements for staff should be meto For example: Staff should not wear excessive jewelleryo Staff should wear soft-soled, closed toe shoes;o Staff should not carry pens or scissors in outside breast pockets.

Staff must dress in a manner which is sensitive to the social, cultural anddiversity and equality needs of staff, patients and carers/visitors

Source: Scottish Government Health Directorates December 2008

6.8. Routine administration proceduresStudents are expected to make themselves aware of and abide by service standards

relating to the carrying out of routine administrative task. Discussion will typically

cover the practice educators recommendations about duties such as answering the

telephone writing up case notes, filing, keeping statistics, booking transport other

administrative duties.

6.9. PunctualitySome service users receiving occupational therapy attend on a timed appointment

basis, with service standards specifying a protocol which has to be followed if they

are kept waiting beyond a maximum time. All students are therefore expected to be

punctual, beginning and ending sessions on schedule to ensure the smooth running

of the service.

6.10. Confidentiality

Students are required to adhere to service providers guidelines and policies on

confidentiality during their practice placements. Confidentiality of service users must

be respected and protected at all times and information should only be used for the

purpose for which it was given.


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Service user case notes and records, are the property of the placement provider

they must be kept physically secure and must never be removed from the placement

setting. Any written work completed for the placement should be stored as a

confidential record.

It is expected that students will maintain the boundaries of confidentiality outside their

placement both in discussions, presentations and written course work for AMC.

Names should never be mentioned when discussing clients with other students, in

seminars or in students written work.

The identity of service users, staff and the organisation hosting the placement must

be protected and permission for the use of case material sought following the policies

and guidelines of the placement provider. Data must be anonymised, for example

name, address, date of birth, full post code and any other details that might reveal

the identity of a service user must be removed

Information obtained from service users files for case studies, presentations,

portfolio activities or session plans is confidential. Service users must be anonymised

by use of pseudonyms which are clearly marked as such. Staff members must be

referred to by their role rather than name and the placement provider in general

terms rather than by name of institution.

6.11. Consent to occupational therapy

Gaining a service users consent to occupational therapy is a fundamental aspect of

practice and as such is contained within both the Health Professions Council

Standard of Conduct Performance and Ethics as well as the College of Occupational

Therapists Professional Standards for Occupational Therapy Practice. Students and

practice educators are advised to ensure that service users are fully informed of the

students status and have given their permission for interventions to carried out by a

student.

6.12. Using placement providers IT facilities during practice placement

Students are responsible for familiarising themselves with the local regulations to

ensure that they do not abuse the IT facilities offered to students on placement.Computer pass words must be kept secure. Any computer facilities offered to

students during placements are provided for educational work only, i.e. for use

in learning and pursuit of their studies. They must not abuse these facilities for

any other purpose, e.g. playing computer games, excessive social use of e-mail, or

for recreational internet use.

Health sciences students studies may involve internet searches drawing upon on

anatomical terms and phrases. This may generate unwanted links to objectionable

websites. Students are advised to use wherever possible, specific health science

related search engines which have been recommended by the University Learning

Resource Centre (LRC) .


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Students may accidentally access internet sites they did not mean to. This might

happen because they have clicked on a misleading link, they clicked on a link by

accident, or because a site has been hijacked. They may also find that they get

bombarded by unsolicited and explicit pop-up advertising. If any of these things

happen whilst students are out on placement, they should:

Take a note of the URL (web address) of the site and the time it was accessed

Tell someone immediately. If possible, show them what happened

Record the details of the site accessed, before logging off the computer.

Tell their practice educator as soon as possible

Tell local IT staff (any alerts regarding inappropriate internet use will go to

them first)

Contact their personal academic tutor at AMC to advise them of

what has happened

6.13. Use of mobile phones during practice placements

Organisations offering practice placements may have a policy regarding the use of

mobile phones, including camera phones, stating where and in what circumstances

such devices are permitted or prohibited.

In general, if students cannot see a sign permitting the use of mobile phones, it

should be assumed that their use is prohibited. Where the use of mobile phones is

permitted, students must ensure that the ring tone is switched to low volume, or

vibrate or the silent mode is enabled on the device.

Students are advised that service user confidentiality, privacy and dignity must be

maintained at all times. They must never use mobile camera phones to take

photographs and video recordings of service users during practice placement.

Mobile phones may interfere with the operation of medical equipment therefore

students wishing to use a mobile phone are advised to temporarily relocate to an

area designated as being safe for this purpose.

7. Contact mechanism with and support for students during practice

placements

The programme team is committed to students learning experiences being one that

facilitates an active and interactive process that promotes intellectual autonomy.

Attention is paid to fostering their abilities to be self- directed learners during practice

education.

7.1. Practice education handbook

The practice education handbook, which is issued prior to PP1 covers a range of

issue and topics relating to practice placements. It also contains the e-mail addresses

and contact telephone numbers for all of the post graduate programme team.


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7.2. Moodle

Each Moodle placement module houses a bank of useful practice-based learning

resources and materials for students. Resources include web links, handbooks,

assessment forms, templates for reflection and reading materials.

7.3. Support mechanisms for practice placement 1During the full time practice placement PP1, students receive a half a day of study

time per week (4 hours). The study time forms part of the working week and is

included in the overall hours for the placement. This half day may be used in a

flexible way and is negotiated with the practice educator. Study time is meant for

preparation of work for the placement as well as reflection and written work relating

directly to the placement.

Moodle provides a forum for group support and communication throughout PP1.

Students participate in on-line discussions facilitated by their personal academic

tutors at designated points throughout the placement. Guidance on how to preparefor and participate in these on-line discussions is given in preparatory sessions held

at AMC. Activities are designed to promote a community of learners, facilitate the

development of students self-assessment skills and foster attitudes which value

continuing professional development. Personal academic tutors encourage active

knowledge sharing amongst the cohort through the use of peer generated feedback.

7.4. Support mechanisms for part time practice placements

The articulation of the part time practice placement component with attendance at

AMC facilitates integration and synthesis of knowledge skills and attitudes. This

allows for continuous integration with issues from placements being brought into theeducational setting and enables theoretical principles to be applied. Students may

also request individual meetings with their personal academic tutor and/or the

professional practice tutor to discuss their progress if the need arises.

7.5. Meetings and visits

If there are concerns about a students performance and well- being during practice

placement a meeting can be arranged at the request of either the practice educator

and/or the student. A student who fails a practice placement will be offered individual

meetings with the professional practice tutor to prepare a personal development plan

for a retrieval placement

7.6. Student counselling service

Students experiencing any personal difficulties while on placement are encouraged

to use the College Student Counselling Service. This service is confidential and

sessions can be arranged to suit the students timetable. All students are welcome

to use the service, which can also provide information on other sources of help that

may be more appropriate.

University Student Counselling Service

Francis Kelly :counselli ng@qmu. ac. uk
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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7.7. Practice placement debriefing workshops

A practice placement debriefing workshop is held at the concluding phase of each

placement offering students a further opportunity to integrate the experience of

practice placement context with the learning environment of AMC. Students evaluate

their personal and professional development with the professional practice tutor,

discuss relevant issues and prepare for future practice placements.

8. Contact mechanisms with and support for placement providers and

practice educators

Links between the AMC environment and the practice community underpin the

design of the BSc (Hons) in Occupational Therapy [Athens]. Practice education is a

dynamic phenomenon requiring innovative flexible support mechanisms that are

reflective of the rapidly changing nature of health and social care, including the

growing use of information technology.

8.1. NHS Education for Scotland (NES) Allied Health Professions Practice

Education Facilitation (PEF) Project

The School of Health Sciences Practice-based Learning Network has established

good working relationships with representatives of the NES Allied Health Professions

(PEF) Project in order to debate and explore issues relating to the facilitation of

practice placements for students from the allied health professions.

Through the PEF Project, links are being forged with emerging regional occupational

therapy practice educators forums throughout Scotland. The professional practice

tutor is regularly invited to attend meetings and events organised by the forums

which allows opportunities for the exchanging of information between the University

and practice educators including sharing of good practice.

8.2. Practice-based learning support web site

This web site was developed in 2008 by the QMU School of Health Sciences. It is a

school wide resource and the occupational therapy page sits along side other

programmes in the School. The web site has been designed to help make the role of

placement supervision easier by providing links to useful websites related to practice-

based learning, along with electronic versions of all the forms that practice educatorsneed for practice placements. We hope that this resource will prove useful and

supportive, and we welcome any recommendations from practice educators for

further developments to the occupational therapy section of the web site.

Practice based learning support web site

This can be accessed via the following link: htt p:// mcs. qmu. ac. uk/ PBL/

Click on Occupational Therapy then, BSc (Hons) Occupational Therapy
http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/


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8.3. Development of new placement sites

Practical advice is available from AMC to services considering the feasibility of

offering practice placements to occupational therapy students from AMC. For further

information, please contact Shona Henderson at sh e n d e r so n 1 @qmu. a c . u k or

telephone 0131-474-0000.

8.4. Facilitating practice based learning course

Mporoyne kai oi dikoi mas na tin parakolouthisoun?

Through the schools Practice-based Learning Network, Queen Margaret University

makes a commitment to delivering a short course Facilitating Practice-based

Learning - twice a year. The course aims to equip health care professionals and

otherstaff for the challenges of facilitating and managing the learning of health care

students or personal. It is delivered entirely on-line through the Universitys virtual

learning environment WebCT and provides learners access to useful links, tutor

support and a discussion forum with other learners.

The course is validated by Queen Margaret University and includes the preparation

of a written assignment which attracts Honours level academic credits on successful

completion. The course has also been recognised for inclusion in the College of

Occupational Therapists Accreditation of Practice Placement Educators Scheme.

Facilitating Practice-based Learning

A general information sheet about the course is available on the Practice

based Learning Support web sitehtt p: // mcs. qmu.ac.uk/ PBL/

For an application form for the course, please contact Elaine Harding at

e h ardin g@qmu . a c . uk

8.5. Individual support

During practice placements the students personal academic tutor is available via e-

mail and/or telephone to answer any queries. Additional support and guidance is

available to practice educators who are working with marginal students and very able

students. AMC staff may arrange three way meetings at the request of the practice

educator.

8.6 Workshops

A variety of day workshops for practice educators have been developed by the

QMU programme team. Normally they are delivered in the workplace to a minimum

of 25 participants. Workshops cover aspects such as:

Overview of the occupational therapy pre-registration curricula

Models of supervision during practice placement

Developing objectives for practice placements

Giving feedback and writing practice placement assessment reports

Supporting disabled students on practice placementFrom reflection to reflexivity

Conceptual models of practice

Fitness to practise
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/http://mcs.qmu.ac.uk/PBL/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://mcs.qmu.ac.uk/PBL/mailto:[email protected]:[email protected]


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9. Learning outcomes for practice placements

9.1. Practice Placement 1 (PP1)

PP1 offers students the first opportunity of learning in a practice setting. They are

acquiring knowledge and a repertoire of foundational skills for functioning in practice

placements. Students observe, practice and reflect on their performance. Whereappropriate they take an active role with clients, applying knowledge and developing

professional reasoning skills. They are expected to prepare for and contribute

towards the midway and final evaluations of their performance.

PP1 is of 6 weeks duration, full time and is located in Year 1, Semester 1. By the

end of PP1 students should have successfully completed 217 hours (30 days

equivalent) of practice education.

During PP1, students are given half a day of study time per week (4 hours). The

study time forms part of the working week and is included in the overall hours for theplacement. This half day may be used in a flexible way and is negotiated with the

practice educator.

Students should receive daily supervision throughout the placement, including a

minimum of one hour formal supervision with the practice educator each week.

Learning outcomes for PP1On completion of this module the student will be able to:

1. Display professional behaviours congruent with the Health Professions CouncilStandards of Conduct, Performance and Ethics.

2. Analyse the contribution of occupational therapy within the context of the

practice area, identifying the major factors that may influence the ability of

occupational therapists to carry out their roles and responsibilities.

3. With guidance, work collaboratively with others and effectively utilise

communication skills with service users and selected members of the team.

4. With guidance, carry out interviews with service users, recording/reporting

the findings in an accurate and logical format.

5. With guidance, use observational skills to gather information about service

users functional abilities, recording/reporting the findings in an accurate andlogical format.

6. With guidance, use information gained from interviews and observations of

service users to demonstrate knowledge of factors which may be influencing

their health and occupational performance.

7. With guidance, accurately identify risk factors and work with service users in a

safe and appropriate manner.

8. Identify personal and professional goals and targets.


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9.2. Practice Placement 2 (PP2)Practice Placement 2 encourages students to draw upon and integrate knowledge

from their AMC based studies and previous learning from practice placement 1.

During this placement they actively contribute to the practice setting. Emphasis is on

practice and experience of the occupational therapy process, problem solving andcommunication. Students are expected to prepare for and actively contribute towards

the midway and final evaluations of their performance.

Practice placement 2 is of 17 weeks duration (2 days per week) and is located in

Year 1, Semester 2. By the end of the PP2 module, students should have

successfully completed 246 hours (34 days equivalent) of practice education.

During PP2 students should receive daily supervision from their practice educator.

This includes a minimum of one hours formal supervision on a fortnightly basis.

Learning outcomes for PP2On completion of this module the student will be able to:-

1. Practice within an ethical framework congruent with the Health ProfessionsCouncil Standards of Conduct, Performance and Ethics.

2. Recognise and discuss change, developments and policies that impact upon

the practice setting.

3. Establish and maintain collaborative partnerships with team members including

service users in aspects of case management.

4. With guidance, apply as