AMC Department of Health and Human Sciences

BSc (Hons) Occupational Therapy [Athens] ractice lacement ! Assessment "orm

Student#s $ame Matriculation $um%er $ame of ractice &ducator(s) lacement Site &'perience O(erall )rade lacement Dates lacement Hours lacement A%sences
( please circle one *rade only)

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Students are re+uired to su%mit the completed assessment form to the AMC ,e*istry Office -ithin . -or/in* days of completion of the practice placement0

To gain a basic understanding of physical. To define personal aims and document these in the form of a learning agreement. 1$. 1". To become familiar with the role of the occupational therapist in one practice placement setting. %. ". To explore the impact of ill health on occupational performance. 4. . To reflect on personal and professional development. full time. listening and observation skills through involvement with service users and others. health and well being. To work in an ethical and non discriminatory manner. 12. 3earnin* A*reement -or each placement students are re*uired to negotiate a learning agreement in collaboration with their practice educator)s+. 'y the end of (((1 students should have completed 21" hours )3& days e*uivalent+ of practice education. 11. 1%. 1!. To explore the interface of theory and practice in the placement context. The study time forms part of the working week and is included in the overall hours for the placement. 2. !. To establish the practice placement element of the professional development portfolio.AMC )uidance for ractice &ducators Accordin* to 1ueen Mar*aret 2ni(ersity#s Aims for rofessional ractice lacement ! 1. To explore how occupation might impact on the health # ill health of service users. To demonstrate competence in risk assessment relating to the specific practice placement context. psychological and social factors which might influence development. To develop basic reporting and recording skills appropriate to the practice placement. . To develop competence in routine administrative tasks. To gain a basic understanding of the intervention contributions of a range of disciplines. To develop effective communication. 14. To practice and consolidate interviewing and basic assessment skills.uring (((1. 13. This half day may be used in a flexible way and is negotiated with the practice educator. To show understanding of how research may influence practice. To establish the foundations of clinical reasoning skills. The agreement should be developed by week 2 of practice placement. To evaluate # analyse at least one occupation in detail. To collect and collate information for future course modules. 3. 1 . . students should receive a half day of study time per week )4 hours+. $. lacement hours This placement is of ! weeks duration. 1&.

ccupational Therapy then. ortfolio . @> MN?OKF DL handbooks PL> IKQ>PRF D@ KP=L>GKSD>PN ST>PN =@S L=L>DKJDL> L=N D@ (( U?JAP@QDL> LQL?DHOCQL AK GJITEAAH O@?MV I>L DL =?RDL GW@ CDH A=@SGRQ U?JAP@QDL> LQL?DHOCQL AK GJITEAAH O@?MV I>L DL =?RDL GW@ CDH A=@SGRQ ADHQ HTKPD?@Q>PV =TLDMN?OL 6oodle.ssessment -orms can be accessed directly from the 4chool of 567 3ealth 4ciences (ractice 'ased 8earning 4upport 9eb 4ite. and all the educational materials re*uired for the (ractice (lacements are posted in bilingual versions for the first two years at the electronic platform 6oodle.ccupational Therapy. marking criteria. . <=>=?@ABCDEF @> @GHIJKF. DL marking criteria.60 as an integral part of the educational process. DHQ @=@JL X?HA>O@=@>KJ EF OC?@F DHF KP=L>GKSD>PVF G>LG>PLAJLF D@ . student who is considered to be at risk of failing the placement should be made aware of this no later than the midway evaluation. 1t is recommended that students discuss the portfolio and its content on at least one occasion during the placement.ll (ractice 2ducation 3andbooks and . School of Health Sciences ractice4%ased 3earnin* Support 5e% Site .60. Super(ision 4tudents should receive a minimum of one hour formal supervision with the practice educator each week. . all the guidelines. 1n addition. assessment and other forms. handbooks.s part of their professional development students compile a practice placement portfolio for each placement using a pro/ forma provided by the 0ollege. which is used by . (ractice educators should always bear in mind that they are making a Zudgement about the students[ performance in relation to what is reasonably expected of a student at that level of the programme and not in comparison with a *ualified occupational therapist.escriptors at the end of this booklet. Assessment of a Student#s erformance durin* ractice lacement (ractice educators are advised to consult the Yrade . professional behaviour or *uality of performance over all. '4c )3ons+ .eflecti(e Diary -rom (rofessional (ractice (lacement 2 )(((2+ onwards it is expected that students will use a reflective diary as part of the learning process and in preparation for supervision sessions with their practice educator)s+. (lease contact the student#s personal academic tutor at the 0ollege if there are concerns pertaining to the student[s well being.. 9eb link: ---0+mu0ac0u/6p%l 0lick on .

6aximum five key learning action points+ Si*nature of practice educator7 Date7 \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ Student#s comments Si*nature of student7 Date7 .Summary ractice educator#s comments )(lease provide brief summary at end of placement and developmental plan suggested for the next placement.

(erformance and 2thics . (erformance and 2thics .emonstrates unacceptable Zudgemental attititudes and#or behaviours towards others (resents self in a manner inappropriate to the working environment 8imited engagement with practice educator)s+ and#or fails to use professional guidance and support appropriately .emonstrates professional behaviours in accordance with 3(0 4tandards of 0onduct.emonstrates awareness of personal strengths and weaknesses ^esponds constructively to feedback .dheres to safety regulations as specified in the practice setting and demonstrates awareness of relevant risk factors in relation to safety of self and others .emonstrates appreciation of diversity (resents self in a manner appropriate to the working environment 0ollaborates with practice educator)s+ to maximise the learning experience Takes responsibility for some aspects of own learning . 2 - Y ] 3as difficulty demonstrating professional behaviours in accordance with 3(0 4tandards of 0onduct.dherence to safety regulations is inconsistent and#or demonstrates limited awareness of relevant risk factors in relation to safety of self and others . ' 0 .dopts a passive role and#or lacks initiative in relation to own learning during placement 8acks awareness of personal strengths and#or weaknesses 3as difficulty modifying behaviour following feedback and#or responds negatively to feedback .rofessional De(elopment x .

ractice educator#s comments4 rofessional De(elopment )0omments to be recorded in preparation for the midway review and final evaluation+ Student#s comments 8 rofessional De(elopment (0omments to be recorded in preparation for the midway review and final evaluation+ rofessional Communication S/ills .

inaccurate and#or illegible . accurate.emonstrates effective listening skills ^ecognises the significance of verbal and non/ verbal communication -orms effective relationships with occupational therapy colleagues ^elates effectively to individuals . legible documentation . clear.ocumentation is poorly structured. ' 0 . 2 - Y ] 3as difficulty demonstrating effective listening skills 3as difficulty recognising the significance of verbal and#or non/ verbal communcation 3as difficulty forming effective relationships with occupational therapy colleagues 3as difficulty relating to individuals effectively 3as difficulty relating effectively in group situations . unclear.ral reports are unclear and# or inaccurate ^elates effectively in group situations Yives clear and accurate oral reports (roduces well structured._ .

ractice educator#s comments 8 rofessional Communication S/ills )0omments to be recorded in preparation for the midway review and final evaluation+ Student#s comments 8 rofessional Communication S/ills )0omments to be recorded in preparation for the midway review and final evaluation+ .

\\ ' \\ 0 \\ . \\ 2 \\ \\ Y \\ ] 3as difficulty conducting interviews in a clear and logical manner 3as difficulty initiating and engaging in purposeful interaction with the person and#or gathering pertinent information 6akes inaccurate observations during assessments 3as difficulty describing the person[s personal strengths and resources 3as difficulty describing obstacles to the person[s engagement in meaningful occupation \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ \\ .escribes obstacles to the person[s engagement in meaningful occupation .Occupational Therapy rocess _ 0onducts interviews in a clear and logical manner 1nitiates and engages in purposeful interaction with the person and gathers pertinent information 6akes relevant observations during assessments .escribes the person[s personal strengths and resources .

ractice educator#s comments4 Occupational Therapy rocess )0omments to be recorded in preparation for the midway review and final evaluation+ Student#s comments 8 Occupational Therapy rocess )0omments to be recorded in preparation for the midway review and final evaluation ) .

psychological and social factors influencing the person[s health and well/ being ^esponds to suggestions to undertake relevant reading . ' 0 . 2 - Y ] 3as difficulty explaining how maZor occupational therapy principles and #or concepts relate to the practice setting 3as difficulty describing relevant biological and#or psychological and#or social factors influencing the person[s health and well/ being -ails to respond to suggestions to undertake relevant reading .escribes relevant biological.9nte*ratin* :no-led*e into ractice _ 2xplains how maZor occupational therapy principles and concepts relate to the practice setting .

ractice educator#s comments4 9nte*ratin* :no-led*e into actice )0omments to be recorded in preparation for the midway review and final evaluation+ Student#s comments 8 9nte*ratin* :no-led*e into ractice )0omments to be recorded in preparation for the midway review and final evaluation+ .

rganises and prioritises own work effectively 0ontributes effectively towards routine administrative tasks Takes responsibility for the maintenance of some aspects of the working environment . ' 0 .dopts a passive role and#or lacks initiative in relation to maintenance of aspects of the working environment . 2 - Y ] (unctuality and placement attendance are poor and#or erratic 3as difficulty with effective organisation and prioritisation of own work 3as difficulty contributing effectively towards routine administrative tasks .Or*anisation and Mana*ement _ Takes responsibility for managing own time .

ractice educator#s comments4Or*anisation and Mana*ement )0omments to be recorded in preparation for the midway review and final evaluation+ Student#s comments 8 Or*anisation and Mana*ement )0omments to be recorded in preparation for the midway review and final evaluation+ .

• 9ritten comments should be provided for each of the core areas of the form. The _ and ] axes indicate acceptable#unacceptable levels of performance respectively. and encourage the development of individual strengths as well as giving advice aimed at resolving any difficulties encountered during practice placement. These should be dated and signed by the practice educator. it is important to bear in mind the extent to which the placement has given the student the opportunity to demonstrate the criterion being considered and on what can be expected from the student in relation to stage of education. Mid-ay re(ie• This should take the form of a discussion between the practice educator and the student highlighting areas of progress in the five key areas.reas re*uiring further development and priorities to be addressed in the second half of the placement should be highlighted. The comments sections should be signed and dated by ths student. is an outstanding standarda a . • The final grade will be subse*uently converted into a percentage by the professional practice tutor in line with . • 4tudents awarded an overall grade of 2/Y will be re*uired to retake the practice placement. • The practice educator makes a Zudgement of the student[s overall performance throughout the practice placement and records this on the . .n . The summary section must be signed and dated by both the practice educator and the student. These should be signed and dated by the practice educator. 0omments section should be signed and dated by the student.n electronic copy of this form can be downloaded directly from the 4chool of 3ealth 4ciences (ractice/based 8earning 4upport 9eb 4ite: ---0+mu0ac0u/6p%l The guidelines and the assessment form are both posted in bilingual versions at 6oodle.verall Yrade 4ection on the front page of the assessment form./Y in accordance with the . .60 and 567 grade to mark conversion rules.s part of the continual montoring process this assessment form may be subZect to modification or alteration on an annual basis. gradings represent pass grades. Summary section • 4hould be constructive. 9ritten comments only should be made on the assessment form. • 4tudents should prepare for the midway review by completing the student[s comments sections for each of the five key areas and be prepared to discuss these and any other issues relating to the placement with the practice educator. 1n making a Zudgement. . . . . . • 6ark a cross on each hori`ontal line to indicate the student[s level of performance for each of the criteria.60 and 567 criteria for undergraduate modules. is a weak but safe pass. • 4tudents should prepare for the final evaluation by completing the students comments sections for each of the five key areas and be prepared to discuss these with the practice educator. "inal e(aluation • The assessment form should %e completed in detail -ith reference to the *rade descriptors pro(ided in this %oo/let0 • ^eport forms are graded ./.)uidance for use in assessment of student#s performance durin* practice placement (ractice educators are advised to refer to section 11 of the (ractice 2ducation 3andbook prior to completing the practice placement assessment form.

. safe performance. i. theory and practical knowledge Yood organisation and management skills.isplays some ability to synthesise concepts. consistently demonstrated throu*hout the ma<ority of the placement • • • • • • • • The student has re*uired the support and guidance that would normally be expected of a student at this stage to assimilate new information and skills. 6inimal support and guidance has been re*uired. reflected in discussion and written work and is able to locate these within the practice context. but less than what normally might be expected for this stage of the programme.isplays the ability to synthesise concepts. bery good uptake of learning opportunities relating to the placement.ssimilates new information and skills. standards in t-o or three of the core cate*ories on the report form.emonstrates good professional communication skills 4hows general ability in problem solving and analysis Theoretical understanding can be shallow at times . a performance typical of a student at this stage 0 A *ood. The student[s performance does not match up to the . consistently demonstrated throu*hout the ma<ority of the placement0 1n awarding grades in this range the practice educator will be looking for essentially the same kind of evidence as for the . consistently demonstrated throu*hout the ma<ority of placement0 • • • • • • • • .ssimilates new information and skills *uickly. the practice educator is reco*nisin* an outstandin* performance A Outstandin* 9n allocatin* this *rade the practice educator is reco*nisin* a (ery *ood performance B =ery )ood -or this stage of the programme. . safe performance. 3as achieved learning outcomes for the practice placement. The student has re*uired some guidance and#or prompting to achieve this level. safe performance. .e.emonstrates excellent professional communication skills 4hows exceptional abilities in problem solving and analysis . a (ery *ood standard has been demonstrated0 A (ery *ood. theory and practical knowledge and demonstrates exceptional insights 2xcellent management and organisation skills 3as achieved the learning outcomes for the practice placement 9n allocatin* this *rade. 3as achieved the learning outcomes for the practice placement. .emonstrates comprehensive understanding of theoretical principles and concepts reflected in discussion. . banding.isplays the ability to synthesise concepts. 6akes use of maZor learning opportunities available on the placement. written and practical work and is able to locate these within the practice context. 9n allocatin* this particular *rade the practice educator is reco*nisin* an a(era*e performance C A(era*e -or this stage of the programme. taking into consideration the student[s stage in the programme 4elf motivated in seeking out appropriate learning opportunities . but will mark in this range where the e(idence is not as stron* in relation to each of the five categories.emonstrates very good professional communication skills 4hows very good ability in problem solving and analysis .emonstrates very good understanding of theoretical principles. an a(era*e standard has been demonstrated. an e'cellent. The student shows e'ceptional a%ility. • • • • • • • • .)rade Descriptors7 ractice lacement ! )rade Description -or this stage of the programme an outstandin* standard has been demonstrated. theory and practical knowledge bery good organisation and management skills.

3as )generally+ achieved the learning outcomes for the practice placement. 4atisfactory professional communication skills 6uddled in problem solving and analysis 4ome understanding of conceptsc limited but accurate factual information. consistently demonstrated for the second half of the placement0 • • • • • • • • The student has re*uired additional support and guidance than would normally be expected for a student at this stage to assimilate new information and skills. theory and practical knowledge. 3as failed to achieve some of the learning outcomes for the practice placement. -ails to learn from experience on several occasions. • • • • 8imited attempt to address issues in the practice setting.emonstrating unsafe practice on a regular basis • 7nprofessional behaviour and#or attitudes exhibited in several areas of practice • 4ignificant difficulties experienced demonstrating ability to use a range of skills • 4ignificant difficulties with integration of theory and practice • 4ignificant difficulty in learning from previous experience • 3as failed to achieve a significant number of the learning outcomes for the practice placement Clear failure • 7nsafe performance exhibited on a regular basis • 7nprofessional behaviour and or attititudes exhibited in several areas of practice • 7nable to communicate with and#or form#sustain professional relationships with others • -ails to demonstrate the ability to use skills in practice. 8imited ability to synthesise concepts. 9n allocatin* this particular *rade the practice educator is reco*nisin* a satisfactory performance D Satisfactory standard 9n allocatin* this *rade the practice educator is reco*nisin* an unsatisfactory peformance & "ail 2nsatisfactory standard The student has re*uired significant additional support and guidance than is expected of a student at this stage in the programme. fails to implement the occupational therapy process • 7nable to relate theory to practice • 7nable to learn from previous experience and#or lacks willingness to engage with the process of learning • -ails the maZority of the learning outcomes for the practice placement .)rade Description -or this stage of the programme the student[s performance is satisfactory and safe.emonstrating unsafe practice on a regular basis. The student has made use of some learning opportunities available on the placement. 4atisfactory organisation and management skills. " oor "ail ) Bad "ail Clear failure • (oor attempt to address the issues of practicing within this area and does not meet the criteria for an acceptable performance in a significant number of areas • . but does not meet the criteria outlined for an acceptable performance in several areas .

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