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Practice Education Handbook

Bsc (Hons) Occupational Therapy [Athens]
2012-2013

List of Content
Topic Staff Contact Details !"at#s in a na$e% 1' (ntroduction 2' *esponsibilities during practice education 2'1 Student 2'2 Practice educator 2'3 Personal acade$ic tutor 2'- Practice place$ent coordinator 2' Professional practice tutor 3' .rganisation of practice place$ents 3'1 Practice place$ent deli/er0 pattern 3'2 Practice place$ent locations 3'3 Tra/el and acco$$odation e1penses 3'- Practice place$ent allocation process 3' 2odels of super/ision during practice place$ents 3'& !orking relations"ip bet3een practice educators and students 3') Learning agree$ent 3'+ *eflecti/e diar0 3', Practice place$ent portfolio -' Preparing students for practice place$ents -'1 Practice education passport -'2 Healt" clearance c"ecks -'3 *isk 2anage$ent -'- 4nifor$s -' Handbooks -'& 2oodle -') !orks"ops -'+ Preceptor Education Progra$$e ' 5uidance for practice educators and students6 7itness to practise '1 7itness to Practise Panel '2 2onitoring students fitness to practise on t"e 8Sc 9Hons: in .ccupational T"erap0 '3 Disabilit0 and "ealt"-related issues '- Professional unsuitabilit0 Page & ) ) + , , 10 11 12 12 12 13 13 1111 1 1 1 1& 1& 1& 1& 1) 1+ 1+ 1,

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Topic &' 5uidance for practice educators and students6 ;ccountabilit0 issues during practice place$ents &'1 (nsurance &'2 Healt" and safet0 during practice place$ents &'3 2eeting religious and cultural practices of students &'- Cri$inal Con/iction C"ecks &' HPC Standards of Conduct< Perfor$ance and Et"ics &'& ;ttendance polic0 during practice place$ents &') Dress code during practice place$ents &'+ *outine ad$inistration procedures &', Punctualit0 &'10 Confidentialit0 &'11 Consent to occupational t"erap0 &'12 4sing (T facilities during practice place$ent &'13 4se of $obile p"ones during practice place$ent )' Contact $ec"anis$s 3it" and support for students during practice education )'1 Practice education "andbook )'2 2oodle )'3 Support $ec"anis$s for practice place$ent )'- 2eetings and /isits )' Student counselling ser/ice )'& Practice place$ent debriefing 3orks"ops +' Contact $ec"anis$s 3it" and support for place$ent pro/iders and practice educators +'1 Practice based learning support 3eb site +'2 De/elop$ent of ne3 place$ent sites +'3 (ndi/idual support +'- !orks"ops ,'Learning outco$es for practice place$ent $odules ,'1 Practice Place$ent 1 ,'2 Practice Place$ent 2 ,'3 Practice Place$ent 3 ,'- Practice Place$ent 10' 5uidance for practice educators and students6 Ho3 to support a student at risk of failing a place$ent

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Topic 11' 5uidance for practice educators and students6 Ho3 to co$plete t"e assess$ent report for$s 11'1 2id3a0 re/ie3 11'2 7inal e/aluation 11'3 Co$piling t"e assess$ent for$ 11'- ;3arding an o/erall grade for a student#s perfor$ance during practice place$ent 11' 5uidance for a3arding an ; grade 11'& *ecei/ing a failed grade on practice place$ent 11') Deferring a practice place$ent 11'+ Sc"eduling of a deferred or retrie/al place$ent 11', Student e/aluation of practice place$ents 11'10 ;ppeals procedure 12' 5uidance for practice educators and students6 ;rrange$ents for sub$ission of practice place$ent assess$ent for$s to t"e 4ni/ersit0 13' *eco$$ended reading lists for practice place$ents 13'1 Practice place$ent 1 13'2 Practice place$ent 2 13'3 Practice place$ent 3 13'- Practice place$ent 1-' 8ibliograp"0 and reference list

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Staff Contact Details
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gr I/ 8esources Manager 9iaison 9ibrarian =otes Stu ent Counsellor Stu ent .e u. Sorou Maroussi in collaboration with Queen Margaret University.ffice E-$ail =otes v+a3elara3i*a+c.inance A viser E++anouela Aiginitou library*a+c.is*a+c.gr School 677ice A +inistrator Learning *esource E-$ail =otes verros*a+c.e u.e u.=a$e of (nstitution AKMI Metropolitan College Athens 74.is /atiana 0enou Eli.e u.e u.gr t1enou*a+c.e u.gr Staff 9ina :ront.gr Marilena Stasinopoulou +sta*a+c.gr !"at#s in a na$e% 5 .a Maglari )oli1eni S3altsi Ioanna /sipra Katerina 2ouri3a 4eorge Kou+anta3is Christos Ko+issopoulos Staff 5ic3y Ma3ellara3i Staff Ilias 5erros Teac"ing E-$ail psiaperas*a+c.e u. E inburgh Telep"one !"# $%# &%''('% 7a1 !"# $%# &%''"$# Staff )anagiotis Siaperas -icolas Ma.a*a+c.gr n+a.gr /2A /2A /2A /2A /2A /2A Sc"ool .e u.a Student E-$ail l ront.

-or+ally. /he practice place+ent co<or inator role nor+ally inclu es the co<or ination o7 practice place+ents across a speci7ic site=sector.cade$ic Tutor Practice Place$ent Coordinator Practice Educator 1' (ntroduction @elco+e to the )ractice E ucation Aan boo3 an to the practice e ucation 6 . Professional Practice Tutor Personal . the practice e ucator is an occupational therapist who has co+plete a practice e ucators? course an is 7a+iliar with the university assess+ent regulations an processes. liaising with the higher e ucation institution an acting in an a visory capacity to practice e ucators an stu ents as re>uire uring practice e1periences /his re7ers to the person supervising stu ents whilst they are on place+ent.Practice Place$ent /he practice area in which a stu ent is e ucate 7or a stipulate perio o7 ti+e an where pro7essional co+petence is assesse . /he aca e+ic +e+ber o7 sta77 base at the higher e ucation institution who co<or inates the practice e ucation ele+ents o7 the progra++e. /his inclu es the evelop+ent o7 new place+ents an the e ucation o7 practice e ucators An aca e+ic +e+ber o7 sta77 who acts as a contact person 7or a group o7 stu ents an practice e ucators throughout a practice place+ent.

stu ents will gain e1perience o7 wor3ing with a range o7 i77erent people who have wi e ranging nee s an in i77erent circu+stances. /he purpose o7 this han boo3 is to bring together the 7ollowing in7or+ationD An overview o7 practice e ucation An overview o7 the roles an responsibilities o7 the stu ent an supporting sta77 uring practice place+ents )ractice e ucation is an integral core ele+ent o7 the curriculu+ enabling stu ents to integrate theory an practice in a +eaning7ul. /hese +ay inclu e both establishe an e+ergent services within the statutory.e eration o7 6ccupational /herapists Stan ar s B$##$C. where appropriate. +ulti agency conte1ts. Stu ents also gain e1perience in practicing in a sa7e an ethical +anner. Each practice place+ent +o ule has a set o7 learning outco+es evise by Queen Margaret University BQMUC an 7ollowe by AMC. consoli ate an trans7er e1isting s3ills an in a ition. practice place+ent co<or inator an the pro7essional practice tutor. Stu ents will also evelop s3ills in e77ective service elivery within inter pro7essional. Atten all preparatory place+ent activities on the appointe ates speci7ie by the university. :iscuss any planne absence with the progra++e lea er in a vance o7 the start ate o7 the place+ent. In accor ance with the @orl . 2'1' *esponsibilities of t"e student :uring practice e ucation. Stu y an beco+e conversant with the learning outco+es 7or each practice 7 . E+phasis is place upon the process o7 practice o77ering stu ents the opportunity to e1plore an evaluate practice. in epen ent an voluntary sectors. )repare an +aintain their practice e ucation passport. Stu ents have opportunities to apply. practice. /hese outco+es articulate with prior an 7uture university stu ies an .co+ponent o7 the 2Sc BAonsC in 6ccupational /herapy at AKMI Metropolitan College. learn new s3ills relevant to each practice setting. these e1periences will enco+pass wor3ing with people o7 i77erent age groupsE in ivi uals an groups= co++unities 7ro+ i77erent socio<econo+ic an cultural perspectivesE people who have recently ac>uire an =or long stan ing occupational nee s an health con itions a77ecting i77erent aspects o7 physical an psychosocial 7unctioning. previous practice place+ent +o ules. stu ents? responsibilities are toD Assu+e responsibility 7or their learning using available resources. practice e ucator. -or+ally. personal aca e+ic tutor. re7lective an realistic +anner. rewar ing 2' *esponsibilities during practice education /his section o7 the han boo3 outlines the roles an responsibilities o7 the various in ivi uals involve in practice e ucation na+ely the stu ent. I hope that that practice e ucation will prove to be a 7ul7illing an e1perience 7or everyone involve . an evelop pro7essional values to the level o7 co+petence re>uire o7 an entry level practitioner.

8ea any pre<place+ent in7or+ation +aterials provi e or reco++en e by the practice e ucator. Maintain a re7lective iary an practice place+ent port7olio in accor ance with the gui elines provi e by the University. 2e punctual at all ti+es an resse appropriately as be7itting 7or the place+ent setting an the wor3 involve .>+u. Co+plete the Stu ent Evaluation o7 )lace+ent . clear irections an travel in7or+ation. 8e7lect the status o7 a tea+ +e+ber an respect7ully engage with other +e+bers o7 sta77 at the place+ent setting as appropriate. 2e responsible 7or any travelling an acco++o ation costs incurre to an 7ro+ place+ent. Contact AMC i7 there are 7actors a versely a77ecting their per7or+ance uring practice place+ent.place+ent. Abi e by all health an sa7ety at wor3 issues an be cognisant o7 policies an proce ures speci7ic to the practice setting.or+ to the School 677ice within F wor3ing ays o7 co+pletion o7 place+ent. 677er the stu ent an in uction into health an sa7ety at wor3 at the start o7 the place+ent.ac. an Ethics 7or Stu ents. 2'2' *esponsibilities of t"e practice educator )ractice e ucators B)EC play a 3ey role in the pro7essional evelop+ent o7 occupational therapy stu ents. /his inclu es an overview o7 the service. 2e 7ully prepare 7or supervision sessions an contribute to the supervision process in a re7lective +anner. )ractice e ucators? responsibilities are toD 6btain in7or+ation on the learning outco+es 7or the speci7ic practice place+ent. Contribute towar s an actively participate in the +i way an 7inal evaluations o7 their per7or+ance isplaying openness to an ac3nowle ge+ent o7 other people?s i eas. Collaborate with the practice e ucator to evise a learning agree+ent 7or each practice place+ent. course assess+ent re>uire+ents an regulations 7or the practice e ucation co+ponent o7 the progra++e. Abi e by at all ti+es the Aealth )ro7essions Council 4ui ance on Con uct. 8eturn copies o7 the )ractice )lace+ent Assess+ent . 8 . Contribute towar s an on<line iscussion 7oru+ with other stu ents an sta77.u3=)29= .or+ an Stu ent Evaluation o7 )lace+ent . In7or+ the practice e ucator an AMC i7 it is not possible to atten place+ent 7or any reason. course assess+ent re>uire+ents an regulations 7or practice place+ents 7ro+ the )ractice<base 9earning Support web siteD httpD==+cs.or+ an share this with the practice e ucator at the conclusion o7 the place+ent e1perience. reco++en e pre<place+ent rea ing an any other in7or+ation consi ere help7ul. A here to +atters o7 patient=client con7i entiality as a vise by the practice place+ent setting an the University.orwar pre<place+ent in7or+ation to the stu ent in a vance o7 the start o7 the place+ent.

677er in ivi ualise constructive 7ee bac3 to the stu ent on a regular basis. )rovi e a ti+etable outlining the overall structure o7 the place+ent an the responsibilities o7 the stu ent. wor3shops associate with practice e ucation. 9 . Atten an participate in +eetings.8eview +aterials containe in the stu ent?s practice e ucation passport. Co<or inates responses to stu ents? letters o7 intro uction=recor o7 previous e1perience 7or+s. /o liaise with the pro7essional practice tutor i7 concerns arise about a stu ent?s per7or+ance uring a practice place+ent. well<being an =or behaviour.or+ an to use this as an integral part o7 a constructive evaluation process. within the ti+escale i enti7ie . behaviour or >uality o7 per7or+ance over all. Un erta3e the appropriate assess+ent o7 the stu ent on practice place+ent an be conversant with the gui elines provi e by AMC an QMU. /a3e cognisance o7 co++ents +a e in each Stu ent Evaluation o7 )lace+ent . 2'3' *esponsibilities of t"e personal acade$ic tutor /he personal aca e+ic tutor B)A/C is a lecturer 7ro+ the progra++e tea+ who acts as a na+e point o7 contact 7or a group o7 stu ents an practice e ucators uring a practice place+ent. Co<or inates the returns 7or AMC re>uests 7or place+ent o77ers where possible. 8eview the stu ent?s practice place+ent port7olio at least once uring the practice place+ent an o77er verbal co++ent. Key responsibilities areD /o o77er support throughout the place+ent. o77ering pastoral support an gui ance as re>uire . 2'-' *esponsibilities of t"e practice place$ent co-ordinator /he practice place+ent co<or inator B))CC plays an essential role in 7ostering a culture whereby practice place+ents are seen as a positive activity contributing towar s sta77 continuing pro7essional evelop+ent an recruit+ent within the service. Contact the stu ent?s personal aca e+ic tutor i7 there are concerns pertaining to the stu ent?s well being. i enti7ying ti+ing o7 7ee bac3 sessions. respon ing to re>uests 7or a vice an in7or+ation 7ro+ practice e ucators an their stu ents. Maintain recor s o7 supervision sessions. /o negotiate an appropriate plan o7 action with the practice e ucator an stu ent i7 there is a serious concern pertaining to the >uality o7 the stu ent?s per7or+ance. /he practice place+ent co<or inatorD • • • • • Collaborates with AMC to i enti7y new place+ent opportunities alongsi e new service elivery evelop+ents. 2rings to the attention o7 AMC as soon as possible potential i77iculties arising which +ay result in the cancellation o7 a place+ent. Co<or inates the annual return o7 the AMC?s health an sa7ety 7or+s. Sign on a wee3ly basis ti+e car s veri7ying nu+ber o7 hours co+plete by the stu ent uring each practice place+ent. 7iel ing any on< site proble+s. -egotiate a supervision structure with the stu ent incorporating the learning agree+ent as part o7 this process.

/o review each stu entGs progress an place+ent gra e as assesse an reco++en e by practice e ucators. /hese are a 7ull ti+e. where stu ents un erta3e place+ents along with coursewor3 in the sa+e wee3.ccupational T"erap0 >. 677ers support to practice e ucators ta3ing into account the ti+e an resources necessary 7or stu ent supervision. /o plan a co+prehensive. regional. regulatory an pro7essional bo ies. /a3es cognisance o7 co++ents +a e in each Stu ent Evaluation o7 )lace+ent . /he pro7essional practice tutor?s responsibilities areD /o engage with local. 3' . 2rings to the attention o7 AMC any issues creating i77iculty on place+ent which +ay not be reporte by the practice e ucator or stu ent. satis7actory notice is given to the practice place+ent co<or inators? networ3. practice e ucators an stu ents. /o co<or inate AMC contact +echanis+s 7or stu ents an practice e ucators uring practice place+ents. /o prepare stu ents 7or their roles an responsibilities uring practice e ucation. bloc3 place+ent +o el an an integrate +o el. /o ta3e cognisance o7 7ee bac3 7ro+ all sta3ehol ers in practice e ucation an use this as an integral part o7 a constructive evaluation process.• • • • Ensures sta77 acting in their capacity as practice e ucators have a e>uate training an e+onstrate ongoing co++it+ent to their pro7essional role. /o collaborate with place+ent provi ers to co+ply with practice e ucation gui ance an stan ar s provi e by aca e+ic. national networ3s to pro+ote an 7acilitate the continuing sustainability o7 practice e ucation within the occupational therapy curricula an across the broa er pro7ile o7 allie health pro7ession progra++es o77ere by the AMC . balance place+ent pro7ile 7or each pre< registration occupational therapy stu ent ensuring that as 7ar as is possible. practice e ucators an stu ents.t"ens? progra++e e+ploys two practice place+ent +o els.or+ an to use this as an integral part o7 a constructive evaluation process.rganisation of practice place$ents 3'1' Practice place$ent deli/er0 pattern /he 8Sc 9Hons: . /he integrate +o el is a well establishe 10 . • 2' *esponsibilities of t"e professional practice tutor /he pro7essional practice tutor B))/C is responsible 7or the co<or ination. evelop+ent an review o7 practice e ucation within the 7ra+ewor3 o7 the 2ScBAonsC 6ccupational /herapy curriculu+.aculty o7 Aealth an Au+an Sciences. wor3shops an other events associate with practice e ucation. Atten s an participate in +eetings. /o plan an i+ple+ent a range o7 +echanis+s 7or the istribution an casca ing o7 practice e ucation ocu+entation an in7or+ation to practice place+ent co<or inators. /o contribute towar s the e ucation o7 e1isting an potential practice e ucators.

private psychology clinics. $##$C. cerebral palsy 4reece.T< 200+B !7. Absence o7 a written recor o7 the appropriate nu+ber o7 hours +ay result in stu ents having to co+plete e1tra place+ent hours prior to gra uation.t t"e conclusion of eac" place$ent< students $ust retain and securel0 store t"eir place$ent ti$e cards' T"ese $a0 be reAuired to /alidate place$ent "ours at an0 ti$e during t"e progra$$e' Students $a0 not book "olida0s during practice place$ent $odules' Public "olida0s are not included in t"e o/erall place$ent "ours' Hours gained fro$ failed practice place$ents $a0 not co$pensate for ti$e lost in subseAuent place$ents 9C. +unicipal health centers.t"ens? @ear of Place$ent Progra$$e Hear % Hear $ Hear " Hear 4 )))% )))$ )))" )))4 Se$ester $ $ $ % Duration & wee3s 7=t ( wee3s 7=t & wee3s 7=t ( wee3s 7=t Place$ent Da0s "# ays 4# ays "# ays 4# ays Hours $%7 $(( $%7 $(( In or er to +eet stan ar s establishe an +onitore by pro7essional bo ies. )lace+ents will be in a iverse range o7 settings in preparation 7or the realities o7 practice an +ay inclu e private hospitals.T< 2002: and to "onour t"e progra$$e regulations' . it shoul be note that by the en o7 )ractice )lace+ent 4 stu ents +ust have success7ully co+plete a +ini+u+ o7 %### hours o7 practice e ucation BC6/. /he e1act nu+ber o7 hours is +onitore through co+pletion o7 wee3ly ti+e car s. /his 7ra+ewor3 +a1i+ises opportunities to synthesise theory an practice. /he elivery pattern 7or practice place+ents is illustrate in /able %.ccupational T"erap0 >.6/. /hese are provi e by AMC an are chec3e an signe by the practice e ucator on a wee3ly basis. practice e ucators an stu ents are actively encourage to raw this to the attention o7 AMC so that a +utually acceptable plan o7 action can be evelope . Students are reAuired b0 t"e professional bodies to co$plete a $ini$u$ of 1000 "ours of practice education 9C. 11 . Stu ents un erta3e place+ents in locations where there are establishe agree+ents in e1istence between AMC an place+ent provi ers. $##(E @.+o el within health care courses an recognises the pivotal role o7 practice place+ents in the e ucational process. I7 i77iculties arise with place+ent hours.T< 200+:' 3'2' Practice place$ent locations )lace+ents are locate in Athens in locations close to the ca+pus thus ensuring that both stu ents an practice e ucators can be e77ectively supporte by the progra++e tea+. private rehabilitation centers. Table 16 Practice place$ent deli/er0 pattern for 8Sc 9Hons: .

3'-' Practice place$ent allocation process Speci7ic allocation o7 stu ents to place+ent sites is co+plete nor+ally & wee3s be7ore the start ate o7 the place+ent an isplaye in Moodle. to acco++o ate the nee s o7 isable stu ents. Stu ents are responsible 7or organising suitable acco++o ation 7or the uration o7 their place+ents. $##7C. /he practice base learning tea+ use this in7or+ation to help in7or+ the allocation process.E77orts will be +a e where possible. 3'3 Tra/el and acco$$odation e1penses /here is no provision by AMC 7or acco++o ation whilst on place+ent. their evelop+ent nee s an place+ent availability. supportive learning e1periences B-AS E ucation 7or Scotlan . those with 7a+ily responsibilities an caring co++it+ents or stu ents with e1ceptional circu+stances. all place+ent locations have been chosen so as to be close to the AMC ca+pus pre+ises. /he practice place+ent co< or inators networ3 is noti7ie by post=e<+ail when allocations have been co+plete 7or each practice place+ent +o ule. /here is no provision by KIC 7or acco++o ation whilst on place+ent. It is the stu ent?s responsibility to arrange suitable acco++o ation 7or the uration o7 their place+ents using the in7or+ation resources available in AMC?s on line plat7or+. E1a+ples inclu eD 3' ' 1' . a variety o7 supervision +o els are use throughout practice place+ents to provi e 7le1ible. those who have 7a+ily an caring co++it+ents or stu ents with e1ceptional circu+stances through the allocation o7 practice place+ents within reasonable travelling istance o7 their place o7 resi ence. psychiatric clinics. /he stu ents will enhance their port7olio with particular clinical cases that they un erta3e their intervention. which belong in their +aJority to the private sector an sign a contractual agree+ent with AMC. -or+ally stu ents woul not be place in a service where they have wor3e previously but in rotation to i77erent available locations. 3' ' 2odels of super/ision during practice place$ents @ithin the conte1t o7 the 2Sc BAonsC 6ccupational /herapy LAthensM. AIC stu ents will have their Clinical )ractice )lace+ents at rehabilitation centers. centers 7or treat+ent o7 cerebral palsy. /he responsibility is with the stu ent to bring their circu+stances to the attention o7 the pro7essional practice tutor prior to the allocation o7 place+ents.pprentices"ip $odel 9161: 12 . to acco++o ate the nee s o7 isable stu ents. Het. Stu ents 7orwar a recor o7 previous e1perience 7or+ an intro uctory letter to the relevant practice place+ent co<or inator or speci7ic place+ent site at least si1 wee3s a vance o7 each practice place+ent. Stu ents co+plete a practice place+ent planning 7or+ on<line an uploa this to an electronic rop bo1 in Moo le. )lace+ents are allocate by the pro7essional practice tutor accor ing to the pro7ile o7 stu ents? practice place+ent e1perience to ate. E77orts are to be +a e where possible.

provi ing gui ance to the stu ent. /his +o el +ay be an attractive option 7or practitioners who wor3 part< ti+e. it is the stu ent?s right to re>uest the+. 4iving consi eration an thought to practice e ucators? nee s an responsibilities shoul enable the establish+ent o7 a goo collaborative wor3ing relationship. 3' '3' SplitCS"ared 2odel 9162: In this +o el. epen ing on the practice setting.6ne stu ent per practice e ucator. /he egree o7 supervision an the a+ount o7 responsibility given to the stu ent +ay vary. this +ay be on a 7ace< 7ace basis. 2ene7its o7 this +o el inclu e evelop+ent o7 tea+<wor3 s3ills. 7ro+ pri+ary to secon ary care. 13 . +onitoring per7or+ance an provi ing opportunity 7or the stu ents to ta3e increasing responsibility with service users. /he practice e ucator structures the stu ent learning e1periences an provi es irect supervision an role<+o elling to the stu ent throughout the course o7 their place+ent. 3' ' 2' Peer assisted learning $odel 9261: 6ne practice e ucator supervises two or +ore stu ents. 3' '-' ProDect focused $odel /his +o el is in7luence by global rivers to prepare stu ents 7or practice in a changing health an recognises the nee 7or conte+porary occupational therapists to possess s3ills an lea ership 7or wor3ing preventatively within co+ple1 syste+s an whole populations BC6/ $##(E Sca77a $#%#E /ownsen N )olataJ3o $##7C. I7 these sessions are not 7orthco+ing 7ro+ the practice e ucator. 3'&' !orking relations"ip bet3een students and practice educators during practice place$ents Stu ents will wor3 closely with their practice e ucators uring practice place+ents. Aere the e+phasis is on peer an sel7< irecte learning where the stu ents support each other an wor3 together an the practice e ucator acts as a resource. by istance via telephone an =or in7or+ation technologies. nor+ally. Co+binations +ight inclu e an e1perience practice e ucator an a new practice e ucatorE two practice e ucators 7ro+ i77erent organisations an the place+ent being structure aroun the patient Journey 7or e1a+ple. /hroughout the place+ent. or i7 the practitioner?s caseloa is couple with +anage+ent responsibilities. In a ition to ongoing in7or+al supervision 7ro+ the practice e ucator. Stu ents +ay wor3 in pairs or groups uring these place+ents a77or ing opportunities to realise the bene7its o7 peer assiste learning. )ro7essional supervision is provi e by an occupational therapist. Stu ents are engage to i+ple+ent proJects an =or un erta3e a 3ey role in a evelop+ental aspect o7 proJect wor3. an i enti7ie +entor at the host site co<or inates the learning outco+es. the e ucation o7 a stu ent +ay be share between two or +ore +e+bers o7 a tea+ within a wor3place. increase proble+<solving s3ills an a sense o7 share <ownership o7 the learning e1perience. It is i+portant to re+e+ber that practice e ucators? 7irst responsibilities are to service users an that in a ition to 7acilitating stu ents? learning they have +any a itional responsibilities to eal with on a ay to ay basis. stu ents receive a wee3ly 7or+al supervision session uring the 7ull ti+e place+ent.

>+u.ac. /hese inclu e interactive wor3shops. /hese outco+es articulate with prior an 7uture coursewor3 an previous practice place+ent +o ules. )ractice e ucators collaborate with stu ents to i enti7y how AMC learning outco+es 7or each practice place+ent will be achieve an help the stu ent to eter+ine a clear pathway 7or achieving these through the evelop+ent o7 a learning agree+ent.u3=pbl=6cc/herapyAo+e. Stu ents an practice e ucators are provi e with access to the learning agree+ent han boo3 either through Moo le or QMU?s )ractice< base 9earning Support web site at httpD==www. /his enables stu ents to 7ocus on aspects o7 practice in which they wish to have +ore e1perience an helps the+ to capitalise upon learning opportunities speci7ic to each practice setting. /he iary in part. 3')' Learning agree$ent . -' Preparing students for practice place$ents Approaches to assist stu ents to prepare 7or place+ents are blen e to allow 7le1ibility o7 elivery an to acco++o ate 7or i77erent learning styles. 9earning outco+es increase in co+ple1ity as the stu ent progresses through the progra++e an each place+ent provi es one o7 the buil ing bloc3s 7or 7uture ones. personal evelop+ent planning. /his process prepares stu ents 7or using port7olios to evi ence their continuing pro7essional evelop+ent a7ter co+pletion o7 their stu ies.' Practice place$ent portfolio As part o7 their pro7essional evelop+ent stu ents co+pile a practice place+ent port7olio uring place+ents using a pro< 7or+a evelope by the progra++e tea+. 9earning agree+ents 7oster the integration o7 theory an practice through their e+phasis upon prior learning an e1ploration o7 the process an outco+e o7 learning. 7ocuses on speci7ic aspects o7 practice an stu ents use it to plan an prepare 7or wor3.Each practice place+ent +o ule has a uni>ue set o7 learning outco+es. Stu ents negotiate an 7ul7il the learning obJectives an are active partners in their own learning process. there is share responsibility 7or the outco+e o7 the learning e1perience as stu ents wor3 in partnership with their practice e ucatorBsC to try to secure a success7ul outco+e. evise by QMU an a here to by AMC. Stu ents an practice e ucators have access to an electronic copy o7 the re7lective iary han boo3. Stu ents an practice e ucators are provi e with electronic copies o7 the port7olio han boo3. group wor3. 3'. -'1' Practice education passport All stu ents +aintain a practice e ucation passport. sel7 Oevaluation activities. /he use o7 port7olios gives stu ents opportunities to evi ence an re7lect upon their learning. Conse>uently. Key aspects o7 the preparation process will now be escribe in +ore etail below. /he passport has been evelope 14 . irecte rea ing an e<learning.ht+ 3'+' *eflecti/e diar0 Stu ents use re7lective iaries as part o7 the process o7 learning an re7lection an in preparation 7or supervision sessions with their practice e ucatorBsC.or each practice place+ent stu ents prepare a learning agree+ent in collaboration with their practice e ucatorBsC.

Stu ents are re>uire to collate ocu+ents. -AS E ucation 7or Scotlan Quality Stan ar s 7or )ractice )lace+ents All o7 these ocu+ents +ust be retaine in the )ractice E ucation )assport.in consultation with place+ent provi ers an its pri+ary goal is to enable stu ents to assu+e responsibility 7or aspects o7 the place+ent preparation process. a psychiatrist an a chest C/ at the beginning o7 each aca e+ic year. @hilst stu ents are not e1pecte to rea these +aterials all at once. certi7icates an +aintain recor s o7 having co+plete co+pulsory tas3s an activities in preparation 7or progression to place+ent. Copies o7 the Aealth Clearance :ocu+ents are elivere to the relevant o77ice o7 the Ministry supervising KEME BCentres o7 )ost< 9yceu+ E ucationC an to AMC. 15 . -'3' *isk 2anage$ent Stu ents receive intro uctory e ucation an sa7ety issues inclu ingD • Manual han ling legislation • • • training upon a range o7 health an 8is3 assess+entE +oving an han ling o7 obJects an people @heelchairs @al3ing ai s /hese topics are co+pulsory ele+ents o7 the curriculu+ an occur prior to the 7irst practice place+ent. a pathologist. /he sa+e regulation applies to the teaching sta77 as well. -' ' Handbooks )rior to )ractice )lace+ent % B))%C stu ents receive har copies o7 theD )ractice E ucation Aan boo3E Aealth )ro7essions Council Stan ar s o7 Con uct )er7or+ance an EthicsE Aealth )ro7essions Council 4ui ance on Con uct an Ethics 7or Stu entsE Aealth )ro7essions Council Stan ar s o7 )ro7iciencyD 6ccupational /herapistsE College o7 6ccupational /herapists Co e o7 Ethics an )ro7essional Con uct. in laboratory an practical classes an at place+ents. -'2' Healt" Clearance C"ecks Accor ing to the regulations o7 the 4ree3 Ministry o7 E ucation. /he )assport acts as a site 7or 7or+al assess+ent by the University )ractice<base 9earning /ea+ in or er to veri7y that stu ents have co+plete all o7 the co+pulsory preparation tas3s be7ore being per+itte to go on place+ent. they are re>uire to rea their contents an to re7er to the+ uring practice place+ents. -'-' 4nifor$s AMC as3s 7or the application o7 a strict ress co e by all stu ents. 7ollowing hygiene rules. all stu ents have to eliver prior to their registration health clearance ocu+ents 7ro+ a er+atologist. Certi7icates o7 atten ance are provi e to stu ents 7or retention in their practice e ucation passport. to allow a teaching per+it to be issue by the Ministry o7 Culture. It the stu ent?s responsibility to present this evi ence to the practice e ucator uring the in uction phase o7 place+ent. Stu ents are supplie uni7or+s bearing the AMC logo.

Each +o ule re>uires 4F<&# +inutes co+pletion ti+e inclu ing a re7lective ele+ent. assess+ent 7or+s. In a ition each Moo le +o ule area houses a ban3 o7 in7or+ation resources an +aterials inclu ing use7ul web lin3s. /his provi es a use7ul plat7or+ 7or the i+ple+entation o7 a phase approach to place+ent preparation. sources o7 acco++o ation. @eb lin3D www.ostering re7lective practice 1 A vance re7lective practice 1 :ealing with con7lict 1 . Stu ents shoul ownloa the +o ule certi7icates o7 co+pletion an store these in their practice e ucation passport.preceptor.-'&' 2oodle )ractice place+ent +o ules are supporte by the AMc?s virtual learning environ+ent Moo le.or+al evaluation processs 1 16 . te+plates 7or re7lection an rea ing +aterials. -'+' Preceptor education progra$$e 9PEP: for "ealt" care professionals and students Stu ents are a vise to co+plete this interactive on<line progra++e o7 stu y to co+ple+ent the 7ace<7ace pre Oplace+ent wor3shops. /hese ten to be incorporate into the 6ccupational /herapy Mo ules in level %<".ca= Table 26 2odules fro$ t"e PEP Progra$$e undertaken for eac" practice place$ent PEP 2odule PP1 PP2 PP3 PP1 6rientation :eveloping Breally use7ulC learning 1 obJectives 4iving an receiving in7or+al 7ee bac3 1 Un erstan ing an 7ostering clinical 1 reasoning . iscussion areas. @or3shops 7ocus upon topics salient to each practice place+ent such asD • • • • • • • review o7 the ai+s 7or each place+ent an e1ploration o7 how these will 7acilitate the integration o7 theory an practiceE pro7essional con uct uring practice place+entsE learning styles an the learning cycleE pro7essional an clinical reasoningE review o7 the assess+ent 7or+at 7or each place+entE preparation 7or an review o7 sel7 evaluation on place+entsE eveloping an using learning agree+ents on practice place+entsE eveloping an using a pro7essional evelop+ent port7olio. han boo3s. -')' !orks"ops Interactive wor3shops 7acilitate by the pro7essional practice tutor enable stu ents to prepare 7or each practice place+ent.

$. )er7or+ance an Ethics.n . @here there are serious concerns a . Stu ents are re>uire to wor3 within the 7ra+ewor3 o7 the Aealth )ro7essions Councils Stan ar s o7 Con uct. /hey are a vise that their behaviour on place+ent an in private li7e has the potential to a77ect their eligibility 7or registration with the Aealth )ro7essions Council. Stu ents stu ying to beco+e a pro7essional in a regulate pro7ession have certain responsibilities an they are e1pecte to +eet high stan ar s o7 con uct an ethics throughout their stu ies. Each applicant +ust sign a health eclaration. $##'C. '2' 2onitoring students# fitness to practice on t"e . /he . Stu ents are re>uire to co+plete an annual sel7< eclaration o7 7itness to 17 .t"ens? . /his +eans AMC nee s to consi er whether stu entsD have a long<ter+ health con ition or isability which coul prevent the+ 7ro+ practising sa7ely without supervisionE have any cri+inal convictions or cautions which coul +a3e the+ unsuitable 7or registrationE have e+onstrate that they can +aintain the stan ar s o7 con uct e1pecte o7 a health pro7essional. Each applicant +ust co+ply with the AMC regulations regar ing cri+inal convictions.pplication %.itness to )ractise procee ings.ccupational T"erap0 >.' 5uidance for practice educators and students6 7itness to practise '1 7itness to Practise Panel AMC has an obligation to ensure that gra uates 7ro+ its healthcare progra++es are 7it to practise.itness to )ractise )anel +ay be convene by QMU. I7 AMC beco+es aware o7 an issue regar ing a stu ent?s behaviour it +ay initiate . 8Sc 9Hons: $.itness to )ractise )anel has the authority to i+pose a range o7 sanctions inclu ing re>uiring a stu ent to suspen stu y or even leave the progra++e BQMU. ". During t"e progra$$e %. Stu ents are re>uire to eclare whether or not they have a conviction or caution as part o7 the annual +atriculation process.itness to practise is +onitore through the 7ollowing proce uresD .

an others negotiable between the stu ent. speci7ic learning i77iculties such as ysle1ia an con itions such as iabetes an epilepsy.or e1a+ple where stu ents are wor3ing with vulnerable groups there +ay be other health an sa7ety consi erations. '3' Disabilit0 and "ealt" issues :isable stu ents shoul e1perience the sa+e broa range o7 practice settings as nonO isable stu ents to enable the+ to e+onstrate that they have achieve the learning outco+es 7or each place+ent. It is essential that stu ents iscuss any concerns they +ay have with sta77 as early as possible. Concerns raise by practice e ucators relate to 7itness to practice < which +ay 18 . AMC an place+ent provi er. AMC will see3 to put in place +easures to support stu ents with health proble+s so 7ar as is practical. :isable stu ents are actively encourage to +eet with the AMC :isability A visor to iscuss their In ivi ual 9earning )lan inclu ing any necessary support or a Just+ents which +ay be necessary to enable the+ to +eet the learning outco+es o7 each practice place+ent. the i+plications o7 these +ay i+pact upon the place+ent provi er an AMC +ay there7ore be oblige to ensure that the in7or+ation is passe on. )unctuality is essential. All stu ents are e1pecte to a opt a responsible attitu e towar s atten ance at classes an practice place+ents. In this respect a physical or +ental i+pair+ent inclu es sensory i+pair+ents. .practise 7or+ 4. re>uests 7or a +eeting are initiate through the annual sel7 eclaration o7 health an isability proce ure via Moo le. AMC ac3nowle ges that not all in7or+ation about a stu ent?s isability or health proble+ +ay be relevant to place+ent provi ers an that in7or+ation shoul nor+ally be provi e on a nee to 3now basis. Moreover provision o7 this in7or+ation enables College sta77 to liaise with place+ent provi ers an arrange any necessary support or a Just+ents that stu ents nee to enable 7ul7il+ent o7 the learning outco+es o7 the place+ent. +ental illness or +ental health issues. stu ents +ust in7or+ their practice e ucators an AMC i++e iately i7 they contract a co++unicable isease. 8ecor s o7 absence will be 3ept 7or each stu ent noting the uration an the reasons 7or absence. /o protect service users? sa7ety. F. A supporting +e ical certi7icate nee s to be obtaine to cover absences o7 7ive wor3ing ays or +ore 7ro+ place+ent. @hen a stu ent goes to the AMC :isability A visor to have an In ivi ual 9earning )lan agree . Stu ents +ust in7or+ both the practice e ucator an University o7 any absences 7ro+ place+ent. rights an responsibilities. In so+e situations however. -or+ally. )ractice e ucation involves a range o7 relationships. so+e legal. they +ust consent to their in7or+ation being passe on to the )rogra++e /ea+. Stu ents shoul 3eep their personal aca e+ic tutor or progra++e lea er an practice e ucator in7or+e o7 any changes to their health an isability status.

eliberate +isuse o7 or a+age to e>uip+ent or +aterialsE 2eing persistently unpunctual 7or place+entE Ina e>uate stan ar s o7 recor 3eepingE )ersistent absenteeis+ without goo causeE Attitu es such as isloyalty.itness to )ractise )anel. continue with or >uali7y 7ro+ a pro7essional progra++e o7 stu y BC6/. I7 it is Ju ge by the progra++e tea+ that the stu ent +ay not be sa7e to co++ence place+ent. who appears to have evelope a health relate proble+ uring the progra++e that coul a77ect 7itness to practice. the processes outline below will be 7ollowe D uring practice 19 .itness to )ractise procee ings in or er to re+ove the stu ent 7ro+ place+ent or prevent hi+ or her 7ro+ starting a place+ent. poor +otivation. In the interests o7 a stu ent?s an =or service users? sa7ety. unreliability I7 a concern arises about a stu ent?s behaviour an or attitu es place+ent. irresponsibility. I7 certain behaviours an =or attitu es are e1hibite uring practice place+ent by stu ents then concerns +ay arise about their suitability 7or the pro7ession. /hese +ay inclu eD Actions that are li3ely to constitute an unacceptable ris3 to the stu ent an othersE Actions that are har+7ul to service users.+ani7est as a verse reactions to clients=situations an +ay be relate proble+s. sta77 or +e+bers o7 the publicE Use o7 abusive language. $#%#C. AMC +ay act to suspen a stu ent te+porarily pen ing the outco+e o7 . A stu ent. or i7 a practice e ucator raises such a concern uring place+ent. race or any other irrelevant istinctionE Con uct that coul bring into isrepute the reputation o7 the occupational therapy pro7ession an is preJu icial to the best interests o7 service usersE 2reach o7 con7i entiality. O are nor+ally investigate by the )rogra++e 9ea er. an co++ents or re+ar3s that iscri+inate on the basis o7 se1. lac3 o7 co++it+ent. +isuse o7 con7i ential +aterial relating to a service userE 2oun ary violations with service usersE • Incapacity 7or wor3 ue to the in7luence o7 alcohol or use or possession o7 illegal rugsE /he7t. a re7erral will be +a e to the . '-' Professional unsuitabilit0 )ro7essional unsuitability re7ers to observable behaviours an =or attitu es in7erre 7ro+ behaviour which +a3e stu ents un7it to enter. to health I7 the AMC Stu ent A visor beco+es aware that a stu ent?s +e ical con ition +ay pose a ris3 to patient sa7ety. the )rogra++e 9ea er will be in7or+e . +ay be re>uire to provi e an in epen ent +e ical report an =or occupational health assess+ent regar ing his=her 7itness to practise. insensitivity. nor+ally. intolerance. verbal harass+ent. ishonesty. lac3 o7 initiative. obscene co++ents.

the i+prove+ent perio shoul be eter+ine . ". /he stu ent shoul be re7erre to the relevant sections o7 the Aealth )ro7essions Council 4ui ance on Con uct an Ethics 7or Stu ents BA)C. Any i+prove+ent +ust be sustaine otherwise 7urther action will be ta3en. I7 the allegation cannot be resolve locally by the )rogra++e 9ea er an AMC :irector. 4. ta3ing into accountD the ti+e by which the stu ent can reasonably e77ect an i+prove+entE the practice e ucator?s nee to +a3e a suitable assess+ent o7 the i+prove+entE the li3elihoo o7 any reoccurrenceE any other 7actors relevant to the in ivi ual situation. /he issues that have arisen an )rogra++e 9ea er. ". At this point in the interests o7 service user sa7ety the College +ay ta3e action to suspen the stu ent te+porarily in or er to re+ove the+ 7ro+ the place+ent 20 . $. -or+ally a +eeting will be arrange an iscussions will ta3e place with both the practice e ucator an stu ent. practice e ucator an the stu ent. In or er that stu ents are given reasonable opportunity 7or i+prove+ent the i+prove+ent perio shoul be eter+ine . 5. %. /he )rogra++e 9ea er will iscuss the current situation with the stu ent an the practice e ucator an review the evi ence available in collaboration with the Aea o7 :ivision. /he stu ent?s practice e ucator shoul i enti7y an ocu+ent areas causing concern an re>uiring i+prove+ent 7ro+ the stu ent within the supervision recor . A su++ary o7 the +eeting will be recor e on the lin3 lecturer?s report 7or+ by the university +e+ber o7 sta77. A copy o7 the report will also be retaine in the stu ent?s University 7ile.%. /he practice e ucator shoul contact the stu ent?s personal aca e+ic tutor i++e iately. $##'C an the College o7 6ccupational /herapists Co e o7 Ethics an )ro7essional Con uct BC6/ $#%#C. the +atter will be re7erre to the QMU aca e+ic lin3 person who will arrange a contact with the stu ent. In or er that stu ents are given reasonable opportunity 7or i+prove+ent. conse>uent actions ta3en are re7erre to the $. ta3ing into accountD the ti+e by which the stu ent can reasonably e77ect an i+prove+entE the practice e ucator?s nee to +a3e a suitable assess+ent o7 the i+prove+entE the li3elihoo o7 any reoccurrenceE any other 7actors relevant to the in ivi ual situation. Copies o7 the lin3 lecturer?s report will be 7orwar e to the progra++e lea er. 7or$al stage /his stage is 7or those behaviours that have not been resolve through the syste+ escribe previously.

itness to )ractise )anel as health +atter &.ll practice educators and students "a/e a responsibilit0 to ensure t"at 21 . Stu ents nee to be aware that they +ay be 7ace with situations that re>uire care7ul consi eration an that in all clinics a high stan ar o7 hygiene +ust be +aintaine . So+e o7 these are +ore li3ely to be associate with certain client groups. In cases where the con uct giving rise to concern is lin3e to a +ental health con ition the stu ent?s case will nor+ally be re7erre to the . &'2' Healt" and safet0 during practice place$ents Many health an sa7ety issues can arise within the practice. the stu ent will be ealt with 7or both +attersE • /he stu ent continues on the progra++e subJect to 7ul7il+ent o7 certain con itions as speci7ie by the )anelE • /he stu ent is re>uire to suspen stu y to allow ti+e 7or +e ical investigations B7or cases where unacceptable behaviour is lin3e to a +ental health con itionCE • /he stu ent is re>uire to suspen stu y 7or up to twelve +onthsE • /he stu ent is a vise to trans7er to an alternative progra++eE • /he stu ent is re>uire to with raw. .4. /his is co<or inate on an annual basis by the place+ent a +inistrator. /he QMU aca e+ic lin3 person will then consult with the AMC A +inistration on whether or not the +atter shoul be ealt with su++arily or re7erre to a . +eaning that i7 any 7urther 7itness to practise issues arise in the 7ollowing twelve +onths. or their personal aca e+ic tutor as appropriate. /he AMC Aealth an Sa7ety Chec3list is 7orwar e to the pro7essional practice co< or inators who arrange 7or its co+pletion an return to the place+ent a +inistrator at AMC.itness to )ractise )anel F.itness to )ractise )anel has the elegate authority to reach the 7ollowing ecisions liste belowD • /he stu ent continues on the progra++eE • /he stu ent continues on the progra++e but is cautione . Stu ents are a vise that they re+ain accountable to AMC 7or the 7ul7il+ent o7 the learning outco+es 7or each practice place+ent +o ule an the evelop+ent o7 pro7essional con uct &'1' (nsurance AMC ensures that 7or each practice place+ent there is a e>uate insurance cover.ccountabilit0 issues during practice place$ents :uring practice place+ents. &' 5uidance for practice educators and students6 . It is the responsibility o7 the stu ent=car owner to ensure that they have a e>uate insurance cover i7 using their car 7or travel uring place+ent. A copy o7 the insurance policy certi7icate shoul be hel in the practice e ucation passport 7or inspection by the practice e ucator. stu ents are accountable to the practice e ucator 7or issues concerning wor3 within the place+ent setting. 7or e1a+ple chil ren who have a itional support nee s. people with speci7ic +e ical con itions or a physical isability. /he . Stu ents who have >uestions about health an sa7ety +atters see3 gui ance 7ro+ their practice e ucators.

In reaching a ecision about an applicant. /he involve+ent o7 AMC +ay be re>uire to ensure that the nee s o7 both the stu ent an the place+ent provi er are being +et. /hey shoul not be involve in proce ures 7or which they have not receive training. Most e1<o77en ers are essentially law<abi ing citi. E1clusion shoul not however be auto+atic.students on place$ent are appropriatel0 a3are of t"e "ealt" and safet0 regulations for eac" setting t"at t"e0 attend' )ractice e ucators shoul provi e stu ents with an in uction into health an sa7ety issues at the setting o7 the place+ent. nature 22 . )ractice e ucators an stu ents are a vise to co+plete the place+ent provi ers? internal acci ent or inci ent report 7or+s as soon as possible. /he practice e ucator has a uty o7 care towar s all o7 the service users on their caseloa an a responsibility 7or case +anage+ent.g. where possible to varying or a apting practices to enable such nee s to be +et.ens an will not re<o77en . progra++e tea+s are as3e to ta3e into account the age. Agree+ents between the stu ent an place+ent provi er +ay occur prior to or at the outset o7 any place+ent as part o7 the in uction process. se1ual or rug o77ences. AMC +ust be in7or+e i++e iately o7 any acci ent or health ris3 that +ay occur 7or the stu ent or any service users an other people they are wor3ing with. sta77 an sel7. +ay be e1clu e 7ro+ progra++es as they +ay be unable to un erta3e certain clinical e ucation place+ents or 7in e+ploy+ent on co+pletion o7 the progra++e. &'3' 2eeting religious and cultural practices of students during practice place$ents 6rganisations have policies which a ress iversity an inclusion an these apply to stu ents accepte on place+ent. there7ore. cultural ressC which +ay con7lict with the wor3ing practices o7 the place+ent provi er Be. /hese policies inclu e a co++it+ent toD< • )ro+oting e>ual opportunity an iversity uring e+ploy+ent • Ensuring all e+ployees are treate 7airly an value e>ually • Ensuring that religious an cultural nee s are value an +et @here stu ents have particular religious or cultural nee s in ter+s o7 re>uests B e. national holi ays. notably those convicte o7 violence. /his shoul cover issues such as 7ire regulations. ischarge or re7erral o7 clients to other agencies. health an sa7ety issues in relation to ress co eC consi eration will be given. clients. In a ition the practice e ucator shoul provi e stu ents with in7or+ation the place+ent provi ers? e>ual opportunities an anti< iscri+inatory policy an any other policy speci7ic to the place+ent setting. &'-' Cri$inal Con/iction C"ecks Applicants with serious cri+inal convictions. Stu ents are a vise to observe an recognise the li+its o7 their level o7 co+petence as they have a legal uty to be clear regar ing co+petence i7 as3e to un erta3e tas3s beyon their ability. ti+e 7or prayers. It is inappropriate 7or stu ents to ta3e ecisions regar ing a +ission. 7irst ai availability. other than in consultation with the practice e ucator.g. protection o7 personal an service property an sa7ety in care o7 patients. Stu ents un erta3e aspects o7 an occupational therapy process un er the irection o7 the practice e ucator.

&')' Dress code during practice place$ents Stu ents will be e1pecte to con7or+ to policy agree within in ivi ual service settings. nor+ally a 7ail gra e will be awar e 7or the practice place+ent +o ule. All applicants will be oblige to co+plete an sign the cri+inal convictions sector in the application 7or+. I7 a stu ent is absent 7ro+ place+ent 7or " wor3ing ays or +ore. Any pre< arrange absence 7ro+ place+ent re>uires be iscusse with an approve by the progra++e lea er. )ractice e ucators +ust be in7or+e aily o7 any e1ten e absence. subse>uent progression to practice place+ents an success7ul registration with the A)C via the International route cannot be guarantee . Stu ents will be responsible 7or an re>uire to eclare any cri+inal convictions uring their perio o7 registration. Stu ents are supplie uni7or+s bearing the AMC logo. 7ollowing hygiene rules. )er7or+ance an Ethics at all ti+es. )ractice e ucators will +a3e these re>uire+ents 3nown to stu ents in a vance o7 starting the place+ent. )lanne absences will be allowe . a hering to the Aealth )ro7essions Council Stan ar s o7 Con uct. I7 a stu ent chooses to with raw 7ro+ a place+ent without prior iscussion an approval o7 AMC. So+e practice place+ent sites +ay re>uire a uni7or+ whereas in other settings s+art. )ractice e ucators who have concerns about a stu ent?s con uct uring practice place+ent are a vise to contact the stu ent?s personal aca e+ic tutor as soon as possible. :epen ent on the case stu ents +ay be a +itte to the progra++e. only in e1ceptional circu+stances.an relevancy o7 the conviction.ttendance polic0 during practice place$ents Stu ents an practice e ucators are a vise that i7 any changes have to be +a e to sche ule place+ent ates then these +ust be approve by AMC. ($portantE 7ailure to pro/ide 0our Cri$inal *ecord Docu$ent 3ill result in a deferral of t"e practice place$ent' &' Healt" Professions Council Standards of Conduct< Perfor$ance and Et"ics @hile on place+ent it is e1pecte that stu ents will behave in a pro7essional +anner. AMC as3s 7or the application o7 a strict ress co e by all stu ents. in laboratory an practical classes an at place+ents. 23 . the applicants? attitu e to it an his or her achieve+ents since the conviction. Stu ents are e1pecte to in7or+ practice e ucators o7 any absences 7ro+ place+ent ue to ill health or personal circu+stances as soon as possible on their 7irst ay o7 absence. Absences 7ro+ place+ent 7or F wor3ing ays or +ore +ust be supporte by a +e ical certi7icate an 7orwar e to the progra++e lea er at AMC. &'&' . it is essential that they co++unicate this to their personal aca e+ic tutor. Aowever i7 e1tenuating circu+stances occur which preclu e prior iscussion Bsuch as serious illness or a su en 7a+ily bereave+entC then a course o7 action will be +utually agree . but woul be in7or+e that. casual ress is the nor+.

however in so+e settings clean trainers o7 a non< pervious +aterial are per+issible. Scarves or veils shoul be change on a aily basis. Uni7or+s i7 worn uring place+ent. . @atches are per+issible however these +ay nee course o7 the ay. /his is 7or stu ents? sa7ety as well as that o7 service users. /hese +ay be re+ove i7 they will inJure a service user on close contact an then re<applie . non< pervious shoes are reco++en e . boo3ing transport other a +inistrative uties. with service stan ar s speci7ying a protocol which has to be 7ollowe i7 they are 3ept waiting beyon a +a1i+u+ ti+e. Car igans an sweatshirts worn 7or war+th shoul suit the colour o7 the uni7or+ an these shoul be re+ove when wor3ing with service users.g. close toe rubber sole . 2lac3 or navy shoes are pre7erable. so+e settings +ay also re>uire an a itional security pass. shirt an Ju+perC an 7or ease o7 +ove+ent wear co+7ortable clothing. &'. &'+' *outine ad$inistration procedures Stu ents are e1pecte to +a3e the+selves aware o7 an abi e by service stan ar s relating to the carrying out o7 routine a +inistrative tas3. Soc3s shoul be plain in 3eeping with the colour o7 the uni7or+. -ail polish. :iscussion will typically cover the practice e ucator?s reco++en ations about uties such as answering the telephone writing up case notes. )lace+ent hours +ay be e ucte 7or this absence.Stu ents are a vise to ress pro7essionally Be. A stu ent whose personal appearance is ee+e to be inappropriate by the practice e ucator or +ost senior +e+ber o7 sta77 present in the practice area +ay be as3e to leave the practice setting an reporte absent until they return resse appropriately.' Punctualit0 So+e service users receiving occupational therapy atten on a ti+e appoint+ent basis. +ust be clean an change on a aily basis. @hen a scar7 or a veil is worn. to be re+ove throughout the Aair 7alling over the 7ace uring practical wor3 is not acceptable an woul re>uire appropriate action. Aair shoul be tie bac3 o77 the collar an nails 3ept clean an short. )olicies allow 7or religious=cultural observance <a ring Bplain ban C a bangle BplainC or a nec3lace worn ne1t to the s3in is allowe . short or low cut clothing woul not be consi ere appropriate. All stu ents are there7ore e1pecte to be 24 . 7iling. -a+e ba ges +ust be visible an worn at all ti+es. one +etal s+ooth stu e earring per lobe is per+itte . low heele . stu ents shoul ensure that the 7low o7 the gar+ent pro+otes e77ective co++unication an sa7e +oving an han ling. arti7icial 7inger nails or nail e1tensions shoul not be worn within the place+ent setting. Un erwear shoul not be visible either through clothing or because outer clothing oes not cover un erwear a e>uately. /ight.ootwear +ust be clean an in goo repair. 3eeping statistics. Most place+ent sites will have a strict policy regar ing the wearing o7 Jewellery. s+art trousers. 2o y piercings an tattoos +ay cause concerns in so+e place+ent settings an conse>uently +ay nee to be re+ove or covere up. -or+ally.

beginning an en ing sessions on sche ule to ensure the s+ooth running o7 the service. are the property o7 the place+ent provi er they +ust be 3ept physically secure an +ust never be re+ove 7ro+ the place+ent setting. Co+puter pass wor s +ust be 3ept secure. 7or e1a+ple na+e. 7or use in learning an pursuit o7 their stu ies. /he i entity o7 service users. Service users +ust be anony+ise by use o7 pseu ony+s which are clearly +ar3e as such. Aealth sciences stu ents? stu ies +ay involve internet searches rawing upon on anato+ical ter+s an phrases. Sta77 +e+bers +ust be re7erre to by their role rather than na+e an the place+ent provi er in general ter+s rather than by na+e o7 institution. :ata +ust be anony+ise . &'12' 4sing place$ent pro/iders# (T facilities during practice place$ent Stu ents are responsible 7or 7a+iliarising the+selves with the local regulations to ensure that they o not abuse the I/ 7acilities o77ere to stu ents on place+ent. /hey +ust not abuse these 7acilities 7or any other purpose.e. Con7i entiality o7 service users +ust be respecte an protecte at all ti+es an in7or+ation shoul only be use 7or the purpose 7or which it was given. presentations an written course wor3 7or AMC. presentations. port7olio activities or session plans is con7i ential. -a+es shoul never be +entione when iscussing clients with other stu ents. Stu ents an practice e ucators are a vise to ensure that service users are 7ully in7or+e o7 the stu ent?s status an have given their per+ission 7or interventions to carrie out by a stu ent. playing co+puter ga+es. i. /his +ay generate unwante lin3s to obJectionable websites.punctual. ate o7 birth.g. e. or 7or recreational internet use. &'10' Confidentialit0 Stu ents are re>uire to a here to service provi ers? gui elines an policies on con7i entiality uring their practice place+ents. 25 . Service user case notes an recor s. e1cessive social use o7 e<+ail. &'11' Consent to occupational t"erap0 4aining a service user?s consent to occupational therapy is a 7un a+ental aspect o7 practice an as such is containe within both the Aealth )ro7essions Council Stan ar o7 Con uct )er7or+ance an Ethics as well as the College o7 6ccupational /herapists )ro7essional Stan ar s 7or 6ccupational /herapy )ractice. Any written wor3 co+plete 7or the place+ent shoul be store as a con7i ential recor . Stu ents are a vise to use wherever possible. a ress. Any co+puter 7acilities o77ere to stu ents uring place+ents are provi e 7or aca e+ic wor3 only. It is e1pecte that stu ents will +aintain the boun aries o7 con7i entiality outsi e their place+ent both in iscussions. in se+inars or in stu ents? written wor3. 7ull post co e an any other etails that +ight reveal the i entity o7 a service user +ust be re+ove In7or+ation obtaine 7ro+ service users? 7iles 7or case stu ies. speci7ic health science relate search engines which have been reco++en e by the QMU an AMC teaching sta77 . sta77 an the organisation hosting the place+ent +ust be protecte an per+ission 7or the use o7 case +aterial sought 7ollowing the policies an gui elines o7 the place+ent provi er.

te+plates 7or re7lection an rea ing +aterials. stating where an in what circu+stances such evices are per+itte or prohibite . inclu ing ca+era phones. i7 stu ents cannot see a sign per+itting the use o7 +obile phones. /hey +ust never use +obile ca+era phones to ta3e photographs an vi eo recor ings o7 service users uring practice place+ent. they shoul D /a3e a note o7 the U89 Bweb a ressC o7 the site an the ti+e it was accesse /ell so+eone i++e iately. Stu ents are a vise that service user con7i entiality. privacy an ignity +ust be +aintaine at all ti+es. or vibrate or the silent +o e is enable on the evice. In general. Mobile phones +ay inter7ere with the operation o7 +e ical e>uip+ent there7ore stu ents wishing to use a +obile phone are a vise to te+porarily relocate to an area esignate as being sa7e 7or this purpose. or because a site has been PhiJac3e ?. @here the use o7 +obile phones is per+itte . show the+ what happene 8ecor the etails o7 the site accesse . Attention is pai to 7ostering their abilities to be sel7< irecte learners uring practice e ucation.Stu ents +ay acci entally access internet sites they i not +ean to. 26 . I7 any o7 these things happen whilst stu ents are out on place+ent. /ell their practice e ucator as soon as possible /ell local I/ sta77 Bany alerts regar ing inappropriate internet use will go to the+ 7irstC Contact their personal aca e+ic tutor at AMC to a vise the+ o7 what has happene &'13' 4se of $obile p"ones during practice place$ents 6rganisations o77ering practice place+ents +ay have a policy regar ing the use o7 +obile phones. han boo3s. /hey +ay also 7in that they get bo+bar e by unsolicite an e1plicit Ppop<up? a vertising. they clic3e on a lin3 by acci ent. )' Contact $ec"anis$ 3it" and support for students during practice place$ents /he progra++e tea+ is co++itte to stu ents? learning e1periences being one that 7acilitates an active an interactive process that pro+otes intellectual autono+y. It also contains the e<+ail a resses an contact telephone nu+bers 7or all o7 the post gra uate progra++e tea+. assess+ent 7or+s. which is issue prior to ))% covers a range o7 issue an topics relating to practice place+ents. it shoul be assu+e that their use is prohibite . I7 possible. )'1' Practice education "andbook /he practice e ucation han boo3. be7ore logging o77 the co+puter. stu ents +ust ensure that the ring tone is switche to low volu+e. 8esources inclu e web lin3s. )'2' 2oodle Each Moo le place+ent +o ule houses a ban3 o7 use7ul practice<base learning resources an +aterials 7or stu ents. /his +ight happen because they have clic3e on a +islea ing lin3.

inclu ing the growing use o7 in7or+ation technology. A stu ent who 7ails a practice place+ent will be o77ere in ivi ual +eetings with the pro7essional practice tutor to prepare a personal evelop+ent plan 7or a retrieval place+ent )' ' Student counselling ser/ice Stu ents e1periencing any personal i77iculties while on place+ent are encourage to use the College Stu ent Counselling Service. iscuss relevant issues an prepare 7or 7uture practice place+ents. Activities are esigne to pro+ote a co++unity o7 learners. It is a school wi e resource an the occupational therapy page sits along si e other progra++es in the School. )'-' 2eetings and /isits I7 there are concerns about a stu ent?s per7or+ance an well< being uring practice place+ent a +eeting can be arrange at the re>uest o7 either the practice e ucator an =or the stu ent. )ersonal aca e+ic tutors encourage active 3nowle ge sharing a+ongst the cohort through the use o7 peer generate 7ee bac3. +' Contact $ec"anis$s 3it" and support for place$ent pro/iders and practice educators 9in3s between the AMC environ+ent an the practice co++unity un erpin the esign o7 the 2Sc BAonsC in 6ccupational /herapy LAthensM. are 7ull ti+e B( hoursC per ay. 7acilitate the evelop+ent o7 stu ents? sel7<assess+ent s3ills an 7oster attitu es which value continuing pro7essional evelop+ent. Stu ents evaluate their personal an pro7essional evelop+ent with the pro7essional practice tutor. 4ui ance on how to prepare 7or an participate in these on<line iscussions is given in preparatory sessions hel at AMC. Moo le provi es a 7oru+ 7or group support an co++unication throughout all practice place+ents. Stu y ti+e will be nee e 7or preparation o7 wor3 7or the place+ent as well as re7lection an written wor3 relating irectly to the place+ent Bport7olios etcC. /his service is con7i ential an sessions can be arrange to suit the stu ent?s ti+etable. which can also provi e in7or+ation on other sources o7 help that +ay be +ore appropriate. All stu ents are welco+e to use the service. )'&' Practice place$ent debriefing 3orks"ops A practice place+ent ebrie7ing wor3shop is hel at the conclu ing phase o7 each place+ent o77ering stu ents a 7urther opportunity to integrate the e1perience o7 practice place+ent conte1t with the learning environ+ent o7 AMC. Stu ents participate in on<line iscussions 7acilitate by their personal aca e+ic tutors at esignate points throughout the place+ent. +'1' Practice-based learning support 3eb site /his web site was evelope in $##( by the QMU School o7 Aealth Sciences.)'3' Support $ec"anis$s for practice place$ent 1 All practice place+ents. )ractice e ucation is a yna+ic pheno+enon re>uiring innovative 7le1ible support +echanis+s that are re7lective o7 the rapi ly changing nature o7 health an social care. /he web site has been esigne to help +a3e the role o7 place+ent supervision easier by provi ing lin3s to use7ul websites relate to practice< 27 .

ro+ re7lection to re7le1ivity Conceptual +o els o7 practice . -or+ally they are elivere on ca+pus.ccupational T"erap0G t"en< F8Sc 9Hons: .'1' Practice Place$ent 1 9PP1: @ear 16 Professional Practice Place$ent 1 @ear of Place$ent Progra$$e Hear % )))% Se$ester $ Duration & wee3s 7=t Place$ent Da0s "# ays Hours $%7 28 . @or3shops cover aspects such asD 6verview o7 the occupational therapy curricula Mo els o7 supervision uring practice place+ent :eveloping obJectives 7or practice place+ents 4iving 7ee bac3 an writing practice place+ent assess+ent reports Supporting isable stu ents on practice place+ent .' Learning outco$es for practice place$ents . an we welco+e any reco++en ations 7ro+ practice e ucators 7or 7urther evelop+ents to the occupational therapy section o7 the web site.itness to practise . A itional support an gui ance is available to practice e ucators who are wor3ing with +arginal stu ents an very able stu ents. +'-' !orks"ops A variety o7 Q ay wor3shops 7or practice e ucators have been evelope by the AMC progra++e tea+ accor ing to the QMU stan ar s. AMC sta77 +ay arrange three way +eetings at the re>uest o7 the practice e ucator. @e hope that this resource will prove use7ul an supportive. De/elop$ent of ne3 place$ent sites )ractical a vice is available 7ro+ AMC to services consi ering the 7easibility o7 o77ering practice place+ents to occupational therapy stu ents 7ro+ AMC +'3' (ndi/idual support :uring practice place+ents the stu ent?s personal aca e+ic tutor is available via e< +ail an =or telephone to answer any >ueries.base learning. Practice based learning support 3eb site T"is can be accessed /ia t"e follo3ing link6 "ttp6CC$cs'A$u'ac'ukCP8LC Click on F. along with electronic versions o7 all the 7or+s that practice e ucators nee 7or practice place+ents.ccupational T"erap0G +'2.

E+phasis is on practice an e1perience o7 the occupational therapy process. health an well<being . proble+ solving an co++unication. e77ective an ethical pro7essional practice Restablish the 7oun ations o7 continuing pro7essional evelop+ent Restablish the 7oun ations o7 e77ective pro7essional co++unication Rinitiate the evelop+ent o7 pro7essional s3ills.'3' Practice Place$ent 3 9PP3: @ear 36 Professional Practice Place$ent 3 9PPP3: 29 . attitu es an values Rre7lect on an evaluate personal per7or+ance Rcontinue to evi ence pro7essional evelop+ent . /he 7ocus o7 )))$ inclu es opportunities toD Re1perience an area practice signi7icantly i77erent 7ro+ that encountere in ))% Rparticipate in sa7e an e77ective service elivery R7urther evelop appropriate pro7essional s3ills. Stu ents observe. practice an re7lect on their per7or+ance.)ro7essional )ractice )lace+ent % B)))%C o77ers stu ents the 7irst opportunity o7 learning in a practice setting. /hey are ac>uiring 3nowle ge an a repertoire o7 s3ills 7or 7unctioning in practice place+ents. applying 3nowle ge an eveloping pro7essional reasoning s3ills /he 7ocus o7 )))% inclu es opportunities toD Rgain an un erstan ing o7 occupational therapy in one practice conte1t Restablish the 7oun ations 7or sa7e.'2' Practice Place$ent 2 9PP2: @ear 26 Professional Practice Place$ent 2 @ear of Place$ent Progra$$e Hear $ )))$ Se$ester $ Duration ( wee3s 7=t Place$ent Da0s 4# ays Hours $(( )ro7essional )ractice )lace+ent $ B)))$C encourages stu ents to raw upon an integrate 3nowle ge 7ro+ their university base stu ies an previous learning 7ro+ )))%. /hey ta3e an active role with clients. attitu es an values Rre7lect upon an evaluate personal per7or+ance Re1ploring how the +aJor concepts an practice principles o7 occupational therapy relate to social Rgain e1posure to service users with a range o7 health con itions an circu+stances Re1a+ine the relationship between occupational per7or+ance. :uring this place+ent they actively contribute to the practice setting.

e 3nowle ge an s3ills prior to co+pletion o7 stu ies Rprovi e evi ence o7 in epen ence in all aspects o7 learning Re77ectively integrate research 7in ings into practice Renhance the evelop+ent o7 an analytical approach to all aspects o7 practice Rrealistically evaluate e77ectiveness o7 interventions Re77ectively contribute to +ulti pro7essional an inter agency wor3ing Rre7lect on an evaluate pro7essional per7or+ance 30 . Stu ents gain a greater egree o7 autono+y.'-' Practice Place$ent @ear -6 Professional Practice Place$ent .9PPP-: @ear of Place$ent Progra$$e Hear 4 )))4 Se$ester % Duration ( wee3s 7=t Place$ent Da0s 4# ays Hours $(( :uring this 7inal place+ent stu ents will be e1pecte to e+onstrate a co+petent level o7 attain+ent in all aspects o7 practice an that they have the 3nowle ge. . /his place+ent will enable stu ents toD Rwor3 as in epen ently as possible at pre<registration level Rassi+ilate an synthesi. where appropriate actively participate in wor3 in an inter pro7essional = +ulti agency setting. /his place+ent will enable stu ents toD Rgain a greater egree o7 autono+y in the wor3 setting Ractively participate in all aspects o7 service elivery R e+onstrate an analytical approach to all aspects o7 service elivery Re1plore how research 7in ings +ight be integrate into practice Rre7lect on an evaluate personal per7or+ance Rcontinue to re7lect an buil evi ence o7 pro7essional evelop+ent Robserve an . s3ills an attitu es appropriate 7or practice now an in the 7uture. a opting a co<wor3er role with their practice e ucator an assu+e Joint responsibility 7or active service provision.@ear of Place$ent Progra$$e Hear " )))" Se$ester $ Duration & wee3s 7=t Place$ent Da0s "# ays Hours $%7 /he thir practice place+ent provi es the stu ents with the opportunity to broa en an consoli ate their 3nowle ge o7 practice.

stu ent an personal aca e+ic tutor shoul collaborate to i enti7y re>uire changes in the stu ent?s per7or+ance. stu ent an practice e ucator shoul i enti7yD 8easons 7or the stu ent 7ailing Areas o7 strength Clear obJectives 7or i+prove+ent in areas o7 wea3 per7or+ance A ti+e to review progress /he practice e ucator. Stu ents shoul iscuss issues that +ight be i+pacting on their per7or+ance with their practice e ucators. /he personal aca e+ic tutor. /he evelop+ent o7 an action plan inclu ing SMA8/ obJectives Bspeci7ic. they have the opportunity to i+prove their per7or+ance. /he stu ent oes not have to isclose personal etails but is encourage to reveal su77icient in7or+ation 7or the practice e ucator an stu ent to assess any potential i+pact on the stu ent?s per7or+ance. stu ents 7ailing practice place+ents oes happen an can be a very stress7ul situation 7or all concerne . A supple+entary supervision 7or+ +ay assist in the iscussion an recor ing o7 such issues. realistic=relevant an ti+e relate C 7or i+prove+ent in areas o7 31 . achievable. Any concerns about the stu ent?s per7or+ance shoul be raise with the stu ent an iscusse an 7actually ocu+ente uring supervision. )ractice e ucators are a vise to contact the stu ent?s personal aca e+ic tutor i7 they have serious concerns about a stu ent?s per7or+ance an woul li3e a itional support. Stu ents +ay continue to 7ail in the sa+e co+petencies i7 they o not respon to 7ee bac3 given or are unable to change their per7or+ance su77iciently=consistently. A stu ent who is consi ere to be at ris3 o7 7ailing a place+ent shoul be +a e aware o7 this no later than the +i way evaluation. 6nce stu ents are aware o7 practice e ucators? concerns. /his shoul enable stu ents to re7lect on their per7or+ance an with the support o7 practice e ucators evelop strategies to overco+e the i77iculties e1perience . AMC shoul also be noti7ie in or er to plan 7or ti+ely support. Stu ents are a vise to isclose health issues that +ay be a77ecting their per7or+ance whilst on place+ent.10' 5uidance for practice educators6 Ho3 to support a student at risk of failing a practice place$ent @hilst being relatively rare. /he points below outline the process o7 assisting a stu ent at ris3 o7 7ailing a )). /hese gui elines are ai+e at re ucing so+e o7 the stresses an ensuring that a 7air process is in place to help support the stu ent an practice e ucator concerne . /he wor FfailG +ust be clearly use in this iscussion an the practice e ucator shoul provi e e1a+ples where there are gaps in the stu ent?s e1isting repertoire o7 3nowle ge=s3ills an attitu es. +easurable. /he personal aca e+ic tutor will negotiate a plan o7 action 7or provi ing support an gui ance 7or the stu ent an practice e ucator.

. /hese can be use throughout the place+ent as a basis 7or iscussion between to help stu ents with sel7<re7lection on their own per7or+ance. /hese obJectives can be recor e on a learning agree+ent 7or+.wea3 per7or+ance provi es a +eans o7 clari7ying i7=when su77icient change in per7or+ance has occurre . /his in7or+ation shoul be share with the stu ent. /he purpose o7 the assess+ent process is toD< /o provi e 7ee bac3 to stu ents on their per7or+ance /o i enti7y strengths an wea3nesses in the stu ent?s pro7essional practice an +o i7y learning accor ingly /o provi e a basis 7or iscussion in relation to the stu ent?s per7or+ance /o provi e a ocu+ente recor o7 stu ents? level o7 co+petence in relation to their stage o7 e ucation Assess+ent o7 learning on practice place+ents +ay be by irect observation. )ractice e ucators shoul ocu+ent areas o7 both unsatis7actory an a e>uate=soun per7or+ance in or er to recor concerns +ore 7or+ally 7or evi ence at supervision an the hal7 way an 7inal reports. A +e+ber o7 the AMC progra++e tea+ can also be present at this iscussion i7 7elt appropriate. A stu ent who has 7aile a practice place+ent will be o77ere an in ivi ual +eeting with the pro7essional practice tutor 7or 7or+al ebrie7ing sessionBsC an to iscuss an prepare 7or the retrieval o7 the 7aile place+ent.ollowing the iscussion an evelop+ent o7 a collaborative plan o7 action the personal aca e+ic tutor will contact the practice place+ent within an agree ti+e 7ra+e to assess progress an provi e ongoing support to the stu ent an practice e ucator. iscussion. /he stu ent shoul be encourage to use re7lection as +uch as possible to allow the+ to assess their own per7or+ance O giving so+e 7ocus to where things go well as well as those where per7or+ance has not been so goo . 11' 5uidance for practice educators and students6 Ho3 to co$plete t"e assess$ent report for$ )ractice e ucators an stu ents are provi e with har an electronic copies o7 the practice place+ent assess+ent 7or+s. service users an the stu ent?s own sel7< evaluation. I7 the stu ent has not been able to retrieve their per7or+ance by the 7inal evaluation then the practice e ucator shoul ensure that that the verbal an written co++ents are in line with the QMU gra e escriptors an that the stu ent is le7t with a clear picture o7 where their per7or+ance i not +eet e1pecte levels. 7ee bac3 7ro+ colleagues. written evi ence. )ractice e ucators co+plete an evaluation o7 stu ents? learning an per7or+ance in 7ive core areasD 32 .

At this stage new learning obJectives +ay be 7or+ulate . /his sel7< assess+ent process contributes towar s the evelop+ent o7 stu ents? pro7essional Ju ge+ent by encouraging the+ to re7lect on their practice an i enti7y evi ence o7 +eeting their learning obJectives. )ractice e ucators are a vise to re7er to the escriptors be7ore un erta3ing this tas3. @ritten co++ents only shoul be +a e on the assess+ent 7or+. Stu ents are e1pecte to prepare 7or the +i way review by co+pleting the stu ent?s co++ents sections 7or each o7 the 7ive core areas an iscuss their co++ents an any other issues relating to the place+ent with the practice e ucator. /his provi es the stu ent with the opportunity to review the report be7ore signing it an returning it to the practice e ucator. @ritten co++ents shoul be +a e in the practice e ucator co++ents sections o7 each core area o7 the 7or+ an these +ust be signe an ate . 2oth the practice e ucator an stu ent +ust sign an ate their +i way review co++ents on the report 7or+. 11'2' 7inal e/aluation 9su$$ati/e assess$ent: /he 7inal evaluation shoul be co+plete at least one ay be7ore the en o7 the practice place+ent an iscusse with the stu ent. AMC re>uests that practice e ucators ocu+ent the reasonBsC 7or lac3 o7 opportunity in the practice e ucator co++ents section. then -=A shoul be inserte in the gri . giving the+ the opportunity to +o i7y an =or 7urther evelop speci7ic aspects o7 their per7or+ance be7ore co+pleting the place+ent. Areas re>uiring 7urther evelop+ent an priorities to be a resse in the secon hal7 o7 the place+ent shoul be highlighte . /he purpose o7 these co++ents is to provi e 7ee bac3 to stu ents so that they can gain an appreciation o7 their strengths an wea3nesses.)ro7essional :evelop+ent )ro7essional Co++unication S3ills 6ccupational /herapy )rocess Integrating Knowle ge into )ractice 6rganisation an Manage+ent 11'1 2id 3a0 re/ie3 9for$ati/e assess$ent: /he +i way review ta3es the 7or+ o7 a iscussion between the practice e ucator an the stu ent. 7or each o7 the criterion practice e ucators are as3e to place a cross in the +i le o7 one o7 the bo1es between the 0 an H a1es that best represents their Ju ge+ent o7 the stu ent?s level o7 per7or+ance in relation to his=her stage o7 the course. Stu ents are e1pecte to prepare in a vance 7or the 7inal evaluation an co+plete 33 . It gui es the actions to be ta3en by the practice e ucator an stu ent uring the re+ain er o7 the place+ent. @here a particular criterion is not applicable to the practice setting or where the stu ent has not been assesse on a particular criterion. /his +ust be co+plete with re7erence to the University 4ra e :escriptors provi e in the 7inal section o7 the assess+ent 7or+. In a ition.

(. inviting stu ent involve+ent an agree+ent in i enti7ying strengths an wea3nesses.ligned to the university gra e escriptors.3arding an o/erall grade for students# perfor$ance during practice place$ent Assess+ent 7or+s are gra e in the range A<4 in accor ance with the Queen 34 . 4. allows scope 7or change. )rovi e speci7ic suggestions 7or i+prove+ents to what stu ents are oing. &. e+onstrating e+pathy an attention to the particular evelop+ent nee s o7 the stu ent. rather than co+paring with or generalising to other stu ents. co++ent on strengths an what the stu ent i well with areas o7 wea3ness or that re>uire 7urther growth. 7actual 9not generalisedC. $. reaching conclusions an 7or+ulating plans 7or 7uture action. 8e"a/iour. or occasions where positive behaviour was e+onstrate . Chec3 7or congruence between written co++ents an the actual gra eBsC awar e 11'-' . C"ange focused 9non-e/aluati/eC. 11'3' Co$piling t"e assess$ent for$ /he 7ollowing list o7 points is inten e to assist practice e ucators in the co+pilation o7 the assess+ent 7or+s. in see3ing solutions. with a 7ocus on the nee s o7 the clients an relationship to the learning goals o7 the stu ent. '. *espectful< e+onstrating +in 7ulness o7 acceptable boun aries. rather than personality 7ocuse .focused. provi ing evi ence<base e1a+ples base on observe per7or+ance that highlight actual strengths an wea3nesses o7 +o i7iable behaviours that have been observe . 7. 5oal-directed< provi ing assistance an increase un erstan ing o7 what is e1pecte or re>uire . ". (ndi/idualised and rele/ant.ee bac3 that re7ers to what the stu ent oes. It is help7ul to su++arise the 3ey points in the practice e ucators? co++ents section in the 7or+ o7 a evelop+ent=action plan. Collaborati/e. At the +i <way appraisal learning obJectives +ay nee +o i7ication or new ones evelope .the stu ent?s co++ents sections 7or each o7 the 7ive core areas. e1ploring speci7ic strategies to +aintain strengths an i+prove wea3nesses an 7acilitating a proble+<solving approach that highlights the conse>uences both positive an negative o7 particular behaviours or actions.ee bac3 shoul beD %. . . respecting con7i entiality an using language that is non<Ju ge+ental. an iscussing outco+es o7 each behaviour. F. All stu ent co++ents +ust be signe an ate . @ritten 7ee bac3 shoul be constructive an structure so that stu ents are clear about speci7ic aspects o7 their per7or+ance re>uiring 7urther evelop+ent an =or i+prove+ent. 8alanced. 7acilitating sel7<evaluation. . Encourage i+prove+ent with practical an speci7ic suggestions an evi ence re>uire 7ro+ the stu ent to e+onstrate 7urther achieve+ent.

5rade . . )ractice e ucators shoul always bear in +in that they are +a3ing a Ju ge+ent about the stu ents per7or+ance in relation to what is reasonably e1pecte o7 a stu ent at t"at le/el of t"e progra$$e an not in co+parison with a >uali7ie occupational therapist. a very goo stan ar has been e+onstrate .or the stage o7 the progra++e. are consi ere to be sa7e in practice an will pass the place+ent. practice e ucators +ust re7er to the University 4ra e :escriptors provi e on the assess+ent 7or+s an i enti7y the 7inal gra e awar e by circling one o7 the gra es on the 7ront page o7 the assess+ent 7or+.or the stage o7 the progra++e. /he stu ent?s per7or+ance oes on the assess$ent for$' 5rade C6 .Margaret University criteria 7or un ergra uate +o ules BQMU.or the stage o7 the progra++e./erage perfor$ance In allocating this gra e the practice e ucator is recognising an a/erage per7or+ance. i.n assess$ent a student 3"o ac"ie/es a grade D or abo/e< is considered to be safe in practice and 3ill pass t"e place$ent 5rade E6 7ail (n allocating t"is grade t"e practice educator is recognising an unsatisfactor0 perfor$ance' /he stu ent has re>uire signi7icant a itional support an gui ance 35 . .utstanding perfor$ance In allocating this gra e the practice e ucator is recognising an outstanding per7or+ance. a per7or+ance typical o7 a stu ent at this stage o7 the progra++e. /er0 good< safe perfor$ance< consistentl0 de$onstrated t"roug"out t"e $aDorit0 of t"e place$ent' In awar ing a gra e in this range the practice e ucator will be loo3ing 7or essentially the sa+e 3in o7 evi ence as use 7or the A ban ing.6 . Stu ents who are awar e a gra e : or above by the practice e ucator. In assigning an overall gra e. . the stu ent shows e1ceptional abilit0< an e1cellent< safe perfor$ance "as been consistentl0 de$onstrated t"roug"out t"e $aDorit0 of t"e place$ent' 5rade 86 Her0 good perfor$ance In allocating this gra e the practice e ucator is recognising a /er0 good per7or+ance. $#%#C. an average per7or+ance has been e+onstrate . /he 7inal gra e is subse>uently converte into a percentage by the pro7essional practice tutor in line with University gra e to +ar3 conversion rules. . but will +ar3 in this range where the e/idence is not as strong in relation to each o7 the 7ive core categories. .e. BQMU. $#%#C. good< safe perfor$ance consistentl0 de$onstrated for t"e $aDorit0 of t"e place$ent' 5rade D6 Satisfactor0 perfor$ance In allocating this gra e the practice e ucator is recognising a satisfactor0 per7or+ance. 7or t"e stage of t"e progra$$e t"e student#s perfor$ance is satisfactor0 and safe< consistentl0 de$onstrated for t"e second "alf of t"e place$ent' .

/he hours o7 7aile practice e ucation will not count 36 . Ulti+ately it is the practice e ucator?s responsibility to evaluate the stu ent?s per7or+ance an allocate a gra e that represents the abilities an aptitu es o7 the stu ent in relation to the +ar3ing criteria. Practice educators e1periencing difficulties reac"ing a final decision are acti/el0 encouraged to contact t"e .2C Practise Place$ent Co-ordinator' 11'& *ecei/ing a fail grade on practice place$ent A stu ent who 7ails a place+ent will be per+itte one atte+pt only to retrieve a 7aile practice place+ent +o ule. standard perfor$ance' It is hope that these gui elines will ensure greater rigor in the allocation o7 an A gra e. contributing towar s the assess+ent process by provi ing a secon obJective viewpoint. 6ccasionally this +ay be an inaccurate representation ue toD< )ressure 7ro+ the stu ent to increase the gra es @ishing to rewar the stu ent 7or 7itting in to the place+ent area particularly well Misinterpretation o7 the University gra e escriptors /he 7ollowing is a list o7 points to assist in the evaluation processD< Keep written recor s o7 A stan ar per7or+ance in the 7ive core areas. /hese +ight have been observe by the practice e ucator or reporte by other +e+bers o7 sta77. 5rade 76 Poor fail In allocating this gra e the practice e ucator is recognising a clear failure' A poor atte+pt to a ress the issues o7 practicing within this area that oes not +eet the criteria 7or an acceptable per7or+ance in a signi7icant nu+ber o7 areas. I7 the stu ent is achieving the e>uivalent o7 an A stan ar per7or+ance at the +i way evaluation. bad fail In allocating this gra e the practice e ucator is recognising a clear failure. the practice e ucator shoul contact AMC an as3 to spea3 to the pro7essional practice tutor. 5rade 56 . /he stu ent has 7aile to achieve a signi7icant nu+ber o7 learning outco+es 7or the practice place+ent. Keep stu ents in7or+e o7 this process so that they are aware they nee to consistentl0 de$onstrate e/idence of an . /he stu ent has 7aile to achieve so+e o7 the AMC learning outco+es 7or the practice place+ent an is e+onstrating unsa7e practice on a regular basis. grade A stu ent +ay achieve higher gra es in the practice place+ent +o ules than in the college<base +o ules.than is e1pecte o7 a stu ent at this stage in the progra++e. /he stu ent has 7aile to achieve the +aJority o7 the University learning outco+es 7or the practice place+ent 11' ' 5uidance for allocating an . As3 the stu ent to provi e his=her own e1a+ples o7 A stan ar per7or+ance.

towar s the +ini+u+ re>uire+ent o7 %### hours. /he purpose o7 this evaluation is o77er constructive 7ee bac3 to the practice e ucator.2C /he return o7 the practice place+ent assess+ent 7or+ an stu ent evaluation o7 practice place+ent 7or+ to AMC is the responsibility o7 the practise place+ent tutor. 11')' Deferring a practice place$ent Stu ents who are unable 7or legiti+ate reasons to un erta3e the place+ent at the allotte ti+e or who have to with raw 7ro+ place+ent 7or such reasons as ill health will have a place+ent arrange at a e7erre ti+e. A copy o7 this 7or+ shoul retaine by the place+ent provi er. $#%#C. An appeal +ay be consi ere i7D In7or+ation is provi e that was not an coul not have been reasonably +a e available at the ti+e the un erta3ing o7 the practice place+entE /here was a +aterial irregularity in the con uct o7 the assess+ent process uring the practice place+ent. A stu ent +ay also be enie the opportunity to retrieve the +o ule i7 the 7ailure originally occurre on groun s o7 pro7essional unsuitability BC6/. inclu ing e<+ail a ressE title an year o7 progra++e E result being appeale E the groun s 7or appeal. /his will count as a 7irst atte+pt. I7 the +o ule is ulti+ately 7aile an retrieval processes 7or the +o ule have been e1hauste then the stu ent will be as3e to with raw 7ro+ the progra++e.rrange$ent for sub$ission of t"e practice place$ent assess$ent for$s to . A copy o7 this 7or+ shoul also be 7orwar e to AMC by the stu ent 11'10' . $##(C. /he stu ent?s state+ent shoul provi e the 7ollowing in7or+ation in support o7 the appealD • • • • • na+e an +atriculation nu+berE up<to< ate contact a ress 7or correspon ence. the place+ent provi er an AMC to enable ongoing enhance+ent o7 the learning environ+ent. /hese 7or+s $ust be sub+itte the assess+ent bo1 in the University School 677ice 37 . supporting evi ence an re+e y being sought.ppeals procedure A stu ent wishing to appeal against a ecision in practice e ucation +ay o so by 7ollowing the proce ures an practices set out in the Aca e+ic Appeals 8egulations BQMU.' Student e/aluation of practice place$ents At the conclusion o7 each place+ent stu ents co+plete an evaluation o7 place+ent 7or+ an iscuss its content with their practice e ucators. 11'+' Sc"eduling of a deferred or retrie/al practice place$ent -or+ally. Appeals shoul be sub+itte in writing to the Aca e+ic 8egistrar within $% ays o7 co+pletion o7 the practice place+ent. a retrieval or e7erre practice place+ent will occur over the su++er be7ore the stu ent +ay progress to the ne1t level o7 the progra++e. 11'. 12' .

Skills for practice in occupational therapy. Kinesella. E. . $##7. M..S. Preparing for practice in health and social care.ca :uncan. Macnab. At the conclusion o7 each place+ent. Macnab. 9.. Moosa. Profiles and portfolios! a guide for n health and social care. S.erguson. e . $##'. K. Schurr. Sur i ing your placement in health and social care! " student hand#ook. 8e 7ern. Lon<line boo3M ChichesterD @iley<2lac3well. Aealth )ro7essions Council. A. E. Aealth )ro7essions Council.inna. /. M. . Aull.. N /urpin. $##7. %sing occupational therapy models in practice! a field guide. $#%%. $##(. 2asingsto3eD )algrave Mc+Illian. S.. S. S. E inburghD Churchill 9ivingstone. 2ossers.. M. $#%%.Aobson. F e . 9. A.Aobson. A. E inburghD Churchill 9ivingstone Aealey. A. 8olle+an. M.S. th :uncan. K. C.. M. E inburghD Churchill 38 ..ca College o7 6ccupational /herapists. Mai enhea D 6pen University )ress.2. $ e .erguson. S. Schurr. Lon<line boo3M ChichesterD @iley<2lac3well. $##'. M..preceptor.. S. 13' *eco$$ended reading lists for practice place$ents 13'1' Practice Place$ent 1 Atwal.S. M.A. $##'.A. Preparing for practice in health and social care. U89D httpD==www. S. Moosa. 9on onD Aealth )ro7essions Council. 2e.. S.inna. $##(.. A. E inburghD Churchill 9ivingstone r /ho+pson. $##'. . A. 2e. . e s.2.8eception within fi/e 3orking da0s o7 co+pletion o7 place+ent' )ractice e ucators are as3e to ensure that stu ents are given a +aster copy o7 the co+plete assess+ent 7or+ before leaving the place+ent site. $##'. Mac)hail. /. N Spencer. Skills for practice in occupational therapy. /he practice place+ent tea+ cannot respon to re>uests 7ro+ stu ents 7or copies o7 co+plete practice place+ent assess+ent 7or+s at a later ate. N Sen3ins. e s.preceptor. U89D httpD==www. Mac)hail.. 9on onD College o7 6ccupational /herapists. 8olle+an. 9. performance and ethics. Absence o7 a written recor o7 the appropriate nu+ber o7 practice place+ent hours +ay result in stu ents having to co+plete e1tra place+ent hours prior to gra uation. E... S. 2ossers.. Iwa+a. 13'2' Practice Place$ent 2 Atwal. /hese +ay be re>uire to vali ate place+ent hours at any ti+e uring the progra++e. N Shuttleworth. A..S. $uidance on conduct and ethics for students. " e . -. :uncan. Professional Standards for &ccupational 'herapy Practice. stu ents +ust retain an securely store their place+ent ti+e car s.. Kinesella.A. A. People skills. Standards of conduct. N Sen3ins.. N Sones.Preceptor Education Program (PEP) for Health Care Professionals and Students. A.K.. $##7. $##F. N Sones. Foundations for practice in occupational therapy. 2asingsto3eD )algrave McMillan. 9on onD Aealth )ro7essions Council. Preceptor Education Program (PEP) for Health Care Professionals and Students. :eluca. S. $##'. :eluca. S.

e s. . (earning )ournals and critical incidents! reflecti e n practice for health care professionals. performance and ethics. 9on onD Aealth )ro7essions Council. $##(.S. College o7 6ccupational /herapists. N 9illey+an.8. $##'. :uncan. $##&. M. N Spencer.. E inburghD Churchill 9ivingstone Sinclair. S.io. E inburghD Churchill 9ivingstone. Lon<line boo3M. :eluca. $##(.S. S. Mai enhea D 6pen University )ress.A. $##'. 13'3' Practice Place$ent 3 Atwal. N Sones. Principles of assessment and outcome measurement for occupational therapists and physiotherapists! theory skills and application. N Sen3ins. U89D httpD==www. S. 9on onD Aealth )ro7essions Council.. 9. . performance and ethics. Sur i ing your placement in health and social care! " student hand#ook. S. Macnab. $##7. Standards of conduct. Professional Standards for &ccupational 'herapy Practice. Standards of conduct. Mac)hail. $##(. Client centred practice in occupational therapy! a guide to n implementation. $##&. K. S. 9aver . 13'-' Practice Place$ent n . A. ChichesterD Sohn @iley N Sons. e .. M.ca 2oyt Schell. Preparing for practice in health and social care. 9.. MassD Sones N 2artlett )ublishers Aealth )ro7essions Council. N 9awson )orter. Aealth )ro7essions Council. $##(. A.. E. S. S.acets o7 clinical reasoning. e s.:avis Co. /. Lon<line boo3M. $##'.. K Kronenberg. . 8olle+an. A. $##(. $##'. S. Clinical and professional reasoning in occupational therapy.Aobson. 9on onD Aealth )ro7essions Council.9ivingstone. ChichesterD Sohn @iley N Sons Su+sion. 8. S. e s. Aealth )ro7essions Council. K. Ser ice learning in occupational therapy education! philosophy and practice. N 2oyt Schell.inna.a. . Schurr.. M. $##7. -.S. $##7. n Contemporary issues in occupational therapy! reasoning and reflection. )hila elphiaD 9ippincott @illia+s an @il3ins. N 4itlow. 9on onD Quay 2oo3s Aealey. InD Cree3.. 2e. N Spencer. )hila elphiaD . A. $ e .A.2. Sur i ing your placement in health and social care! " student hand#ook. N Sa3ellariou. /.erguson. $uidance on conduct and ethics for students. $#%%. S. Standards of Proficiency! &ccupational 'herapist. /aylor. $##7. 'he intentional relationship! occupational therapy and the use of self. $##(. Aealth )ro7essions Council. *e eloping occupation centred programs for the community. $ e . . K. e s. $#%%.. /.Preceptor Education Program (PEP) for Health Care Professionals and Students. &ccupational therapies 39 . $uidance on conduct and ethics for students. 9. Aealth )ro7essions Council. Standards of conduct. e s. 9on onD College o7 6ccupational /herapists. -S. Lon< line boo3M. $##(.awcett A. Aealey. Aealth )ro7essions Council. Su bury.$ e )earson=)rentice AallD Upper Sa le 8iver. 2ossers. $ e .. Moosa. Mai enhea D 6pen University )ress. 9on onD Aealth )ro7essions Council.preceptor. $##7. A. 4ahye. $##(.Lon< line boo3M ChichesterD @iley<2lac3well. performance and ethics. )ollar . Skills for practice in occupational therapy. M. 9on onD Aealth )ro7essions Council..lec3y. :. Kinesella. 2..@.A. 9on onD Aealth )ro7essions Council.

&ccupational therapy in the promotion of health and +ellness. .S. Lon<line boo3M ChichesterD Sohn @iley. 8eit. Sca77a..+ithout #orders .. e s.A. Practice and ser ice learning in occupational therapy! enhancing potential in conte0t. $##&.! 'o+ards an ecology of occupation/#ased practices. " political practice of occupational therapy. Ena#ling occupation 11! ad ancing an occupational therapy ision for health and +ell #eing. :i3aios. N Kronenberg. -olume . $#%#.A. N )i. )hila elphiaD . $##7..o. E inburghD Churchill 9ivingstone.. S.. /. )ollar -. M. 6ttowaD Cana ian Association o7 6ccupational /herapists 40 .i.S.A. M. /ownsen . M.S. E. E inburghD Churchill 9ivingstone Elsevier. 9oren. $##'. A.. N )olataJ3o.:avis Co.

e s. 9on onD Aealth )ro7essions Council. $##(.hpc<u3. $##(. N Spencer.p 7 LAccesse " Septe+ber $#%#M Aealth )ro7essions Council. :uncan. Si neyD @orl . $##&. College o7 6ccupational /herapists. College o7 6ccupational /herapists. $#%#. $##&. $uidance on disa#ility and learning. C N -ess. $""<$"&.1-' 8ibliograp"0 and references Atwal.. Aoc3ing. &ccasional Paper .arnworth.co.. Alga o. Kronenberg. A. . $##$.org=assets= ocu+ents=%###%%'. $##4.. Available 7ro+D httpD==www. A.u3=gui ance=in e1. Stakeholder statement in support of practice placements for allied health professions in Scotland. . $##'. *e eloping the occupational therapy profession! pro iding ne+ +ork/#ased learning opportunities for students.ortune. Crowther. Code of ethics and professional conduct. 9on onD Aealth )ro7essions Council. S. 9on onD Aealth )ro7essions Council.A isable personGsgui etobeco+ingahealthpro7es sional.! Professional suita#ility.p 7 LAccesse " Septe+ber $#%#M Aealth )ro7essions Council. $#%#. Preparing for practice in health and social care. C.e eration o7 6ccupational /herapists. Curriculum guidance for pre/registration education. $##(. College o7 6ccupational /herapists. $##'. Standards of education and training. $#%#. 4ui ance on health an character.p 7 LAccesse " Septe+ber $#%#M. $##7. A isable person?s gui e to beco+ing a health pro7essional. Aealth )ro7essions Council. $##(.org=assets= ocu+ents= %###%"7. College o7 6ccupational /herapists. M. -AS 9othian :isclosure Scotlan . Aealth )ro7essions Council.. Protection of -ulnera#le $roups Scheme. )roJect<7ocusse 7iel wor3D core business or gap 7illersT "ustralian &ccupational 'herapy 2ournal. $uidance on conduct and ethics for students. C. performance and ethics. Lon< line boo3M ChichesterD @iley<2lac3well.ht+l LAccesse & Sanuary $#%%M. 9on onD College o7 6ccupational /herapists. Practice and ser ice learning in occupational therapy! enhancing potential in conte0t. $##'. Aealth )ro7essions Council. E inburghD Elsevier Churchill 9ivingstone.S. 4e ised minimum standards for the education of occupational therapists.E.. N Alsop.. Aealth )ro7essions Council. A. Lon<lineM 9on onD Aealth )ro7essions Council. InD Kronenberg. :uncan. e s. Available 7ro+D httpD==www. M. 3our guide to our standards for continuing professional de elopment. N )ollar . 2uchanan. College of &ccupational 'herapists pre/ r registration education standards. Standards of proficiency! occupational therapists. ChichesterD Sohn @iley N Sons. 9.o. A. Available 7ro+D httpD==www. M. /. S. Aealey. $##7." e . 9on onD Aealth )ro7essions Council. 9on onD College o7 6ccupational /herapists. . Lon<lineM Available 7ro+D www. College o7 6ccupational /herapists.org=assets= ocu+ents= %###$C%74ui anceonhealthan character. -.hpc< u3.ShortUgui eUtoUC):. -. . $##'. Lon<lineM 9on onD Aealth )ro7essions Council. $#%#. Mai enhea D 6pen University )ress. %niform policy. . Lon<lineM 9on onD Aealth )ro7essions Council. InD 9oren. 9on onD College o7 6ccupational /herapists. $#%#. N McKinstry. 6verco+ing occupational aparthei D a preli+inary e1ploration o7 the political nature o7 occupational therapy. 9on onD College o7 6ccupational /herapists. e s. -AS E ucation 7or Scotlan . F" pp. N )ollar . isclosurescotlan . Lon<lineM -AS E ucation 7or 41 . -. 9on onD College o7 6ccupational /herapists. 9on onD College o7 6ccupational /herapists. N Alsop. College o7 6ccupational /herapists.. 9on onD College o7 6ccupational /herapists. $##F. Sur i ing your placement in health and social care. Standards of conduct. &ccupational therapy +ithout #orders! learning from the spirit of sur i ors. N Sones M.hpc< u3. Aealth )ro7essions Council. $##'. $##&. )ractice an service learning in conte1t.

LAccesse " Septe+ber $#%#M Queen Margaret University. 4eference point for the design and deli ery of degree programmes in occupational therapy. Code of practice for the assurance of academic 5uality and standards in higher education!< .nhs.ra+ewor3.scot.ac.p 7 LAccesse F Sune $#%#M -AS E ucation 7or Scotlan ..>+u.scot. $##(.ra+ewor3=9evel:escriptors.>+u. changing place.ht+Xpol. N @hite7or .S.ac. /ownsen . Lon<lineM Available 7ro+D httpD==www. -AS E ucation 7or Scotlan .u3=>uality=>+=AYin e1. -. &ccupational therapy in the promotion of health and +ellness. Lon<lineM Available 7ro+D httpD==www.p 7 LAccesse F Septe+ber $#%#M -AS E ucation 7or Scotlan . E inburghD Scottish 4overn+ent. M. )hila elphiaD . Lon<lineM -AS E ucation 7or Scotlan . 6ccupational issues o7 re7ugees. . &ccupational therapy +ithout #orders! learning from the spirit of sur i ors. Scottish Cre it Quali7ication . 8eit.. Queen Margaret University. Using Co+puters 6n )lace+ent.scot. $##(. 617or D 2lac3well )ublishing.u3=+e ia=&'#&$#=sta3ehol erUstate+ent.u3=Aboutthe.ht+. Stu ent practice conte1tsD changing 7ace.nes.asp1.ht+.u3=+e ia=F#"&'%=>sppUlea7let.>+u..ork/#ased and placement learning. A participatory occupational Justice 7ra+ewor3.u3=+e ia=F#"&(7=7inalUwebUenhancingU>uality.orkers 1n *irect Contact . $uidance on the use of mo#ile communication de ices in health care premises. Available 7ro+D httpD==www. 4loucesterD Quality Assurance Agency Quality Assurance Agency. M. InD Kronenberg.A. $##(. Available 7ro+D httpD==www. Alga o. Hepatitis :. "7F<"7(. e . $##'.>+u. LAccesse $# Sanuary $#%#M Queen Margaret University. Fitness to practise policy.S. Hepatitis C "nd H1.p 7 LAccesse F Suly $#%#M.scot. *isa#ility policy.nes. E inburghD Scottish E1ecutive. Lon<lineM -AS E ucation 7or Scotlan .S. -AS Scotlan .For 9e+ Health Care .ac.nhs. 6uality Standards for practice placements.. Enhancing the 5uality of "HP practice education.aspTna+eVNorgVW$FN3eywor V-AS!Scotlan !:ress!Co eNcategoryV%Nnu+berV%#NsortVt:ateNor erV:ESCN Sub+itV4o LAccesse " Septe+ber $#%#M -AS Scotlan . 4loucesterD Quality Assurance Agency 42 .u3=>uality=gr= e7ault. @oo . 9HS Code &f Practice &n Protecting Patient Confidentiality. $##". /uning 6ccupational /herapy )roJect 4roup.u3=publications=publication.nhs. $##7. 7ro+D httpD==www.>+u. $##7.nes. $##(. $#%#M Sca77a. Available 7ro+D httpD==www. A. $#%#. E. Su#)ect #enchmark statements! occupational therapy. :ritish 2ournal of &ccupational 'herapy. A. S. InD Molineu1. $##7 Models of practice placement for the allied health professions! a guide.:avis Co. Available 7ro+D httpD==www. &ccupation for occupational therapists. E inburghD Elsevier C. e s. 6ttowaD Cana ian Association o7 6ccupational /herapists /ownsen . 2ilbaoD )ublicaciones e la Universi a e :eusto. $##%. $#%#. $#%#.. Lon<lineM Available 7ro+D httpD==www.ht+X LAccesse %( August $#%#M Queen Margaret University.nhs.show. Lon<lineM Available 7ro+D httpD==www. $##F.ac. Lon<lineM Available 7ro+D httpD==www.ht+.. LAccesse %7 :ece+ber $##'M Scottish 4overn+ent.A.u3=+e ia=$(&"=+o elsUversion$apr#7. "ssessment regulations.S.nes. Quality Assurance Agency. -AS Scotlan :ress Co e.ith Patients.sc>7. Lno ateM.i. 4. $#%#. M. 4. Health Clearance For 'u#erculosis. $##4. Lon<lineM Avail. Ena#ling occupation 11! ad ancing an occupational therapy ision for health and +ell #eing. $##(. $##F.u3=>uality=>+=AYin e1. $##(. 7on/ line8 9HS Education for Scotland. $##7. LAccesse $# Sept.p 7 LAccesse F Suly $#%#M -AS 9othian.A. LAccesse " Septe+ber $#%#M Queen Margaret University.u3=>uality=>+=AYin e1. 9ivingstone. N )ollar .Scotlan . @hite7or . Available 7ro+D httpD==www. "cademic appeals regulations. Lon<lineM -AS Scotlan D Scotlan ?s Aealth on the @eb BSAo@C. E. N )i.ac.scot.nhs. &(B(C pp.org.u3=>uality=>+=AYin e1. M. 'he SC6F Hand#ook. N )olataJ3o.

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