Practice Education Handbook

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Practice Education

Handbook

2014-2015

This handbook is for both students and Practice Educators.

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The Practice Education Team

Carol Hills

Discipline of Occupational Therapy NUI Galway Tel: (091) 495294 Email: [email protected] Mobile: (086) 8280511 Web: http://www.nuigalway.ie/occupational_therapy/ Fiona Haughey Practice Tutor

National Rehabilitation Hospital Rochestown Avenue Dun Laoghaire Co. Dublin Tel: (01) 2355327 Email: [email protected] Valerie Flattery Practice Tutor

Galway University Hospitals Tel: (091) 544684/ (091) 775679 Email: [email protected]

Rosaleen Kiely

Regional Placement Facilitator

HSE West (Sligo / Leitrim / Donegal Area) Occupational Therapy Department Sligo Regional Hospital, The Mall, Sligo Tel: (071) 9174644

Email: [email protected]

Lenore McLoughlin

Senior Occupational Therapist Occupational Therapy

Adult Disabilities

Health Service Executive Dublin Mid-Leinster

Clonbrusk Resource Centre Athlone

Co. Westmeath Tel 090 647 1116 Fax 090 647 1110

[email protected]

Who to Contact at University Regarding a Student on Placement

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

Agnes Shiel (Head of Discipline) (091) 492957

Dorothy Armstrong (Lecturer) (091) 492957

Manigandan Chockalingam (Lecturer) (091) 492957

Jackie Fox (Lecturer) (091) 492957

Hazel Killeen (Lecturer) (091) 492957

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Introduction

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

acknowledge that some of the contents of this handbook are as a result of discussions that took place on those days.

While all occupational therapy staff at the University have an interest in Practice Education within the context of their teaching, administration or research duties for the overall course, the Practice Education Co-ordinator has particular responsibility for Practice Education. We foster a culture of continuous quality improvement whereby developments in Practice Education are initiated, implemented and reviewed by the Practice Education Co-ordinator together with colleagues from Practice Education and the students themselves. We will elicit feedback from you and the students after the placement regarding the assessment procedure, level of support from the University etc.

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

This handbook is constantly being updated. For the most recent version and other resources for Practice Education are available online at

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

With best wishes,

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Section 1: Overview of the

Degree Programme

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Overview of the Degree Programme at NUI Galway

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

Overall Programme Aims

1. Graduates will understand the dynamic relationship between the person, occupation and context and be able to apply this knowledge to the Occupational Therapy

process with a wide variety of clients.

2. Graduates will be able to develop and maintain therapeutic and professional relationships in a fair and equitable manner which will facilitate delivery of

occupational centred services to a broad range of clients, carers, colleagues and the community at large.

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

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

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

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

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

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

9. Graduates will be able capable of providing an appropriate, flexible and timely interventions delivered to the highest possible standard within the constraints of services and evaluate, adjust and amend these interventions as appropriate. 10. Graduates will have knowledge and understanding of the processes involved in

evidence based practice and be able to apply appropriately.

11. Graduates will be able to identify appropriate research questions and have the appropriate skills to design and carry out research to address these questions. 12. Graduates will be capable of applying relevant legislation, policies and national

guidelines to practice.

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

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Outline of Programme Modules for Years 1- 4

Year Semester 1 Modules Semester 2 Modules

1 Human Body Function

Psychology 1

Principles for Practice Mental Health 1 & 2

Human Anatomy Psychology 2

Enabling Occupation – Physical Disability Fundamentals of Occupational Therapy 1 Groupwork & Professional Skills

2 Neuroanatomy

Neurophysiology Health Psychology

Enabling Occupation – Paediatrics Enabling Occupation – Intellectual Disability

Fundamentals of Occupational Therapy 2

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

Case Study 2

3 Evidence Based Practice

Standardised Testing

Fundamentals of Occupational Therapy 3 Enabling Occupation – Older Adults Cognitive Neuropsychology

Emerging Areas of Practice

Research Methods

Enabling Occupation – Community Practice

Fundamentals of Occupational Therapy 4 Emerging Areas of Practice

Social Policy Neurology 4 Practice Education 3 (Level , Block 1)

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

Case Study 4

Preparation for Practice Management and Leadership Research Project

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Section 2: Practice Education

at NUI Galway

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Practice Education at NUI Galway

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

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

Fieldwork or Practice Education comprises more than a quarter of the NUI Galway

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

The overall aims of Practice Education at NUI Galway are:

1. To achieve competence in practice as an occupational therapist

2. To apply of the principles of the person, environment, occupation and participation in occupation using best evidence when working collaboratively with service users to promote their health and well- being.

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

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

therapy practice

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

communities

9. To establish and evaluate therapeutic and professional relationships and work collaboratively within teams, organisations, service or community networks 10. To be a reflective and critical practitioner.

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

Therapy Programme

Students need to experience a range of different placements that require them to integrate knowledge, skills and attitudes to practice with a range of different people who have

different needs, and in different circumstances. The range of student experiences always includes:

1. People of different age groups.

2. People who have recently acquired and long-standing health needs.

3. Interventions that focus on the person, the occupation, and the environment (AOTI, 2010).

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

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

2. Individual, community/group and population approaches

3. Health conditions that affect different aspects of the body structure and function and that cause different kinds of activity limitations

4. Different delivery systems such as hospital and community, public and private, health and educational, urban and rural, local and international

5. Existing and emerging services, such as services being developed for and with people who are under-employed, disempowered, dispossessed or socially challenging; organisations and industries that may benefit from occupational therapy expertise; arts and cultural services

Placements at NUI Galway

1st Year: One-week observation placement at the end of Semester 2.

2nd Year (Level 1) placement: Two eight-week (Block 1 & Block 2) placements in Semester 2. 4th Year (Level 2) placement: Two eight-week (Block 1 & Block 2) placements in Semester 1. Contribution of Practice Education to Final Degree Classification

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

Practice Education does not contribute to the final degree classification. Consequences of Failing a Placement

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

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The Practice Education Team Titles and Responsibilities

Titles and Roles of those involved in Practice Education

“Practice Educator (PE)” is the title given to the occupational therapist (s) who supervise and

educate students when they are on placement. These Practice Educators are supported in this role by the other members of the Practice Education Team. The Practice Educator must be a registered occupational therapist with a minimum of one year’s experience. The

Practice Educator does not have to be based on the same site as the student but is

responsible for supervising and evaluating the student. Students with on-site supervisors in role emerging placements who are not occupational therapists will also have a Practice Educator allocated to them.

“Practice Tutors (PT)” – these senior grade posts are funded by the HSE and based in

Practice Education (clinical) sites to support Practice Educators (managers, seniors or basic grade staff who will be clinical staff directly supervising students). These posts will be involved in hands-on teaching and supervision of groups of students in one or two sites. They may also complete learning contracts, supervision and competency assessment forms on behalf of the educators. For NUI Galway there are Practice Tutors in the National

Rehabilitation Hospital, Dublin and University College Hospital Galway.

“Regional Placement Facilitator (RPF)” – these senior grade posts are funded by the HSE and

based in the HSE/University. These therapists travel to sites offering a supporting role to Practice Educators and providing some hands-on clinical teaching. They also source

placements For NUI Galway there is a RPF in HSE West, Donegal, Leitrim and Sligo and HSE Dublin Mid-Leinster, Longford, Westmeath.

“Practice Education Coordinators (PEC)” – these senior grade posts are funded by the HSE

and based in the University. These therapists have responsibility for overall co-ordination of placements for the University and allocation of student placements. They are also involved in the integration of theory to practice across the entire programme.

Role of the Lecturers in Practice Education

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

Timetabling of Practice Education in the B.Sc. (Hons.) Occupational Therapy Programme Students must pass one week observation placement in year one. This normally takes place

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Student Preparation for Practice Placement

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

Student Preparation: Observation Placement

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

• Aims of observation placements • Learning outcomes on placement • Competency

• Professional behaviour and professional codes of conduct • Qualities needed for placement.

• Assessment of Competence

• AOTI Codes of Ethics, Codes of Conduct and Confidentiality • Time management

• Dress

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

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

Second years are also provided with six 2-3 hour preparation sessions prior to placement. Student Preparation: Level Two Placement (4th year Placement)

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

Support for Practice Educators

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

The Practice Education Co-ordinator will endeavour to visit the placement site on block 1 of both Level 1 and Level 2 placements. The Practice Education Co-ordinator will telephone the Practice Educator in Block 2 of both Level 1 and Level 2 placements. The Practice Education Co-ordinator is happy to visit, skype or phone Practice Educators prior to, during or after

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Topic Learning Outcomes Becoming a professional and competent practitioner Students will:

• be familiar with the WFOT Minimum Standards and the AOTI Competency standards.

• understand the meaning of competence in occupational therapy.

• be familiar with the competency assessment form.

• have explored the relationship to competence and portfolio development.

• be familiar with the AOTI Code of ethics.

• have explored ethical dilemmas in particular the management of confidentiality.

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

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

attitudes.

• have explored professional behaviour and communication competencies. Developing professional thinking and decision making Students will:

• have an appreciation of the importance of reflection in learning development.

• be able to identify a range of models of reflection. • understand levels of reflection.

• be aware of the methods of writing reflection. • have an appreciation of clinical reasoning. • understand the different types of reasoning.

• have discussed strategies to explore Practice Educators clinical reasoning.

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

reflection into case studies. Managing your

learning and development on placement

Students will:

• understand the principles of self-directed learning.

• be aware of their own learning style and strategies to work with different learning styles.

• have analysed what is an effective learning contract.

• be familiar with guidance on preparing for placement from other students.

• have developed a range of management strategies to assist with making the most out of placement.

• identify the key points of a good letter of introduction. • identify what is SMART goal setting.

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Realities of

practice Students will: _{• have practiced how to initiate an initial interview introduce self,} explain OT, and communicate appropriately (verbally and non-verbally).

• have explored observation in practice settings.

• have identified a range of self-care strategies in working with clients.

• have knowledge of risk management and its application to practice settings.

• have explored clinical dilemmas and have developed an appreciation of safe decision making in practice situations. • have identified a range of strategies to manage challenging

situations. Written

communication on practice

Students will:

• have explored the principles of good practice in professional documentation.

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

documentation.

• understand the use of acronyms in practice.

• have identified best practice in professional informal

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

documentation skills. Strategies for

success Students will: _{• have explored issues that may affect performance in particular} time management, listening to/acting on feedback, and being a proactive learner.

• have analysed the student role and identified a range of

strategies to manage challenges and opportunities to maximise success.

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

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

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

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Essential Information Regarding Placement

Hours

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

Study Time

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

Sickness or Absence

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

If the student requires compassionate leave, they must contact the Practice Education Co-ordinator at the University and explain the amount of leave required. The Practice

Education Co-ordinator will liaise with the Practice Educator and agreements will be made if hours are to be made up on an individual basis.

Code of Conduct

There is a new Code of Conduct for students attending NUI Galway which includes professional behaviour on placement. This can be found at

http://www.nuigalway.ie/codeofconduct. Breaches of this Code and of any University regulations make students liable to the imposition of sanctions.

This code states that:

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

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

Students will behave in a professional manner at all times. They will be particularly cognisant of issues relating to confidentiality and will be careful to respect the

client/professional boundaries that exist in a therapeutic relationship. Students should be familiar with and will abide by the Association of Occupational Therapists of Ireland Code of Ethics and Professional Conduct http://www.aoti.ie/page.aspx?contentid=859 and the Codes of Conduct as published by CORU the Regulators of Occupational Therapists

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

Punctuality and Time Management

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

Garda Clearance

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

Use of Private Cars by Students

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

Dress Code

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

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ear-2. Long hair should be tied back. Clothes should be clean and pressed. Clothes should be appropriate to working in the placement environment e.g. smart

trousers/skirt/dress etc.

3. Footwear should be suitable for moving and handling.

4. Jeans, leggings or skirt less than 18’’ long must never be worn. Perfume or

aftershave should not be worn as it can cause an allergic reaction with some clients. Students with Disability

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

Retention of Student Records

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

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Section 3: Placement

Information

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Placement Information: Observation Placement (Year 1)

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

Objectives

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

1. Observe a qualified Occupational Therapist in practice

2. Identify and understand the role of the Occupational Therapist in the context of the work environment

3. Apply knowledge acquired in the first year to a workplace environment 4. Learn about the realities of professional practice

5. Demonstrate professional behaviour 6. Develop professional communication skills

7. Develop professional identity as a student Occupational Therapist 8. Find out how Occupational Therapy developed in the service. Assessment

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

Learning Outcomes

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

1. Respect the confidentiality and dignity of clients / consumers / patients

2. Demonstrate awareness of the ethical considerations of providing intervention 3. Demonstrate that they have begun to develop professional communication skills 4. Begin to develop understanding of the relationship between the academic and

professional aspects of the course. University Marked Assignment

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

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Practice Educator Role in Occupational Analysis

The Practice Educator may facilitate the introduction of a student to a client who may be willing and able to participate in an interview on a chosen occupation. The Practice Educator should ensure that consent is provided by the client for this interview and that the student is aware that consent can be withdrawn at any time. In such cases the student should act accordingly and cease their interview with the client. It is appropriate to supervise the student giving all appropriate information on this assessment item including the

management of confidentiality to the client. The Practice Educator can discuss this analysis with the student, but as a University assessed item the Practice Educator does not need to view drafts or mark the occupational analysis.

Level 1 Placement (Year 2)

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

Objectives

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

Assessment

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

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

University Marked Assignments Case Study 1 and 2

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

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

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

Practice Educator Role in the Case Study

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

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

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

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

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

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

University Marked Assessment Item: The Portfolio

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

The Practice Educator Role in the Portfolio

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

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Level 2 Placement (Year 4)

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

Objectives

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

Assessment

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

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

University Marked Assignments: Case Study

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

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

The service user selected should be typical of this practice context but may have some complexities or challenges. The case study should reflect the knowledge, skills and attitudes of a student who is competent to graduate. Students should be demonstrating their

independence in leading, planning and delivering occupational therapy to this service user in this practice context but also demonstrate the ability to seek assistance appropriately when required.

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Practice Educator Role in the Case Study

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

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

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

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

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

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

University Marked Assessment Item: The Portfolio

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

The Practice Educator Role in the Portfolio

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

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Section 4: The Practice

Education Process

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The Role of the Practice Educator

Practice Educator competencies were published by the HSE and The Therapy Project Office. The full document can be found at

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

In summary Practice Educators are expected to:

1. Ensure client consent for student participation in their work.

2. Treat students in a manner that respects their developing competence.

3. Acknowledge different learning styles, set learning goals and review in supervision weekly.

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

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

5. Give appropriate and timely informal and formal feedback.

6. Be an appropriate role model of professional conduct for the student.

7. Adhere to professional practice standard, legislation and policies relevant to the practice context.

8. Assess students fairly.

9. Communicate with the Practice Education Team.

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

1. Therapists’ primary responsibilities are to their patients/clients. 2. Students presence will not hinder the work of the therapist.

3. Students’ behaviour during the placement should not compromise the therapists credibility or relationships with other colleagues and staff.

Good Practice in Practice Education

There are also guidelines on good practice in Practice Education published by the HSE and the Therapy Project Office. These can also be downloaded from the NUI Galway Practice Education Website

In summary these guidelines give guidance on: 1. Preparation for Practice Education 2. During Practice Education

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Expectations of Students at Each Level of Practice Education

Expectations of Placement

Level Observation Placement Level 1 Placement Year 2 Level 2 Placement Year 4 Purpose of

Placement Introduction. Practice. Practice and Competency. Level of

Competency Emerging. Consolidating. Competent.

Level of

Supervision Educator: Use direct active supervision. Coach: Use collaborative approach to supervision. Mentor: Use consultative approach to supervision. Students

Autonomy None. Participates in all tasks. Plans and leads assessments,

interventions and evaluations with supervision and guidance.

By the second half of placement organises and manages a reduced case load. Works independently in straightforward / routine cases. Seeks guidance and

supervision for more complex work. Contributes to developments in the service.

Competency

Attainment Understanding Occupational Therapy practice.

Applying knowledge and attaining skills of practice. Developing competence.

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

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Roles and Responsibilities of Practice Educator, Student and

Practice Education Team

Educator Student Education Co-ordinator University Practice Before

Placement

Complete a site profile. Read the Practice Education Handbook. Prepare an orientation file for the student. Familiarize with the assessment form and student assignments. Send the site profile and details of the student on contact.

Sign the NUI Galway agreement form and return to the University.

Complete a C.V. and letter of introduction. Send to the Practice Educator.

Read the Practice Education handbook. Read the CORU codes of professional conduct. Read the site profile and complete pre-readings for the placement. Develop a draft learning contract.

Prepare the student for Practice Education. Provide information to the Practice Educator on the student and

expectations of placement. Provide information on Garda Clearance, insurance and assessment.

Provide the NUI Galway agreement form. First Week of

Placement

Orient the student to the setting.

Negotiate and agree a learning contract. Establish regular

supervision using one of the NUI Galway

supervision forms and set weekly learning objectives.

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

Maintain Blackboard contact with all students.

Half-way Complete the halfway report. Contact the University if student not progressing.

Review and maintain the learning contract.

Complete the half-way report. Review and maintain the learning contract.

Listen to feedback and continue to maximize opportunities for competency development.

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

End of Placement

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

Complete the final

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Orientation of Student to the Setting

Research has indicated that one of the most important factors in a quality placement is a welcoming environment that is organised and orientates the student to the placement. This checklist is a suggested reference for both Practice Educator and student as to what could be covered in the students’ orientation to the placement.

Initial Orientation Need: Day One

• Desk space OR area student can work/desk sharing / Blank timetable. • Storage of personal belongings/ Toilets/Tea/coffee/lunch facilities • Policy on mobile phones/ computer use/internet.

• Orientation to building/Safety procedures, locking up, personal safety procedures. • Timetable/ Working hours/Diary if being supplied.

• Fire safety (evacuation plan, location of extinguishers etc.).

• Procedures on answering the phone/Mobile phone/devices policy.

Introduction to Staff / Staff Roles

• Key personnel /Provide staff list and contact phone numbers.

Orientation: Week One

• OH &S /Building security/Infection prevention and control. • Resources – location.

• Management of case records. • Procedures for using internet.

Getting to Know the Student

• Past placement experiences – positive and negative learning experiences. • Identify skills/strengths from past placements.

• Personal objectives/learning contract / Preferred learning style. • Disability? Are accommodations needed?

Suggested Content of Service Resource File

• Service information/ Outline of the management structure.

• List of members of the multi-disciplinary team with contact details.

• Samples of standard documentation e.g. referral forms etc. / referral procedure. • Department policies and procedures/ Health and Safety regulations.

• List of medical conditions usually encountered in the department. • Map of hospital/ unit etc. / Area map.

• List of assessments used in the department. • Library facilities/ List of recommended reading. • Commonly used abbreviations.

• Telephone procedures and dialling codes.

• Emergency numbers in service, e.g. cardiac team. • Car parking facilities or information on public transport.

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Devising a Learning Contract with your Student

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

Learning Contracts should specify the following: 1. The learning objectives or goals to be achieved 2. The support required and resources available

3. Details of how learning goals or objectives will be addressed

4. The timeframe within which goals or objectives should be achieved

5. The nature of the evidence that will indicate when goals or objectives have been met 6. The criteria to be used to assess the evidence

7. The signatures of the parties involved in the contract. Twelve steps to working through a learning contract:

Step 1: The Learner’s needs or gaps in knowledge or skills are clarified: student identifies strengths, knowledge and skills and identifies weaknesses in relation to current placement. Practice Educator can provide guidance. Step 2: Learning outcomes are defined: Agreeing on what will be achieved in a

defined timescale.

Step 3: Learning opportunities and resources needed to attain outcomes are

identified e.g. literature, technology, members of the multi-disciplinary team etc.

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

Step 5: Responsibilities of the people involved are detailed.

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

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

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Step 10: The contract is revisited and revised as necessary as the plans progress. Step 11: Outcomes are evaluated against the recorded criteria: Good to consider

what helped or hindered learning process.

Step 12: Future needs may indicate a renegotiation of the contract. Example learning contracts are provided in the Placement Booklets.

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Assessment of Student Competence in Practice Education

The current assessment forms were designed in collaboration between Trinity College Dublin, NUI Galway and AOTI. These are based on the HSE Therapy Project Office Entry Level Competencies for Occupational Therapists -

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

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

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

The Level 1 form comprises 36 competencies while the Level 2 form comprises 49

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

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

2) Communication Competencies

3) The Occupational Therapy Process Competencies 4) Professional Behaviour Competencies

5) Professional Development Competencies

To pass placement all competencies must be evident or enhanced. NOT EVIDENT – This competency was not

demonstrated.

EVIDENT – This competency was consistently demonstrated.

EMERGING – This competency was not consistently demonstrated.

ENHANCED – This competency was consistently demonstrated. The performance was to a high standard. In all practice placements there are also University Marked Assessment items which evidence student’s application of knowledge and competency in a practice setting. These are marked by the Practice Education Co-ordinator. These are listed below:

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Recommended Educational Approaches for Each Placement Level

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

Primary Focus of Placement

Exposure to occupational

therapy in a practice context. Acquisition of practice skills and developing competence. Integration of skills and demonstration of competence

to graduate. Practice

Educator Approach

Teach. Educate and provide

opportunities for practice. Relinquish control, allow student to show competence.

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

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

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

feedback. Provide a mix of direct feedback and asking student to

identify what went well and what were the challenges.

Ask student to reflect and self-evaluate before giving direct and specific feedback. Reasoning Use case narratives or stories

and explain your thinking and decision making to the student.

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

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

Theory Prompt student to think about how the Person, their

Occupation, the Environment, and their participation (PEO-P) can be applied to a client.

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

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

Evidencing Learning

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

Prompt student to

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

Encourage student to report on their thinking (options and choices), reflections, and self-evaluation of performance. Encourage students to seek out learning opportunities and report back. Facilitate critical evaluation of their

performance, occupational therapy and interventions in this context with suggestions for improvements.

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Supervision

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

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

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

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

Supervision can be separated into the following sections:

Competency Review (Learning and Development): Progress from last week (including

student self-appraisal from reflection), what went well, what were the challenges, what is to be completed by the next week and to what standard.

Development of reasoning and reflection (Developing practice thinking): Discussion on

case study or other cases regarding the occupational therapy process, best practice, local policy and procedure, application of theory or duty of care. Encourage multiple perspectives including those of the service user to develop critical thinking skills.

Support and encouragement (Developing as a professional): Discuss personal challenges of

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

Accountability (Developing professional autonomy and confidence): Ask student to report

on how they have used their initiative this week, such as what they have researched or read, what progress they have made on project work or what ideas they have for the

development of new resources. Encourage and reinforce appropriate use of time in the workplace as they need to develop as independent and proactive professionals.

Supervision should be recorded on one of the NUI Galway supervision forms (Appendix G). Actions should be specific and time framed. The supervision form can be found at

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Providing Feedback to the Student

Informal

Feedback is the most important part of educating students in work settings. It is highly valued by students but they prefer realistic feedback, so be direct and factual. After a student contributes to an activity is the ideal time to give informal feedback. This can be an overall performance, verbal and non-verbal communication, content, knowledge, approach, pace or attitude to the activity. Tell the student what went well and give goals that they need to achieve next time… ‘you did this well on these aspects 1) 2) and 3) but next time I would like to see you work towards achieving 1) 2) and 3)’. Respond positively to feedback seeking behaviour. Sometimes it is useful to use the word ‘feedback’ as some

conversational style feedback may not be perceived by the student as feedback on their performance. If a student is becoming over demanding of feedback and this is impacting on your workload, agree some ground rules or boundaries.

Formal

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

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

Written

Please use one of the NUI Galway student supervision templates which can be found at

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

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

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

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

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

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

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

Discuss your concerns informally with a practice tutor or regional placement facilitator if available; if not contact the Practice Education Co-ordinator for informal support and advice/strategies to manage concerns. Do this as soon as concerns are identified as it is

important to address any issues as early as possible.

Concerns continue, persist or the student is not progressing.

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

Share the form with your student.

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

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

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

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Quality and Practice Education

Practice Educator Courses

NUI Galway provide courses on a regular basis for Practice Educators. The two day

interdisciplinary Practice Education workshop for beginner Practice Educators is run on an annual basis. For details for Practice Educators courses please contact the Practice

Education Co-ordinator.

Feedback from Practice Educators

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

Feedback will be summarised in an annual report and actions as a result of that feedback, either completed or planned will be reported in the annual Practice Education Report. General feedback for students will be added to the Blackboard Site of their course and if appropriate discussed in Practice Education preparation sessions. Feedback forms can be found in Appendix V (Observation Placement) and Appendix X (Level 1 & 2 Placements). Feedback from Students

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

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

Participation in National Quality Initiatives

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

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

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

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

A report will be completed annually on Practice Education. All quality initiatives developed will be reported in the annual report. Feedback from students and Practice Educators will be included in this report. The report will be submitted to the Programme Review Board. On verification of contents, the report will be circulated to all Practice Educators and managers listed on the NUI Galway Practice Educator database.

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Practice Education Handbook