B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education
Handbook
2014-2015
This handbook is for both students and Practice Educators.
B.Sc. (Hons.) Occupational Therapy
School of Health Sciences
College of Medicine, Page
Nursing
| 1 & Health Sciences
NUI Galway
Revised July 2014
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Table of Contents
The Practice Education Team ..................................................................................................... 4
Who to Contact at University regarding a Student on Placement ............................................ 4
Introduction................................................................................................................................ 5
Section 1: Overview of the Degree Programme at NUI Galway ......................................... 6
Outline of Programme Modules for Years 1-4 ........................................................................... 8
Section 2: Practice Education at NUI Galway .................................................................... 9
Practice Education at NUI Galway ........................................................................................... 10
Practice Education Component of the B.Sc. (Hons.) Occupational Therapy Programme ........ 11
Placements at NUI Galway ...................................................................................................... 11
The Practice Education Team Titles and Responsibilities ........................................................ 12
Calendar of Placements 2014-2015 ......................................................................................... 13
Student Preparation for Practice Placement ........................................................................... 14
Essential Information Regarding Placement............................................................................ 17
Section 3: Placement Information .................................................................................. 20
Observation Placement (Year 1) .............................................................................................. 21
Level 1 Placement (Year 2) ....................................................................................................... 22
University Marked Assignments – Case Study 1 & 2................................................................ 22
Practice Educator Role in the Case Study................................................................................. 23
University Marked Assessment Item: The Portfolio ................................................................ 23
The Practice Educator Role in the Portfolio ............................................................................. 23
Level 2 Placement (Year 4) ....................................................................................................... 24
University Marked Assignments: Case Study .......................................................................... 24
Practice Educator Role in the Case Study................................................................................. 25
University Marked Assessment Item: The Portfolio ................................................................ 25
The Practice Educator Role in the Portfolio ............................................................................. 25
Section 4: The Practice Education Process ...................................................................... 26
The Role of the Practice Educator ............................................................................................ 27
Practice Education Process at NUI Galway .............................................................................. 28
Expectations of Students at Each Level of Practice Education ................................................ 29
Roles and Responsibilities of Practice Educator, Student and Practice Education Team ........ 30
Orientation of Student to the Setting ...................................................................................... 31
Devising a Learning Contract with your Student ..................................................................... 32
Assessment of Student Competence in Practice Education ..................................................... 34
Recommended Educational Approaches for Each Placement Level ........................................ 35
Supervision ............................................................................................................................... 36
Providing Feedback to the Student .......................................................................................... 37
Who to Contact in the Event of a Problem or Query?.............................................................. 38
Quality and Practice Education ................................................................................................ 39
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Section 5: Placement Protocols ...................................................................................... 40
Protocol 1: Student Preparation for Practice Placement ........................................................ 41
Protocol 2: Allocations of Placements to Students ................................................................. 42
Protocol 3: Guidance for Practice Educators on Preparing for Student Placement ................ 43
Protocol 4: Practice Educator Role in Student Health and Welfare on Placement ................. 44
Protocol 5: Disclosure of Disability and Reasonable Accommodations on Placement ........... 45
Protocol 6: Anti-Bullying on Placement .................................................................................. 46
Protocol 7: Managing Challenging Students on Practice Education ...................................... 48
Protocol 8: Student Withdrawal from Placement ................................................................... 49
Protocol 9: Practice Educator Cancellation of Placement....................................................... 50
Protocol 10: Student Complaints ............................................................................................ 51
Protocol 11: Attendance at Debriefing after Placement by Students ..................................... 52
Protocol 12: Practice Educator Debriefing after Student Placement...................................... 53
Protocol 13: Student Appeal of Grade .................................................................................... 54
Protocol 14: Retention of Student Records by Practice Educator ........................................... 55
References ................................................................................................................................ 58
APPENDICES
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F:
Appendix G:
Appendix H:
Appendix I:
Appendix J:
Appendix K:
Appendix L:
Practice Education Observation Placement Assessment Form ........................ 59
Practice Education Assessment Form – Level 1 ............................................... 61
Practice Education Assessment Form – Level 2 ............................................... 71
Concerns Identified During Placement............................................................. 81
Sample Learning Contract ................................................................................ 82
Practice Education Visit Report Form .............................................................. 83
Practice Education Formal Supervision Record Forms ..................................... 84
Record of Contact with the University ............................................................. 89
Student Reflection Forms – Reflecting on Practice .......................................... 90
Format for Occupational Analysis .................................................................... 94
Use of Study Time............................................................................................. 96
Consent Form for Retention of Copy of Student Practice Education Assessment
Form ................................................................................................................. 98
Appendix M: Module Guides – Level One (2nd Year) Practice Education Placement ............ 99
Appendix N: Module Guides – Level Two (4th Year) Practice Education Placement ........... 103
Appendix O: Module Guides – Case Study 1 (Block 1), 2nd Year Level One Placement....... 107
Appendix P: Module Guides – Case Study 2 (Block 2), 2nd Year Level One Placement....... 118
Appendix Q: Module Guides – Case Study 3 (Block 1), 4th Year Level Two Placement ....... 128
Appendix R: Module Guides – Case Study 4 (Block 2), 4th Year Level Two Placement ....... 140
Appendix S: The Case Study Process .................................................................................. 152
Appendix T: Health & Safety of Students: Immunisation Advice ...................................... 153
Appendix U: Feedback to Occupational Therapy Practice Education Sites ........................ 156
Appendix V: Practice Education Feedback Form – Observation Placement ...................... 157
Appendix W: Practice Education Site Profile ....................................................................... 159
Appendix X: Practice Education Feedback Form – Level One & Two Placement ............... 162
Appendix Y: University Marked Assessment Item: The Portfolio Pass/Fail ...................... 165
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
The Practice Education Team
Carol Hills
Discipline of Occupational Therapy
NUI Galway
Tel: (091) 495294
Email: caroline.hills@nuigalway.ie
Mobile: (086) 8280511
Web:
http://www.nuigalway.ie/occupational_therapy/
Rosaleen Kiely
Regional Placement Facilitator
HSE West (Sligo / Leitrim / Donegal Area)
Occupational Therapy Department
Sligo Regional Hospital, The Mall, Sligo
Tel: (071) 9174644
Email: rosaleen.kiely@hse.ie
Fiona Haughey
Practice Tutor
National Rehabilitation Hospital
Rochestown Avenue
Dun Laoghaire
Co. Dublin
Tel: (01) 2355327
Email: fiona.haughey@nrh.ie
Lenore McLoughlin
Senior Occupational Therapist
Occupational Therapy
Adult Disabilities
Health Service Executive Dublin MidLeinster
Clonbrusk Resource Centre
Athlone
Co. Westmeath
Tel 090 647 1116
Fax 090 647 1110
otclonbruskcentre@hse.ie
Valerie Flattery
Practice Tutor
Galway University Hospitals
Tel: (091) 544684/ (091) 775679
Email: valerie.flattery@hse.ie
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)
Dorothy Armstrong (Lecturer)
Manigandan Chockalingam (Lecturer)
Jackie Fox (Lecturer)
Hazel Killeen (Lecturer)
Margaret McGrath (Lecturer)
(091) 492957
(091) 492957
(091) 492957
(091) 492957
(091) 492957
(091) 492957
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
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 on- line at
http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.
html
With best wishes,
Carol(ine) Hills, Practice Education Co-ordinator, and the Practice Education Team
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Section 1: Overview of the
Degree Programme
at NUI Galway
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Practice Education Handbook 2014-2015
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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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
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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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Section 2: Practice Education
at NUI Galway
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Practice Education Handbook 2014-2015
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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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
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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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
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
in May. Students must pass 4 x 8 week placement blocks to graduate from the programme.
At least one of these 8 week blocks will be in a mental health/psychosocial setting.
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Calendar of Placements 2014-2015
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
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
placement on request. A contact form will be completed as a record (Appendix F).
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Topic
Becoming a
professional and
competent
practitioner
Learning Outcomes
Students will:
•
•
•
•
•
•
•
•
•
•
Developing
professional
thinking and
decision making
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.
Students will:
•
•
•
•
•
•
•
•
•
Managing your
learning and
development on
placement
Practice Education Handbook 2014-2015
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.
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.
have practiced setting goals.
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Realities of
practice
Practice Education Handbook 2014-2015
Students will:
•
•
•
•
•
•
have practiced how to initiate an initial interview introduce self,
explain OT, and communicate appropriately (verbally and nonverbally).
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
Students will:
communication on
• have explored the principles of good practice in professional
practice
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).
In practice areas, have identified what to prepare for placement.
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Practice Education Handbook 2014-2015
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 Coordinator 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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Practice Education Handbook 2014-2015
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:
1. No jewellery may be worn with the exception of wedding rings and a single stud earring in each ear. Wrist watches may not be worn on physical hospital placements in
line with HSE infection control policy.
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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.
2.
3.
4.
Respect the confidentiality and dignity of clients / consumers / patients
Demonstrate awareness of the ethical considerations of providing intervention
Demonstrate that they have begun to develop professional communication skills
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).
Learning Outcomes
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
study process can be found in Appendices O & P.
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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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Practice Education Handbook 2014-2015
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).
Learning Outcomes
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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Practice Education Handbook 2014-2015
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
http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.
html
In summary these guidelines give guidance on:
1. Preparation for Practice Education
2. During Practice Education
3. Post-Practice Education
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Practice Education Process at NUI Galway
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Expectations of Students at Each Level of Practice Education
Expectations of Placement
Level
Observation
Placement
Year 2
Level 1 Placement
Year 4
Level 2 Placement
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
University Practice
Education Co-ordinator
Educator
Student
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
report.
Collate final reports at
the University.
After
Placement
Complete feedback form
and return to NUI
Galway.
Complete feedback form
and return to NUI
Galway.
Collate feedback form
and return to Practice
Educators.
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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.
• Articles or research/ Good practice guidelines related to practice context.
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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
http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.
html
Learning Contracts should specify the following:
1.
2.
3.
4.
5.
6.
7.
The learning objectives or goals to be achieved
The support required and resources available
Details of how learning goals or objectives will be addressed
The timeframe within which goals or objectives should be achieved
The nature of the evidence that will indicate when goals or objectives have been met
The criteria to be used to assess the evidence
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.
Step 8:
The learning contract is signed by both or all parties: shows commitment to a
contractual activity.
Step 9:
The learning activities are undertaken: New themes or interests may emerge
through original outcomes should not be discarded.
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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)
2)
3)
4)
5)
Occupational Competencies
Communication Competencies
The Occupational Therapy Process Competencies
Professional Behaviour Competencies
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:
Observation Placement – 1,000 word occupational analysis (Pass/Fail).
Level One Placement – 20 minute case study presentation (Block 1) and 5,000 word case
study (Block 2) (Both Graded). Portfolio (Pass/Fail).
Level Two Placement – 5,000 word case study (Block 1) and 5,000 word case study and 20
minute presentation (Block 2) (Both Graded). Portfolio (Pass/Fail).
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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 selfevaluate 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 selfevaluation 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
http://www.nuigalway.ie/faculties_departments/occupational_therapy/practice_education.
html. Reflection Forms can be found in Appendix I.
All supervision records should be retained by the student and included to their portfolio.
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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.
caroline.hills@nuigalway.ie. 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
Co-ordinator or telephone contacts with all parties.
The Practice Educator will complete the final Practice Education Assessment Form based on
observed competencies in practice.
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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 Co-ordinator is a member of the National Practice Education Coordinators 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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Section 5: Placement
Protocols
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PROTOCOL 1: STUDENT PREPARATION FOR PRACTICE PLACEMENT
PURPOSE OF PROTOCOL:
To define the content of student preparation for practice
placement.
SCOPE:
Students and Practice Educators.
DEFINITION:
Programme or course content aimed specifically at preparing
students for Practice Education. This occurs before one week
observation placement and in the semester in semester one
for second year students (6 x 2/3 hour tutorials).
PROTOCOL
The following items are all covered in the programme to prepare students for Practice
Education.
1.
Immunisations. They have been supplied with information relating to health and
safety issues (see Appendix T).
2.
Hand washing and infection control
3.
Moving and Handling (Assessed)
4.
Published codes of conduct and ethics
5.
Competency Assessment and NUI Galway Competency Assessment Form
6.
Reflection
7.
Developing a learning contract
8.
Feedback
9.
Professional behaviour
10.
University assessed assessment items
11.
Professional documentation
12.
Supervision
13.
Time management
14.
Managing stress
15.
Disability and accommodations
16.
Writing a CV and letter of introduction
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PROTOCOL 2: ALLOCATIONS OF PLACEMENTS TO STUDENTS
PURPOSE OF PROTOCOL:
Defining the allocations of Practice Education Placements at
NUI Galway.
SCOPE:
This protocol applies to all students of the B.Sc. (Hons.)
Occupational Therapy Programme at the National University
of Ireland, Galway.
DEFINITION:
Process of allocation of placements to students.
PROTOCOL
1. Students should refer to the Practice Placement Handbook for all details regarding
Practice Education in the Occupational Therapy Programme.
2. Students will be asked by the Practice Education Co-ordinator before placement
allocation to identify their preferred locations i.e. those locations where they have
access to accommodation. They will also be asked to identify their driving status and
locations where they have family members or close friends working, that may
indicate a conflict of interest if the student were to attend the same location.
3. Whilst consideration is given to preferred locations, allocation is based on availability
of placements and student needs.
4. Student issues such as finances, work commitments or travel plans or holidays are
not considered reasons for local placements. However personal circumstances such
as Carer role: being a sole carer of dependants (of any age), health grounds: need for
access to medical or supportive services locally or compassionate grounds, (e.g.
recent death in the family) or sporting grounds (elite athlete status) may be
considered. Evidence e.g. letter from health professional may be requested.
5. Placements are offered throughout Ireland. All costs including travel and
accommodation are to be met by the student. There is no appeals procedure for
placement allocation.
6. Students should note that the calendar of practice placements is in the Practice
Education Handbook. Placement dates can fall outside of semester dates and also
can cover a whole semester. Student are advised not to enter into one year
accommodation leases in second and fourth year as accommodation fees may be
accrued in placement locations anywhere in the country.
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PROTOCOL 3: GUIDANCE FOR PRACTICE EDUCATORS ON PREPARING FOR STUDENT
PLACEMENT
PURPOSE OF PROTOCOL:
To provide guidance to educator on preparing for student
placement.
SCOPE:
Practice Educators of NUI Galway.
DEFINITION:
Actions required before taking a student on placement.
PROTOCOL
1. Complete site profile which lists most relevant information for the student on the
placement. Send this to the student and copy to caroline.hills@nuigalway when the
student introduces themselves to you.
2. Identify resources for the student. This can include articles, book, good practice
guidelines, policies and procedures, legislation, commonly used assessments, health
and safety, hand outs used in the department or information on other agencies or
services locally. Students can help develop your resource file so if there are items to
be found, this can be a student task.
3. Develop or use the NUI Galway orientation checklist.
4. Plan the first week’s induction.
5. Familiarise yourself with the competency assessment form and define expectations
that relate to your placement.
6. Familiarise yourself with the educational approaches for the level of placement.
7. Review the sample learning contract.
8. Make three lists.
− Who the student can contact independently to make arrangements to visit
− List tasks that the student can complete independently
− Consider one or two pieces of work that would benefit your CPD that a student
could do for you e.g. review the evidence base
9. Download the forms you will need for the placement from the NUI Galway website
e.g. supervision forms etc.
Read feedback from previous students on successful Practice Education and read the
Information Booklet for your level of placement.
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PROTOCOL 4: PRACTICE EDUCATOR ROLE IN STUDENT HEALTH AND WELFARE ON
PLACEMENT
PURPOSE OF PROTOCOL:
SCOPE:
DEFINITION:
To describe the processes and actions that may be required if
a student presents with health or welfare issues on
placement.
This protocol applies to all students and Practice Educators of
the B.Sc. (Hons.) Occupational Therapy Programme at the
National University of Ireland, Galway
Health and Welfare includes both physical and psychological
well-being.
PROTOCOL
1. Students will participate actively in any safety training or instruction provided by the
placement agency until deemed competent by the trainer from the agency in
performing any task in a safe manner.
2. If the student is involved in a work incident, the placement agency reporting
mechanism should be completed. Any impact on the student’s psychological or
physical well-being as a result of the incident should be considered. The Practice
Educator should report the incident to their line manager and to the Practice
Education Co-ordinator. Management strategies including counselling support or
medical review may be indicated. A short time away from placement may be
considered. Ongoing review of the student’s health and well-being should be
planned.
3. If the student attends placement and is not physically or psychologically fit for the
work, the Practice Educator should advise the student to seek medical assistance
and not to attend placement until better. This is a professional responsibility. If the
Practice Educator is concerned regarding the student’s health and well-being the
Practice Education Co-ordinator should be contacted. Management strategies will be
negotiated with the student and the Practice Educator will be informed of the
management plan.
4. If the student is presenting with anxiety or stress due to their personal
circumstances, the Practice Education Co-ordinator should be contacted.
Management strategies can then be discussed on an individual basis. Refer to the
withdrawal from policy protocol.
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PROTOCOL 5: DISCLOSURE OF DISABILITY AND REASONABLE ACCOMMODATIONS ON
PLACEMENT
PURPOSE OF PROTOCOL:
Defining the expectations of students and Practice Educators
at NUI Galway.
SCOPE:
This protocol applies to all students and Practice Educators of
the B.Sc. (Hons.) Occupational Therapy Programme at the
National University of Ireland, Galway.
DEFINITION:
The University is required to provide reasonable
accommodations in order for students with disabilities to
complete placement. Reasonable accommodations are any
intervention or support which serves to reduce barriers to
participation in education/employment for people who are at
a disadvantage due to the impact of their disability.
PROTOCOL
1. In order for accommodations to be made students must disclose their disability
formally prior to the allocation of a placement to the Disability Officer at NUI Galway
and to Practice Education Co-ordinator and provide consent for the release of
necessary information to placement agency staff for the purposes of making
adjustments. Students are urged to meet with the Practice Education Co-ordinator 6
weeks prior to placement allocation.
2. The student may identify that the Leaning Education Needs Summary (LENS) report,
completed by the Disability Support services includes sufficient information for
disclosure and reasonable accommodations for placement. The student can provide
a copy of this to the Practice Education Co-ordinator and agree how disclosure and
accommodations will be communicated and managed on placement.
3. If further reasonable accommodations than those identified in the LENS report are
required a placement adjustment plan will need to be developed with the student.
The University Disability Services may also be consulted in the formulation of an
adjustment plan.
4. The Practice Education Co-ordinator will liaise with the student and the Practice
Educator/placement in the monitoring and reviewing of the plan.
5. For examples of reasonable adjustments please refer to the Trinity College Dublin
Document, Guide for students with disability on placement
https://www.tcd.ie/disability/assets/doc/pdf/Guide%20for%20Students%20with%20
Disabilities%20on%20Placement.pdf
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PROTOCOL 6: ANTI-BULLYING ON PLACEMENT
PURPOSE OF PROTOCOL:
SCOPE:
DEFINITION:
To alert students to the NUI Galway student bullying policy
and apply it to Practice Education.
This protocol applies to all students of the B.Sc. (Hons.)
Occupational Therapy Programme at the National University
of Ireland, Galway.
Bullying is defined as “repeated inappropriate behaviour,
direct or indirect, whether verbal, physical or otherwise,
conducted by one or more persons against another or others,
in the course of their studies, which could reasonably be
regarded as undermining the individual’s right to dignity in
the course of these studies”.
PROTOCOL
1. Please refer to the Anti-bullying policy for students found at
http://www.nuigalway.ie/administration_services/equality/documents/student_anti_bu
llying_policy_and_procedures.pdf. The above policy states that It is also important to
note that all forms of bullying and intimidation must be repeated sufficiently often
so that it can be said to have formed a behaviour pattern and are not isolated
instances, which have occurred exceptionally. Single acts of unpleasantness or
aggression, although unwelcome, do not constitute bullying. For examples of
bullying behaviours please refer to the NUI Galway student bullying policy or the
Health & Safety Authority’s Website. www.hsa.ie.
2. Students can seek advice from the Practice Education Co-ordinator of the Head of
the Occupational Therapy programme or the Students Union regarding bullying.
3. Students (the complainant) who feel they are being bullied have two options
available to them. They can choose either the Formal or Informal option.
4. Informal Option: Students or Practice Educators who believe they are being bullied
and wish to attempt to resolve it informally should explain the following clearly to
the alleged perpetrator(s) Details of the behaviour in question/The fact that it is
unwelcome and offensive to them/ The harmful effects it is having on them/That it is
contrary to University policy. The complainant should keep a record of events as
they occur; what happened, dates, times, places, witnesses (if any), the
complainant’s response and the impact of this behaviour.
5. Formal Option: Students who wish to make a complaint (Complainant) of bullying
under the Anti-Bullying procedure for Students should be aware that once a member
of NUI Galway staff (other than a designated contact person) has been notified of a
complaint either orally or in writing it is then considered to be in the Formal
procedure. The University will immediately instigate the formal process to ensure
that the rights of both the complainant and the alleged perpetrator(s) are
safeguarded. Full details of this process can be found in the policy.
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If a student is the alleged perpetrator, the complaint should be addressed to the Secretary
for Academic Affairs who will forward the complaint to the University Disciplinary
Committee for investigation under the existing Student Disciplinary Procedure.
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PROTOCOL 7: MANAGING CHALLENGING STUDENTS ON PRACTICE EDUCATION
PURPOSE OF PROTOCOL:
Defining the expectations of Practice Educators at NUI Galway.
SCOPE:
This protocol applies to all students and Practice Educators of
the B.Sc. (Hons.) Occupational Therapy Programme at the
National University of Ireland, Galway.
DEFINITION:
Challenging students are defined as any student who is not
progressing to the competency expected of the placement.
This can be due to attitude, behaviour, knowledge or skill.
PROTOCOL
Practice Educators or students should contact the University as soon as it is acknowledged
that there are concerns for student attainment of competency. This usually occurs after
informal feedback and formal supervision has resulted in a concern that the student is not
progressing. A ‘concerns exist’ form can be completed and sent in, but it must be shared
with all parties.
Issues or concerns should be listed with examples of how the student is performing
currently, these should relate to the competency assessment form. The Practice Education
Co-ordinator will work collaboratively with the Practice Educator and student on all of the
strategies identified below.
Strategies for managing challenging students include:
1. Specific feedback and setting goals with timeframes for progression. Opportunities
to develop or practice and demonstrate goal attainment should be planned.
2. Goals should be short and long term and a graded. E.g. ‘by the end of this week’, ‘in
three weeks’, ‘at the end of placement’. The student can then self-evaluate their
progression. Students should have adequate time to achieve the stated goals
3. Goals are clearer when behavioural: For example: ‘By the end of week three you will
complete two interviews with supervision gathering all relevant information and
communicating to the client appropriately’.
4. Students should be fully encouraged to participate in this process and identify
strategies that would assist them in meeting the goal. It should be made clear to
students that if they do not progress they are at risk of failing the placement.
5. The Practice Educator can seek assistance from their Practice Tutor, Regional
Placement Facilitator and or the Practice Education Co-ordinator at NUI Galway.
6. Peer participation in the placement including student assessment can be of
assistance in confirming student strengths and challenges.
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PROTOCOL 8: STUDENT WITHDRAWAL FROM PLACEMENT
PURPOSE OF PROTOCOL:
Defining the protocol for student withdrawal from
placement.
SCOPE:
This protocol applies to all students and Practice Educators of
the B.Sc. (Hons.) Occupational Therapy Programme at the
National University of Ireland, Galway
DEFINITION:
Leaving placement before final competency assessment.
PROTOCOL
1. A student may request withdrawal from placement on the grounds of ill health or
family circumstances e.g. bereavement.
2. Students must discuss their request for withdrawal from placement with the Practice
Education Co-ordinator or the Head of Programme. Based on the individual
circumstances a provisional agreement to withdraw may be put in place
3. Students will need to formally apply to the Head of Programme for withdrawal and
provide medical evidence of ill health or other relevant evidence.
4. When a withdrawal from placement has been agreed, the Practice Education Coordinator will liaise with the Practice Educator. All placement documentation must
be returned to the Practice Education Co-ordinator.
5. A student who withdraws from a placement is not credited with any Practice
Education hours for that placement.
6. Students withdrawing on medical grounds will need to provide a ‘fitness for
placement’ letter from their medical practitioner before a further placement will be
sought.
7. Students will be allocated a placement during the summer break in the same area of
practice. If this occurs during the fourth year placement, graduation may be
delayed.
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PROTOCOL 9: PRACTICE EDUCATOR CANCELLATION OF PLACEMENT
PURPOSE OF PROTOCOL:
To define the process of cancelation of placement.
SCOPE:
This protocol applies to all students and Practice Educators of
the B.Sc. (Hons) Occupational Therapy Programme at the
National University of Galway.
DEFINITION:
Cancellation of placement offered by Practice Educator.
PROTOCOL
1. It is the right of the Practice Educator to cancel a placement at any time.
2. The Practice Educator must inform the Practice Education Co-ordinator of intention
to cancel the placement so that support can be given to the student
3. If the placement is shortly to begin or has started the Practice Education Coordinator will ask if any colleagues locally could take the student, however if no
suitable alternative can be found the placement will be cancelled
4. The Practice Education Co-ordinator will contact the student and confirm
arrangements for another placement which may be in the summer period. Fourth
year students should note that this may delay graduation
5. Student will not be able to use hours accrued on cancelled placements towards their
total of 1,000 hours.
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PROTOCOL 10: STUDENT COMPLAINTS
PURPOSE OF PROTOCOL:
To direct the student to NUI Galway student complaint
policies.
SCOPE:
This protocol applies to all students of the B.Sc. (Hons.)
Occupational Therapy Programme at the National University
of Ireland, Galway.
The purpose of the Student Complaints Procedure is to enable
the University in a clear, simple and fair manner to resolve, in
a timely fashion, any legitimate complaints which students
may have in relation to the provision of courses and services
to them. This protocol refers to the University Complaint
procedure. This can be found at
http://www.nuigalway.ie/vp/sshr/Student_Complaints_Procedure_Pages_
and_Files/student_complaints_procedure.html.
DEFINITION:
This is only a summary of the procedures. Please refer to full
policy documents.
There are a range of other complaint mechanisms in the
University. These should be followed for specific complaints.
Complaints relating to bullying, harassment or discrimination.
Refer to
http://www.nuigalway.ie/administration_services/equality/documents/st
udent_anti_bullying_policy_and_procedures.pdf.
Complaints regarding the processes or outcomes of the
application of the Student Code of Conduct which includes
arrangements for appeals against those processes and
outcomes. This can be found at
http://www.nuigalway.ie/codeofconduct/.
Complaints which would normally be dealt with through the
Student disciplinary procedures, in particular, a student who
is aggrieved about the behaviour of a fellow student may
refer the matter to the Disciplinary Officer under the Student
Code of Conduct
PROTOCOL
1. Students with a complaint should, in the first instance, wherever possible and
appropriate seek an informal resolution by raising the complaint directly with the
relevant member of staff, Head of Programme, Head of School and if necessary
the Dean of College. Formal complaints can only be invoked by the aggrieved
student and not by someone acting on his/her behalf.
2. In order to ensure that complaints can be dealt with efficiently and expeditiously
they should normally be made within one month of the relevant event and, in
any case, no later than three months of leaving the University.
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PROTOCOL 11: ATTENDANCE AT DEBRIEFING AFTER PLACEMENT BY STUDENTS
PURPOSE OF PROTOCOL:
To define the contents of preparation for Practice Education
at NUI Galway.
SCOPE:
This protocol applies to all students of the B.Sc. (Hons.)
Occupational Therapy Programme at the National University
of Ireland, Galway.
DEFINITION:
Debriefing is a group reflection on practice placement
experience. It is an opportunity to share the opportunities
Practice Education and successful strategies applied to
challenges experiences. It is also an opportunity to give
feedback to the Practice Education Co-ordinator on the
quality of the placement experience and reflect on learning
and development from Practice Education.
PROTOCOL
1. Debriefing occurs in the week after placement finishes in and takes place at NUI
Galway.
2. Students will be notified of the date, time and location of the debriefing session via
Blackboard.
3. It is compulsory to attend unless students are on an extended placement.
4. Students will be asked to complete the student feedback form on placements prior
to this session.
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PROTOCOL 12: PRACTICE EDUCATOR DEBRIEFING AFTER STUDENT PLACEMENT
PURPOSE OF PROTOCOL:
Defining the process of debriefing for Practice Educators and
students at NUI Galway
SCOPE:
This protocol applies to all students and Practice Educators of
the B.Sc. (Hons.) Occupational Therapy Programme at the
National University of Galway
DEFINITION:
Debriefing is a shared reflection on a Practice Education
placement. The aim of debriefing is to evaluate want went
well and what did not go well and what could have been
managed differently between the Practice Educator and the
Practice Education Co-ordinator.
PROTOCOL
1. Practice Educators can request debriefing at any point up to one year after having a
student.
2. Debriefing can be requested after any Practice Education placement to review
educational approaches, strategies or evaluation of student competence or any
other issues as identified by the Practice Educator.
3. Most commonly debriefing is offered by the University to Practice Educators when
the Practice Educator had identified that concerns existed for the student.
4. Debriefing can be completed on a visit by the Practice Education Co-ordinator to the
Practice Educator in a placement site, or by phone or skype at a time convenient to
all parties.
5. Both parties must agree if notes are to be taken on the debriefing session. This is not
a requirement.
6. The process of debriefing is to inform the development of quality placements and
this process of reflection can impact positively on the learning and development of
both Practice Educator and Practice Education Co-ordinator and therefore impact
positively on future placements.
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PROTOCOL 13: STUDENT APPEAL OF GRADE
PURPOSE OF PROTOCOL:
Directing the student to appeal policies.
SCOPE:
This protocol applies to all students of the B.Sc. (Hons.)
Occupational Therapy Programme at the National University
of Ireland, Galway
DEFINITION:
The purpose of the Student Appeals is relevant for students
who if there is a) evidence of substantive irregularity in the
conduct of the examination, b) If the student claims on stated
grounds that the mark awarded was incorrect c) If there are
circumstances, which the Examinations Board was not aware
of when its decision was taken. This procedure also relates to
Practice Placement.
PROTOCOL
1. The student completes form ECH/01 together with an appeal fee of €60 per subject
appealed to the examination office.
2. The examination office will issue an acknowledgement.
3. A copy of the document will be sent to the Appeals Committee Chairperson,
Secretary, Dean of Faculty and Head of School.
4. The appeal will be discussed at the Appeals Committee.
5. The student will be informed of the decision.
6. For further information go to the Occupational Therapy Policies and Procedures
Handbook.
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PROTOCOL 14: RETENTION OF STUDENT RECORDS BY PRACTICE EDUCATOR
PURPOSE OF PROTOCOL:
To define the process of retention of student records
Practice Education at NUI Galway The Guidelines have been
drawn up to guide Managers and Educators on the retention
of the Assessment Forms in practise settings and to assure
students that their assessment information is safeguarded.
SCOPE:
This protocol applies to all students and Practice Educators of
the B.Sc. (Hons.) Occupational Therapy Programme at the
National University of Ireland, Galway.
DEFINITION:
Student records include all documents completed in Practice
Education on student assessment.
PROTOCOL
Retention of Student Practice Education Assessment Form. Guidelines for Practice Settings
– HSE West Galway LIG.
Occupational Therapy and Speech and Language Therapy students attending NUI Galway
avail of placements in a number of external practice settings. It is common practice for
students on qualifying to seek references from their 3rd and 4th year practice settings, when
seeking their first job and possibly their second. Student Practice Assessment Forms are
considered to be a record of the student placement and therefore offer objective
information to Managers and/or Educators upon which to base a reference, especially if the
Practice Educator is no longer based in the setting.
1.
Retention of copies of Assessment Forms.
1.1. Assessment Forms will only be retained in placement settings for the purpose of
provision of references on qualifying or shortly thereafter and not exceeding a 5 year period
from the end date of the last placement. This applies to 3rd and 4th Year placements for
Speech and Language Therapy and 4th Year placements for Occupational Therapy.
1.2. All other files should be destroyed as originals have been sent to and retained by NUI
Galway who keep files indefinitely (since 2003). A policy on further retention periods has
not been developed at this time by NUI Galway. The plan is to keep files for 6 to 7 years for
references for first time appointment and/or promotions and applications for further
education.
2.
Consent
The Consent Form for retention of Copy of Student Practise Education Assessment Form will
be given to 3rd and/or 4th year students depending on the discipline by NUI Galway on
commencement of their placement. The student is asked to sign that as they may seek a
reference from the placement provider, a copy of their assessment form can be retained for
a 5 year period. If they do not wish to avail of this option, no copies will be retained and a
reference cannot be sought. Refer to Appendix L for Student Consent Form.
Page | 55
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
In the event of the Educator or Tutor having left the employment or is on leave at the time
that a student seeks a reference – the student has to give consent for another person to
read their file for the purposes of giving them a reference only.
Ideally the signing of the consent Form should be witnessed by the Educator and returned
to respective school in NUI Galway. The school will keep the original copy of that form so that
there is a record for the future.
The placement provider will not keep a record on the basis that if a file is not available then
the student has not given consent to retain the file and providing a reference is not possible.
If there is a dispute then the student reverts to NUI Galway.
3.
Protection of Files
3.1. All files containing Assessment Forms should be retained securely under the
management of the relevant therapy department. Private and Confidential should be
stamped on the file and should only be opened for the purposes of giving a reference.
File Retention Policy
Retention Schedule
Personnel Records
Allegations and complaints
Personnel – General Files
(i.e. non-personal files)
Training Files
(a) General e.g. Education training,
Formal qualifications etc.
Recommended Retention Period
While complaint is unfounded or
investigation not warranted hold for two
years.
Hold until superseded or for 5 years for
reference purposes.
In relation to personal records i.e. patients, clients and staff, a record of files destroyed
containing person’s name, date of birth, file number and date of last contact with service
should be maintained. This record should be completed by the officer supervising the
removal process and by a senior officer authorising the removal and destruction of the
records.
The date of destruction and the manner in which the records were destroyed should also be
recorded. In terms of the means of destruction this should be carried out by shredding,
pulping or incineration. Where a contractor is used to carry out any of the afore mentioned
processes he/she should be required to sign confidentiality undertakings and to produce
written certification as proof of destruction. Supervision of this exercise is important.
Page | 56
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Security
•
Confidential information is viewed only by those persons whose duty it is to do so
•
Records and files are transported in a manner which will provide accurate tracking
information and prevent accidental disclosure of confidential information in transit
•
Proper security measures are used in electronic databases i.e. password protection,
back-up procedures, etc.
•
Locking offices, cabinets and clearing desks, logging off systems, etc.
Page | 57
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
References
Association of Occupational Therapists of Ireland (2007) Code of Ethics and Professional
Conduct for Occupational Therapists [online] available.
http://www.aoti.ie/images/stories/documents/codeofethics2007.pdf [accessed 23
September 2009].
American Occupational Therapy Association (2009). Self-Assessment Tool for Fieldwork
Educator Competency (revised) [online] available
http://www.aota.org/Educate/EdRes/Fieldwork/Supervisor/Forms/38251.aspx [accessed 30
October 2009].
Bossers, A., Miller, L.T., Polatajko, H.J. and Hartley, M. (2002). Competency Based Practice
Education Evaluation for Occupational Therapists. New York: Delamar Thompson Learning.
Cook, C. and Cusick, A. (1998). Preparing Students for their first Fieldwork Placement using
On-Campus Practicums. Australian Journal of Occupational Therapy: 45: 79-90.
Evenson, M., Barnes, M.A. and Cohn, E.S. (2002). Perceptions of Level 1 and Level 2
Fieldwork in the same site. American Journal of Occupational Therapy: 56: 103-106.
MacKenzie, L. (2002). Briefing and debriefing of occupational therapy student fieldwork –
Exploring student concerns and reflecting on practice. Australian Occupational Therapy
Journal, 49: 82-92.
Neistadt, M.E., Wight, J. and Mulligan, S.E. (1998). Clinical Reasoning Case Studies as
Teaching Tools. American Journal of Occupational Therapy: 52: 125-132.
Therapy Project Office (2008). Occupational Therapy Competencies. Dublin: Therapy Project
Office
Westcott, L. and Rugg, S. (2001). The Computation of Fieldwork Achievement in
Occupational Therapy Degrees: measuring a minefield. British Journal of Occupational
Therapy: 64: 541-548.
World Federation of Occupational Therapists, (2002). Revised Minimum Standards for the
Education of Occupational Therapists. World Federation of Occupational Therapists.
Page | 58
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX A
Practice Education Observation Placement Assessment Form
This form is completed for 1st Year Students
NAME OF STUDENT
Enter Student Name
NAME OF SERVICE
Enter Service Name
TYPE OF EXPERIENCE
List Type of Experience
DATE OF EXPERIENCE (dd/mm/yyyy)
From Start Date
NAME OF PRACTICE EDUCATOR
List Name(s) of Practice Educator(s)
NUMBER OF DAYS ABSENT
List Number of Days Absent
TOTAL HOURS COMPLETED
List Total Hours Completed
To End Date
OVERALL LEVEL OF ACHIEVEMENT
COMPETENT
NOT COMPETENT
N.B. If a student is awarded a not competent (Not Evident or Emerging) for one or more
competencies at the final assessment, this indicates an overall not competent level of
achievement.
SIGNATURE OF PRACTICE EDUCATOR
SIGNATURE OF STUDENT
Both signatures are required.
Page | 59
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
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.
Not Competent
Not
Evident
Competencies
1. Work safely in compliance with health and
safety regulations as specified in the practice
setting.
2. Adhere to the ethical, legal, professional and
local practice contexts that inform occupational
therapy practice.
3. Adhere to confidentiality as described in the
local context.
4. Present self in a manner appropriate to the
working environment.
5. Adhere to specified personal and professional
boundaries within practice.
6. Demonstrate a positive approach to clients and
team members.
7. Demonstrate effective time management.
8. Communicate effectively and in a professional
manner with individuals.
PRACTICE EDUCATOR’S COMMENTS AND FEEDBACK
Enter Practice Educators Comments and Feedback Here
Page | 60
Emerging
Competent
Evident
Enhanced
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX B
Practice Education Assessment Form – Level 1
This form is completed for 2nd Year Students
(Developed in collaboration with the School of Occupational Therapy, University of Dublin, Trinity College)
(Please return completed report [not a copy] directly to the Discipline Office)
NAME OF STUDENT
Enter Student Name
NAME OF SERVICE
Enter Service Name
TYPE OF EXPERIENCE
List Type of Experience
DATE OF EXPERIENCE (dd/mm/yyyy)
From Start Date
NAME OF PRACTICE EDUCATOR
List Name(s) of Practice Educator(s)
NUMBER OF DAYS ABSENT
List Number of Days Absent
TOTAL HOURS COMPLETED
List Total Hours Completed
To End Date
OVERALL LEVEL OF ACHIEVEMENT
COMPETENT
NOT COMPETENT
(Student required to repeat placement)
N.B. If a student is awarded a not competent grade (Not Evident or Emerging) for one or
more competencies at the final assessment, this indicates an overall not competent level
of achievement”
SIGNATURE OF PRACTICE EDUCATOR
SIGNATURE OF STUDENT
Both signatures are required.
Page | 61
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
STUDENT HOURS LOG
Week (From – To) (dd/mm/yyyy)
Hours Completed
1. Start Date to End Date
List Hours Completed
2. Start Date to End Date
List Hours Completed
3. Start Date to End Date
List Hours Completed
4. Start Date to End Date
List Hours Completed
5. Start Date to End Date
List Hours Completed
6. Start Date to End Date
List Hours Completed
7. Start Date to End Date
List Hours Completed
8. Start Date to End Date
List Hours Completed
Initials of Practice Educator
To be completed by Practice Educator:
Sick leave hours
taken:
Sick leave certified:
Number of public
holidays:
Signature of Practice
Educator:
Sick leave hours
made up:
Sick leave cert
Yes
No
forwarded to PEC*:
List Number of Public Total hours
Holidays
completed:
Date:
Enter Hours of Sick
Leave Taken
Enter Hours of Sick
Leave Made-up
Yes
List Total Hours
Completed
* It is the responsibility of the student to forward their sick certs to the PEC directly.
To be completed by Student:
Student Name and Number
Student Signature / Date
Page | 62
No
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
FINAL FORMATIVE ASSESSMENT
NAME OF STUDENT:
Enter Student Name
NAME OF PRACTICE EDUCATOR:
List Name(s) of Practice Educator(s)
SUMMARY OF PRACTICE EDUCATOR’S COMMENTS AND FEEDBACK
Enter Summary of Practice Educators Comments and Feedback Here
Please continue comments on separate page if required.
STUDENT’S COMMENTS AND FEEDBACK
Enter Students Comments and Feedback Here
Please continue comments on separate page if required.
Page | 63
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
HALF-WAY FORMATIVE ASSESSMENT
NAME OF STUDENT:
Enter Student Name
NAME OF PRACTICE EDUCATOR:
List Name(s) of Practice Educator(s)
SUMMARY OF PRACTICE EDUCATOR’S COMMENTS AND FEEDBACK
Enter Summary of Practice Educators Comments and Feedback Here
Please continue comments on separate page if required.
STUDENT’S COMMENTS AND FEEDBACK
Enter Students Comments and Feedback Here
Please continue comments on separate page if required.
SIGNATURE OF STUDENT
SIGNATURE OF PRACTICE EDUCATOR
DATE (dd/mm/yyyy)
Page | 64
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
EVIDENT – This competency was consistently
demonstrated.
ENHANCED – This competency was consistently
demonstrated. The performance was to a high
standard.
1.
2.
3.
4.
HALFWAY COMMENTS ON OCCUPATIONAL COMPETENCIES
Enter Halfway Comments on Occupational Competencies Here
FINAL COMMENTS ON OCCUPATIONAL COMPETENCIES
Enter Final Comments on Occupational Competencies Here
Page | 65
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Demonstrate through either verbal or
written communication an understanding of
the meaning of occupation for the client and
the client group or community.
Demonstrate through either verbal or
written communication the personoccupation-environment relationship within
the client’s context.
Apply the therapeutic use of occupation to
influence health and well-being of the client
or group positively.
Support engagement and participation in
meaningful occupation.
Enhanced
Competent
Emerging
Occupational Competencies
End of Placement
Not Evident
Half-Way
Not
Competent
Not Evident
NOT EVIDENT – This competency was not
demonstrated.
EMERGING – This competency was not consistently
demonstrated.
Practice Education Handbook 2014-2015
5.
6.
7.
8.
Write accurate, clear, contemporaneous
records in accordance with legal and
professional requirements.
9. Communicate effectively and in a
professional manner with individuals.
10. Communicate effectively and in a
professional manner in a group
environment.
HALFWAY COMMENTS ON COMMUNICATION COMPETENCIES
Enter Halfway Comments on Communication Competencies Here
FINAL COMMENTS ON COMMUNICATION COMPETENCIES
Enter Final Comments on Communication Competencies Here
Page | 66
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Demonstrate listening, verbal and nonverbal communication skills, both formally
and informally.
Give and receive feedback in an open and
honest manner.
Present oral information in a clear, concise
and well-structured manner both formally
and informally.
Enhanced
Competent
Emerging
Communication Competencies
End of Placement
Not Evident
Half-Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
11. Select and apply appropriate conceptual
and practice models to guide the
occupational therapy process.
12. Demonstrate an integration of occupational
therapy theory within practice.
13. Demonstrate engagement in reflection and
evaluation of practice.
14. Facilitate a culturally sensitive approach to
practice.
15. Facilitate a client centred approach.
16. Apply the principle of informed consent
prior to and throughout the occupational
therapy process.
17. Demonstrate the use of observation and
interview skills to gather relevant
information.
18. Select and administer appropriate
standardised and non-standardised
assessment tools.
19. Collaboratively identify goals for
intervention with the client (or people
acting on his/her behalf).
20. Facilitate effective individual and/or group
work interventions.
21. Evaluate outcomes in collaboration with all
parties.
22. Prioritise and manage a caseload either
group or individual, under supervision.
Page | 67
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Enhanced
Competent
Emerging
The Occupational Therapy Process
Competencies
End of Placement
Not Evident
Half-Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
HALFWAY COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES
Enter Halfway Comments on Occupational Therapy Process Competencies Here
FINAL COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES
Enter Final Comments on Occupational Therapy Process Competencies Here
Page | 68
Practice Education Handbook 2014-2015
23. Work safely in compliance with health and
safety regulations as specified in the
practice setting.
24. Adhere to the ethical, legal, professional
and local practice contexts that inform
occupational therapy practice.
25. Adhere to confidentiality as described in the
local context.
26. Present self in a manner appropriate to the
working environment.
27. Respond constructively to changing
circumstances and demands.
28. Demonstrate an awareness of personal and
professional boundaries within practice.
29. Demonstrate a positive approach to clients
and team members.
30. Demonstrate effective time management.
31. Demonstrate best use of resources
available.
HALFWAY COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES
Enter Halfway Comments on Professional Behaviour Competencies Here
FINAL COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES
Enter Final Comments on Professional Behaviour Competencies Here
Page | 69
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Enhanced
Competent
Emerging
Professional Behaviour
Competencies
End of Placement
Not Evident
Half Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Competent
Evident
32. Take responsibility for personal and
professional development.
33. Actively engage in supervision and request
and utilise professional support.
34. Implement a learning contract.
35. Identify own personal and professional
strengths and limitations.
36. Maintain a record of personal and
professional development (i.e. portfolio)
HALFWAY COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES
Enter Halfway Comments on Professional Development Competencies Here
FINAL COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES
Enter Final Comments on Professional Development Competencies Here
Page | 70
Enhanced
Not
Competent
Emerging
Evident
Enhanced
Competent
Emerging
Professional Development
Competencies
End of Placement
Not Evident
Half Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX C
Practice Education Assessment Form – Level 2
This form is completed for 4th Year Students
(Developed in collaboration with the School of Occupational Therapy, University of Dublin, Trinity College)
(Please return completed report [not a copy] directly to the Discipline Office)
NAME OF STUDENT
Enter Student Name
NAME OF SERVICE
Enter Service Name
TYPE OF EXPERIENCE
List Type of Experience
DATE OF EXPERIENCE (dd/mm/yyyy)
From Start Date
NAME OF PRACTICE EDUCATOR
List Name(s) of Practice Educator(s)
NUMBER OF DAYS ABSENT
List Number of Days Absent
TOTAL HOURS COMPLETED
List Total Hours Completed
To End Date
OVERALL LEVEL OF ACHIEVEMENT
COMPETENT
NOT COMPETENT
(Student required to repeat placement)
N.B. If a student is awarded a not competent grade (Not Evident or Emerging) for one or
more competencies at the final assessment, this indicates an overall not competent level
of achievement”
SIGNATURE OF PRACTICE EDUCATOR
SIGNATURE OF STUDENT
Both signatures are required.
Page | 71
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
STUDENT HOURS LOG
Week (From – To) (dd/mm/yyyy)
Hours Completed
1. Start Date to End Date
List Hours Completed
2. Start Date to End Date
List Hours Completed
3. Start Date to End Date
List Hours Completed
4. Start Date to End Date
List Hours Completed
5. Start Date to End Date
List Hours Completed
6. Start Date to End Date
List Hours Completed
7. Start Date to End Date
List Hours Completed
8. Start Date to End Date
List Hours Completed
Initials of Practice Educator
To be completed by Practice Educator:
Sick leave hours
taken:
Sick leave certified:
Number of public
holidays:
Signature of Practice
Educator:
Sick leave hours
made up:
Sick leave cert
Yes
No
forwarded to PEC*:
List Number of Public Total hours
Holidays
completed:
Date:
Enter Hours of Sick
Leave Taken
Enter Hours of Sick
Leave Made-up
Yes
List Total Hours
Completed
* It is the responsibility of the student to forward their sick certs to the PEC directly.
To be completed by Student:
Student Name and Number
Student Signature / Date
Page | 72
No
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
FINAL FORMATIVE ASSESSMENT
NAME OF STUDENT:
Enter Student Name
NAME OF PRACTICE EDUCATOR:
List Name(s) of Practice Educator(s)
SUMMARY OF PRACTICE EDUCATOR’S COMMENTS AND FEEDBACK
Enter Summary of Practice Educators Comments and Feedback Here
Please continue comments on separate page if required.
STUDENT’S COMMENTS AND FEEDBACK
Enter Students Comments and Feedback Here
Please continue comments on separate page if required.
Page | 73
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
HALF-WAY FORMATIVE ASSESSMENT
NAME OF STUDENT:
Enter Student Name
NAME OF PRACTICE EDUCATOR:
List Name(s) of Practice Educator(s)
SUMMARY OF PRACTICE EDUCATOR’S COMMENTS AND FEEDBACK
Enter Summary of Practice Educators Comments and Feedback Here
Please continue comments on separate page if required.
STUDENT’S COMMENTS AND FEEDBACK
Enter Students Comments and Feedback Here
Please continue comments on separate page if required.
SIGNATURE OF STUDENT
SIGNATURE OF PRACTICE EDUCATOR
DATE (dd/mm/yyyy)
Page | 74
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
EVIDENT – This competency was consistently
demonstrated.
ENHANCED – This competency was consistently
demonstrated. The performance was to a high
standard.
1.
2.
3.
4.
5.
HALFWAY COMMENTS ON OCCUPATIONAL COMPETENCIES
Enter Halfway Comments on Occupational Competencies Here
FINAL COMMENTS ON OCCUPATIONAL COMPETENCIES
Enter Final Comments on Occupational Competencies Here
Page | 75
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Demonstrate through either verbal or
written communication an understanding of
the meaning of occupation for the client and
the client group or community.
Demonstrate through either verbal or
written communication the personoccupation-environment relationship within
the client’s context.
Analyse the use and adaptation of
occupations for the client’s group and/or
community.
Apply the therapeutic use of occupation to
influence health and well-being of the client
or group positively.
Support engagement and participation in
meaningful occupation.
Enhanced
Competent
Emerging
Occupational Competencies
End of Placement
Not Evident
Half-Way
Not
Competent
Not Evident
NOT EVIDENT – This competency was not
demonstrated.
EMERGING – This competency was not consistently
demonstrated.
Practice Education Handbook 2014-2015
6.
7.
8.
9.
Write accurate, clear, contemporaneous
records in accordance with legal and
professional requirements.
10. Communicate effectively and in a
professional manner with individuals.
11. Communicate effectively and in a
professional manner in a group
environment.
12. Form collaborative working relationships
within interdisciplinary teams.
HALFWAY COMMENTS ON COMMUNICATION COMPETENCIES
Enter Halfway Comments on Communication Competencies Here
FINAL COMMENTS ON COMMUNICATION COMPETENCIES
Enter Final Comments on Communication Competencies Here
Page | 76
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Demonstrate listening, verbal and nonverbal communication skills, both formally
and informally.
Give and receive feedback in an open and
honest manner.
Present oral information in a clear, concise
and well-structured manner both formally
and informally.
Enhanced
Competent
Emerging
Communication Competencies
End of Placement
Not Evident
Half-Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
13. Select and apply appropriate conceptual
and practice models to guide the
occupational therapy process.
14. Demonstrate an integration of occupational
therapy theory within practice.
15. Demonstrate an integration of relevant
supporting evidence based knowledge
within occupational therapy practice.
16. Demonstrate a logical and systematic
approach to problem solving and decision
making.
17. Demonstrate engagement in clinical
reasoning to guide practice.
18. Demonstrate engagement in reflection and
evaluation of practice.
19. Facilitate a culturally sensitive approach to
practice.
20. Facilitate a client centred approach.
21. Facilitate the active participation of the
client in the team.
22. Apply the principle of informed consent
prior to and throughout the occupational
therapy process.
23. Demonstrate the use of observation and
interview skills to gather relevant
information.
24. Select and administer appropriate
standardised and non-standardised
assessment tools.
25. Analyse the effect of the person, the
environment and the occupation factors on
activity and participation.
26. Collaboratively identify goals for
intervention and the client (or people acting
on his/her behalf).
Page | 77
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Enhanced
Competent
Emerging
The Occupational Therapy Process
Competencies
End of Placement
Not Evident
Half-Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
27. Plan, grade, implement and modify
interventions that are outcome based and
relevant to the person’s goals.
28. Facilitate effective individual and/or group
work interventions.
29. Demonstrate a working knowledge of group
dynamics within the context.
30. Evaluate outcomes in collaboration with all
parties.
31. Make onward referrals to other agencies or
professionals to optimise responses to client
needs.
32. Plan and implement discharge and followup.
33. Prioritise and manage a caseload either
group or individual, under supervision.
HALFWAY COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES
Enter Halfway Comments on Occupational Therapy Process Competencies Here
FINAL COMMENTS ON OCCUPATIONAL THERAPY PROCESS COMPETENCIES
Enter Final Comments on Occupational Therapy Process Competencies Here
Page | 78
Practice Education Handbook 2014-2015
34. Work safely in compliance with health and
safety regulations as specified in the
practice setting.
35. Adhere to the ethical, legal, professional
and local practice contexts that inform
occupational therapy practice.
36. Demonstrate an understanding of policy and
legislation on local practice context.
37. Adhere to confidentiality as described in the
local context.
38. Present self in a manner appropriate to the
working environment.
39. Respond constructively to changing
circumstances and demands.
40. Demonstrate an awareness of personal and
professional boundaries within practice.
41. Demonstrate a positive approach to clients
and team members.
42. Demonstrate effective time management.
43. Demonstrate best use of resources
available.
44. Demonstrate an ability to source, analyse
and critique literature and research findings.
HALFWAY COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES
Enter Halfway Comments on Professional Behaviour Competencies Here
FINAL COMMENTS ON PROFESSIONAL BEHAVIOUR COMPETENCIES
Enter Final Comments on Professional Behaviour Competencies Here
Page | 79
Competent
Evident
Enhanced
Not
Competent
Emerging
Evident
Enhanced
Competent
Emerging
Professional Behaviour
Competencies
End of Placement
Not Evident
Half Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Competent
Evident
45. Take responsibility for personal and
professional development.
46. Actively engage in supervision and request
and utilise professional support.
47. Implement a learning contract.
48. Identify own personal and professional
strengths and limitations.
49. Maintain a record of personal and
professional development (i.e. portfolio)
HALFWAY COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES
Enter Halfway Comments on Professional Development Competencies Here
FINAL COMMENTS ON PROFESSIONAL DEVELOPMENT COMPETENCIES
Enter Final Comments on Professional Development Competencies Here
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Enhanced
Not
Competent
Emerging
Evident
Enhanced
Competent
Emerging
Professional Development
Competencies
End of Placement
Not Evident
Half Way
Not
Competent
Not Evident
B.Sc. (Hons.) Occupational Therapy, NUI Galway
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX D
Concerns Identified During Placement
This form provides a record for the University and the student that there are concerns
regarding achieving competence at the end of placement and that there is an indication of
risk of failure of the placement.
Name of Student:
Name of Site:
Address:
Telephone Number of Site:
Name of Practice Educator(s):
Practice Educator Email:
Practice Educator Phone:
Year of Student:
2nd Year
4th Year
Placement Block:
Block 1
Block 2
List a brief outline of competency areas that may indicate a risk of failure of placement.
Give a minimum of two examples of performance that indicates concerns.
Please list the feedback given to the student on what they need to do to achieve
competence in these areas.
This form will generate a visit by the Practice Education Co-ordinator to create a plan of
action to address these concerns.
Signature of Practice Educator:
Date:
Signature of Student:
Date:
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Learning
Outcomes
What Learning
Objectives does this
relate to on the
assessment form?
Date to be
Achieved
Steps involved in
Achievement
Checklist of
Evidence for
Achievement
Date
Achieved By
Comments
APPENDIX E – Sample Learning Contract
Signature of Practice Educator:
Signature of Student / Date
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Discipline of Occupational Therapy, NUI Galway
APPENDIX F
Practice Education Visit Report Form
Student Name:
Practice Educators Name:
University Visitor Name:
Description of Placement:
Summary of issues discussed and student’s progress to date:
Summary of any decisions made:
Signature of Student:
Signature of Practice Educator:
Signature of University Visitor:
Date:
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Discipline of Occupational Therapy, NUI Galway
APPENDIX G
Practice Education Formal Supervision Record Form
Name of Student:
Name of Practice Educator:
Location of Placement:
Weekly Objectives
Prepare for supervision each week by reviewing your placement objectives on your learning
contract and translating them into weekly learning objectives. This sheet should be signed
by the student and the Practice Educator as an accurate record of the meeting.
Weekly learning objectives & progress to date:
Extended learning & new objectives for following week:
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Points for discussion:
Outcome of discussion:
Signature of Practice Educator:
Date:
Signature of Student:
Date:
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Discipline of Occupational Therapy, NUI Galway
APPENDIX G
Practice Education Formal Supervision Record Form (Option B)
Student:
Practice Educator:
This form is to be completed weekly. Please give specific examples.
Part 1 (To be completed by Practice Educator before supervision).
1. What do you see as the student’s strengths? In which areas of practice have they done
well?
2. Are there any areas the student is finding difficult?
3. What do you see as the student’s needs? What could the student be doing differently
or improve upon?
Objectives for the following week:
1.
2.
3.
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Part 2 (To be completed by the student before supervision).
1. What do you see as your strengths? What has gone well?
2. What areas do you feel less confident in?
3. What do you see as your needs? Is there anything you could do differently or improve?
4. Are there any ways in which your Practice Educator could assist you more?
Objectives for the following week:
1.
2.
3.
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Part 3 (To be agreed by the student and Practice Educator during supervision).
Agreed objectives for the following week:
1.
2.
3.
4.
5.
Signed:
Practice Educator:
Student:
Date:
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Discipline of Occupational Therapy, NUI Galway
APPENDIX H
Record of Contact with the University
Date of Contact:
Contact via:
Email
Telephone
Visit



Reason for Contact
Summary of Contact
Decisions made / conclusions reached
Signature of Practice Educator:
Signature of Student:
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Discipline of Occupational Therapy, NUI Galway
APPENDIX I
Student Reflection Form (2nd Year Students)
Reflecting on Practice
To assist your development of reflective practice, consider issues from your reflective
diaries to work on within supervision. Please complete Part 1 of this Reflection Form and
take it with you to your formal supervision meeting with your Practice Educator. Part 2 can
be completed following your supervision meeting.
Date:
Consider one event this week that you found challenging:
What competencies or skills does this relate to? List the competencies here.
To be completed weekly
PART 1
In this event, what were your strengths?
In this event, what were your challenges? Include here feedback from the Practice
Educators, service user or others?
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What do you now need to do to develop your skills in this area. Make a plan. This can
include seeking more knowledge from books or other academic resources, seeking to
observe in a more formal way your Practice Educator/s completing this aspect of practice,
or preparing more effectively. Ensure your plan is concrete, relevant and meaningful to
your competency development.
PART 2
Report on the outcome of your plan and describe your new learning.
Record here what you will do differently next time, in particular mention how this relates
to your competence.
Record here when you practiced this competency again. Record the feedback from your
educator. If further learning and development is required then record here that you will
continue to work on this competency and start a new reflection form.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX I
Student Reflection Form (4th Year Students)
Reflecting on Practice
To assist your development of reflective practice, consider issues from your reflective
diaries to work on within supervision. Please complete Part 1 of this Reflection Form and
take it with you to your formal supervision meeting with your Practice Educator. Part 2 can
be completed following your supervision meeting.
Week:
Name of Student:
Title of the Event:
Competency:
PART 1
Describe the Event
1. Describe the event Describe the key event and context descriptively. Maintain
confidentiality by not identifying sites or names of colleagues or clients.
2. Can include feelings and thoughts but do not overstate negative feelings, show insight
into yourself rather than others.
3. Be as factual as possible so that the reader gets a clear picture.
Critical Analysis of the Event
1. Consider the positives and negatives of the event, what went well and what did not go
well?
2. How could you have managed the event or situation better?
3. Question your actions and your knowledge about this event, is there other ways this
event could have been managed? Why did you decide on a particular decision or
approach, could you have taken a different one?
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Seeking and Reviewing Knowledge and Skills
This can include seeking more knowledge from books or other academic resources or from
other people e.g. your practice educator. You may need to seek to observe in a more formal
way your practice educator/s or other professionals to further develop your understanding
of this situation or you may have discussed this competency in supervision and your practice
educator has given you information that is relevant. Are there alternative approaches,
thoughts, considerations that you have found? Can you consider an alternative perspective?
Reference the sources appropriately.
PART 2
Initial Ideas and Sharing
1. What conclusions are you making
2. Describe them all if there are more than one, and identify which one has the most
relevance to you and the work context. Give reasons for this choice.
3. What changes are required? If this is a cognitive change in you, describe what you would
‘think’ differently next time, but if there also are affective changes in your work
practices, describe what you would ‘do’ differently next time.
4. If changes need to be recommended for the work context, in process or content, also
describe these. Ask the question how could best practice be implemented in this
context? If there is no evidence identify this as an area of future research.
Report on the outcome of your plan and describe your new learning.
Conclusion
1. What is your final decision about this event?
2. Has this process affirmed practice, given you a new perspective, is a change of practice
in the work context indicated or is new research indicated?
Summarise your conclusion.
Impact on the Future
List in bullet points what you now need to do to continue your learning, if appropriate.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX J
Format for Occupational Analysis
1,000 words. Based on occupational analysis format on page 196 of Blesedell Crepeau, E.,
Cohn, E.S., Boyt Schell, B.A., (2003). Willard and Spackman’s Occupational Therapy (10th
Ed.). Philadelphia: Lippincott Williams & Wilkins.
An Occupation can only be analysed by considering the person who is engaged in it whereas
an activity is analysed independently of a person performing it.
Title of Occupation
Describe the occupation in a couple of sentences. Equipment Needed. What tools,
materials etc. are needed? These are part of the physical context of the occupation.
How the Physical Space is Organised
Describe the arrangement of furniture etc.; the placement of the equipment; the lighting,
noise level and other distractions to be expected. How could this be adapted to meet the
person’s needs?
Social Demands
Will anyone be engaging in the occupation with the person, if so what relationships exist?
What are the typical rules, norms, and expectations involved in doing the occupation? What
are the cultural and symbolic meanings typically ascribed to this occupation?).
Sequence and Timing
List the sequential steps involved in the occupation, try to have no more than 15. Include
any timing requirements such as waiting for bread to bake etc. Think about ways you could
adapt this occupation for the person who is carrying it out, how might they optimise their
performance?
Required Actions
List the five most important performance skills that would be required to carry out the
occupation. Performance skills are motor, process and communication/interaction skills.
List briefly and describe them. Consider the potential for grading/adapting the occupation
to meet the needs of the individual.
Required Body Structures and Functions (Person factors)
List the body parts the person will use to perform the occupation. List any essential body
functions needed to engage in the occupation. Body Functions include mental, sensory,
voice and speech, cardiovascular and respiratory, neuromuscular and movement related.
Can the occupation or the context of the occupation be adapted to compensate for any
impairment the person has in relation to body structures or functions?)
Safety Hazards
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List potential safety hazards for the person when they carry out the occupation.
Performance Patterns
List any habits, roles and routines which affect the way the person engages in the
occupation.
Personal Context
List any personal factors which may affect the individual’s ability to engage in the
occupation, such as the person’s age, gender, socio-economic and education status.
Spiritual Context
Is the occupation meaningful to the person? If so, list why. If not, list why.
Temporal Context
When does the person usually carry out this occupation, are there any factors such as time
of day/year, developmental stage of the person, duration of the occupation that will affect
how the occupation is carried out?
Marking Guidance
Criteria
Fail
Pass
Appropriate
occupation selected
Performance component selected,
not a whole occupation.
Appropriate occupation selected.
Analysis completed at
each heading
Some content missing.
Analysis completed using all
headings given.
Language and writing
style
Inappropriate language, use of
person name or other person
identifiers in text that breach
confidentiality.
Professional third person language
used, no breaches of confidentiality
evident.
Evidence of person
centredness in the
overall analysis
No evidence of the persons
individuality and its impact on the
occupation.
Evidence of the persons
individuality and its impact on the
occupation.
Sequence of
Occupation
Less than 5 steps are listed in the
sequence of the occupation.
More than 5 steps are listed in the
sequence of the occupation.
Performance Skills
Less than 5 performance skills are
identified.
5 performance skills are listed.
Grading
Grading is absent.
Potential grading of the occupation
is identified.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX K
Use of Study Time
Student Name:
Placement: (Please tick  as appropriate)
Second Year (Block 1)
Second Year (Block 2)
Fourth Year (Block 1)
Fourth Year (Block 2)
To be Completed Weekly
Week 1. (Please list tasks completed).
Study time used for: (Please tick )
1.
3.
Portfolio
Case Study
Placement Research
Other
Week 2. (Please list tasks completed).
Study time used for: (Please tick )
1.
3.
Portfolio
Case Study
Placement Research
Other
Week 3. (Please list tasks completed).
Study time used for: (Please tick )
1.
3.
Portfolio
Case Study
Placement Research
Other
Week 4. (Please list tasks completed).
Study time used for: (Please tick )
1.
Portfolio
Case Study
Placement Research
Other
2.
2.
2.
2.
3.
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Week 5. (Please list tasks completed).
Study time used for: (Please tick )
1.
3.
Portfolio
Case Study
Placement Research
Other
Week 6. (Please list tasks completed).
Study time used for: (Please tick )
1.
3.
Portfolio
Case Study
Placement Research
Other
Week 7. (Please list tasks completed).
Study time used for: (Please tick )
1.
3.
Portfolio
Case Study
Placement Research
Other
Week 8. (Please list tasks completed).
Study time used for: (Please tick )
1.
Portfolio
Case Study
Placement Research
Other
2.
2.
2.
2.
3.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX L
Consent Form for Retention of
Copy of Student Practice Education Assessment Form
I.............................................................................................................................. (Print name)
Occupational Therapy Student at NUI Galway
hereby fully and freely consent to my final assessment form for my Level Two Placement (Block 1) /
Level Two Placement (Block 2) * being held by the Occupational Therapy Manager / Educator/
Tutor**
Name of Manager / Educator/ Tutor *
……………………………………………………
I understand and acknowledge that the form will be accessed by (Name of Manager / Educator/
Tutor *)
………………………………………………………………… only and will not be accessed by anyone else without my
written consent. I understand that the form will be accessed for the sole purpose of providing a
reference for me should this be requested on my behalf. I understand that this form will be held for
a period of five years, will be stored in a secure locked cabinet at all times and that access to it will
be restricted to those named above.
I note that I may withdraw my consent at any stage and that the purposes of holding my assessment
and the reasons for accessing it in the future have been explained to me by
……………………………………………………………………….. and that I have been given an opportunity to discuss
this with him/her.
I ………………………………………………………………………………. do not wish my assessment form to be kept
on file. I understand that I if I do not agree that a copy of my assessment form is retained the
Occupational Therapy Manager / Educator/ Tutor** of this service they will be unable to provide a
reference if requested on my behalf due to lack of information.
Signed:
Date:
WITNESS to signature of student and to fact that he/she has read the document and freely given
his/her consent:
Signed:
Date:
(Witness must not be the person who will have access to the file). * Delete as appropriate.
Please return the original copy of this form to the University.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX M
Module Guides
Level One (2nd Year) Practice Education Placement
Module Title:
PRACTICE EDUCATION – FIELDWORK 1
Module Code:
OY206 & OY207
Year Taught:
Year 2 (Semester 2)
Contact Hours:
280 Hours
Module Co-ordinator:
Ms. Carol Hills
Introduction to Module
This is the first Practice Education module and will provide an opportunity for students to
experience the delivery of occupational therapy services in a practice context. By this stage
of the course students should be active learners and take more responsibility for their own
personal and professional development. Students will be supervised by a named qualified
occupational therapist. An individual learning contract will be negotiated and agreed
between the student and supervisor and will guide students learning on placement.
Tutorials may be provided by Practice Educators and a minimum of one hour per week of
formal supervision will be provided. Informal feedback will be given regularly. The
student’s progress will be monitored by telephone, videoconference and/or in a placement
visit by the Practice Education Co-ordinator.
Module Assessment
Practice Education Assessment Form – Level 1 (Pass / Fail). Portfolio Pass/Fail
Teaching and Learning Strategies
Experiential learning guided by learning contract. Self- directed learning.
Learning Outcomes
Knowledge and Understanding
On successfully completing this module students will be able to:
Demonstrate an understanding of specific
health conditions and the consequent
effects on occupational performance of the
service users in this practice context
Demonstrate an understanding of the
structure, and network of services in this
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Taught
Practiced
Assessed
Yes
Yes
Yes
Yes
Yes
Yes
B.Sc. (Hons.) Occupational Therapy, NUI Galway
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practice context in addition to the
communication pathways used to ensure
the efficient and effective delivery services
to the service user and other relevant
stakeholders
Demonstrate an understanding of the range
of assessment used in this practice context
and is able to evaluate these appropriately
Demonstrate an understanding of the range
and type of intervention used in this practice
context
Yes
Yes
Yes
Yes
Yes
Yes
Taught
Practiced
Assessed
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Specific Skills
On successfully completing this module students will be able to:
Contribute to the collaboration with relevant
others in the management of referrals in this
practice context.
Participate in the collaboration with service
users or other relevant stakeholders in the
administration of appropriate assessments
in the practice context demonstrating clientcentred practice
Participate in the collaboration with service
users or other relevant stakeholders on the
process of client-centred goal setting with
appropriate time frames and within
available resources in this practice context
Engage in the development of,
communication about and implementation
of a realistic and relevant intervention plan,
with the active participation of service users
or other relevant stakeholders within
available resources in this practice context
Engage in the identification and
prioritization of occupational issues which
are drawn from assessments completed in
this practice context
Participate in the selection of the most
appropriate and where possible evidence
based interventions with the active
participation of the service user of other
relevant stakeholders in this practice context
Participate in the collaboration with service
users or other relevant stakeholder on
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appropriate evaluation of service including
own performance through discussion,
reflection and measurement
Transferable Skills
On successfully completing this module the student will be able to:
Demonstrate beginning skills in clinical
reasoning and professional decision making
in this practice context
Demonstrate beginning skills in the
application of evidence based practice that
is relevant to this practice context
Demonstrate beginning skills in working
collaboratively with multi-disciplinary teams
and interagency working and other relevant
stakeholders appropriately
Demonstrate beginning skills in written and
verbal communication to individuals and
groups
Taught
Practiced
Assessed
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Taught
Practiced
Assessed
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Professional Skills
On successfully completing this module students will be able to:
Apply professional standards to a practice
context including codes of conduct and
ethics with guidance
Adhere to legal, ethical, policies and best
practice in a work context, including but not
limited to maintaining confidentiality,
demonstrating cultural competence and
being non-discriminatory in this practice
context with guidance
Maintain the scope of practice and
professional boundaries within this practice
context with guidance
Demonstrate the importance of selfevaluation and reflection in practice and for
self- development
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Manage self in relation to fitness to practice
and demonstrate professional behaviour to
practice standard
Yes
Yes
Yes
Attitude
On successfully completing this module students will be able to:
Taught
Practiced
Assessed
Manage time effectively and work to practice
pace in this practice context
Proactively manage and seek out learning
opportunities as developed in a learning
contract
Engage in regular supervision with view to
personal and professional development
Critically evaluated own performance
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Demonstrated active listening to feedback
and act on it accordingly
Demonstrate sensitivity and respect for
diversity in a practice context
Yes
Yes
Yes
Yes
Yes
Yes
Required Reading
Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice Education.
Cumbria, England: M&K Publishing.
Stagnitti, K., Schoo, A. and Welch, D. (2010). Clinical and fieldwork placement in the health
professions. Melbourne, Australia: Oxford University Press.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX N
Module Guides
Level Two (4th Year) Practice Education Placement
Module Title:
PRACTICE EDUCATION – FIELDWORK 1
Module Code:
OY406 & OY407
Year Taught:
Year 4 (Semester 1)
Contact Hours:
280 Hours
Module Co-ordinator:
Ms. Carol Hills
Introduction to Module
This is the third Practice Education module and will provide further opportunity for students
to experience the delivery of occupational therapy services in the field. By this stage of the
course students should be active learners and take more responsibility for their own
personal and professional development. Students will be supervised by a named qualified
occupational therapist. An individual learning contract will be negotiated and agreed
between the student and supervisor and will guide students learning on placement.
Tutorials may be provided by Practice Educators and a minimum of one hour per week of
formal supervision will be provided. Informal feedback will be given regularly. The
student’s progress will be monitored by telephone, videoconference and/or in a placement
visit by the Practice Education Co-ordinator.
Module Assessment
Practice Education Assessment Form – Level 2 (Pass / Fail). Portfolio Pass/Fail
Teaching and Learning Strategies
Experiential learning guided by learning contract. Self-directed learning.
Learning Outcomes
Knowledge and Understanding
On successfully completing this module students will be able to:
Taught
Practiced
Assessed
Demonstrate an understanding of specific health
conditions and the consequent effects on
occupational performance
Yes
Yes
Yes
Demonstrate a working knowledge of the network
Yes
Yes
Yes
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of service and communication pathways in this
practice context which is essential to efficient and
effective delivery of high quality services to the
service user
Demonstrate the application of a range of
assessment used in this practice context and is able
to evaluate these appropriately
Yes
Yes
Yes
Demonstrate the application of range of
interventions used in this practice context
Yes
Yes
Yes
Demonstrates participation in quality improvement
strategies in this practice context
Yes
Yes
Yes
Taught
Practiced
Assessed
Lead on the collaboration with relevant others in
the management of referrals in this practice
context, demonstrating practice pace and to
practice standard.
Yes
Yes
Yes
Lead on the collaboration with service users or
other relevant stakeholders in the application of
appropriate assessments in the practice context
demonstrating client-centred practice
Yes
Yes
Yes
Lead on the collaboration with service users or
other relevant stakeholders on the process of
client- centred goal setting with appropriate time
frames and within available resources
Yes
Yes
Yes
Demonstrate the selection and application of the
most appropriate and where possible evidence
based interventions with the active participation of
the service user or other relevant stakeholder to
practice standard
Yes
Yes
Yes
Develop, communicate and implement a realistic
and relevant intervention plan with the active
participation of service users or other relevant
stakeholders within available resources to practice
standard in this practice context
Yes
Yes
Yes
Lead on the collaboration with service users or
other relevant stakeholder on appropriate
evaluation of service including own performance
Yes
Yes
Yes
Specific Skills
On successfully completing this module students will be able to:
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through discussion, reflection and measurement
Transferable Skills
On successfully completing this module the student will be able to:
Taught
Practiced
Assessed
Demonstrate skills in clinical reasoning and
professional decision making in a practice context
to a graduating competency standard.
Yes
Yes
Yes
Demonstrate skills in the application of evidence
based practice that is relevant to the practice
context to practice standard
Yes
Yes
Yes
Demonstrate skills in working collaboratively with
multi-disciplinary teams and interagency working
and other relevant stakeholders appropriately to
practice standard
Yes
Yes
Yes
Demonstrate skills in written and verbal
communication, to individuals and groups to
practice standard
Yes
Yes
Yes
Taught
Practiced
Assessed
Apply professional standards to a practice context
including codes of conduct and ethics to practice
standard
Yes
Yes
Yes
Adhere to legal, ethical, policies and best practice in
a work context, including but not limited to
maintaining confidentiality, demonstrating cultural
competence and being non-discriminatory in this
practice context to practice standard
Yes
Yes
Yes
Maintain the scope of practice and professional
boundaries within this practice context to practice
standard
Yes
Yes
Yes
Demonstrate the importance of self-evaluation and
reflection in practice and for self- development to
practice standard
Yes
Yes
Yes
Professional Skills
On successfully completing this module students will be able to:
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Manage self in relation to fitness to practice and
demonstrate professional behaviour to practice
standard
Yes
Yes
Yes
Taught
Practiced
Assessed
Manage time effectively and work to practice pace
in a practice context
Yes
Yes
Yes
Proactively manage and seek out learning
opportunities as developed in a learning contract
Yes
Yes
Yes
Engage in regular supervision with view to personal
and professional development
Yes
Yes
Yes
Critically evaluated own performance
Yes
Yes
Yes
Demonstrated active listening to feedback and act
on it accordingly
Yes
Yes
Yes
Demonstrate sensitivity and respect for diversity in
a practice context
Yes
Yes
Yes
Attitude
On successfully completing this module students will be able to:
Required Reading
Alsop, A. and Ryan, S. (1996). Making the Most of Fieldwork Education: A Practical
Approach. London: Chapman & Hall.
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX O
Module Guides for Case Study 1
Case Study 1 (Block 1), 2nd Year Level One Placement
Module Title:
FIELDWORK – CASE STUDY 1
Module Code:
OY204
Year Taught:
Year 2 (Semester 2)
Contact Hours:
280 Hours
Module Co-ordinator:
Ms. Carol Hills
Introduction to Module
This module provides the student with a first opportunity to produce a written case study
report on a service user with whom they are currently working during Practice Education
(Fieldwork 1). 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. 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.
Type of Case Study
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 second year student.
Module Assessment
Clinical Case Study 20 minute case study presentation.
Teaching and Learning Strategies
Experiential learning during the related Practice Education placement. Independent selfstudy.
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Practice Education Handbook 2014-2015
Learning Outcomes
Knowledge and Understanding
On successfully completing this module students will be able to:
Demonstrate their knowledge of the process
of writing a case study report maintaining
academic writing standards
Demonstrate their knowledge of the
complete OT process and their
understanding of the scope of practice in
this practice context
Demonstrate their knowledge of the
limitations of resources and the realities of
practice in this practice context
Demonstrate an understanding of the
medical conditions of a particular service
user and their impact on occupational
performance
Taught
Practiced
Assessed
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Taught
Practiced
Assessed
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Specific Skills
On successfully completing this module students will be able to:
Demonstrate the application of theory to
practice within one service user in this
practice context
Demonstrate an ability to select and
document relevant demographic data on
one service user
Document their participation in the
collaboration with the service user and other
relevant stakeholders in selecting and
administering appropriate assessments used
in this practice context
Demonstrate their participation in
collaboration with service user and if
relevant other stakeholders when identifying
and prioritising appropriate occupational
problems, drawn from the results of
assessments
Demonstrate their participation in the
collaboration with service user and if
relevant other stakeholders when setting
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Practice Education Handbook 2014-2015
SMART goals with appropriate time frames
and within available resources
Select the most appropriate and where
possible evidence based interventions with
the active participation of the service user or
other relevant stakeholders with guidance
Engage in the development of,
communication with and implementation of
a realistic and relevant intervention plan
with the active participation of service users
or other relevant stakeholders within
available resources to in this practice
context
Evidence their collaboration with the
service user and other relevant stakeholders
on appropriate critical evaluation of service
delivered including own performance
through discussion, reflection and
measurement
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Taught
Practiced
Assessed
Demonstrate developing clinical reasoning
and professional problem solving when
making practice decisions for one service
user in a practice context
Yes
Yes
Yes
Demonstrate appropriate awareness of the
application of evidence based practice that
is relevant to one service user this practice
context
Yes
Yes
Yes
Demonstrate working collaboratively with
carers, multi-disciplinary teams or
appropriate others e.g. interagency working
and other relevant stakeholders
appropriately in this practice context
Yes
Yes
Yes
Demonstrate written communication, to
individuals and groups relevant to in this
practice context
Yes
Yes
Yes
Transferable Skills
On successfully completing this module the student will be able to:
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Professional Skills
On successfully completing this module students will be able to:
Taught
Practiced
Assessed
Apply professional standards to a practice
context including codes of conduct and
ethics to this practice context
Yes
Yes
Yes
Adhere to legal, ethical, policies and best
practice in a work context, including but not
limited to maintaining confidentiality,
demonstrating cultural competence and
being non-discriminatory in this practice
context
Yes
Yes
Yes
Maintain the scope of practice and
professional boundaries within this practice
context
Yes
Yes
Yes
Demonstrate the importance of selfevaluation and reflection in practice and for
self- development whilst working with one
service user in this practice context
Yes
Yes
Yes
Taught
Practiced
Assessed
Manage time effectively in a practice
context
Yes
Yes
Yes
Demonstrate an engagement in regular
supervision and insight to when Practice
Educator guidance is required.
Yes
Yes
Yes
Demonstrate proactively managing and
seeking out learning opportunities to
maximise the quality of service to the
service user in this practice context
Yes
Yes
Yes
Critically evaluate the whole case study
process through reflection in collaboration
with service user or other relevant
stakeholders
Yes
Yes
Yes
Demonstrate sensitivity and respect for
diversity in a practice context
Yes
Yes
Yes
Attitude
On successfully completing this module students will be able to:
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
The Practice Education case study will be marked by a University lecturer. This case study
can be presented to your Practice Educator in practice placement for formative feedback.
Guidelines for Case Study 1
The presentation must be in power point and include references in Harvard Style. Two
printed copies must be made available for the examiner. Smart dress or Practice Uniform is
expected. Personal notes or cue cards are permitted.
The format for the case study is as follows:
Demographic Data (5 marks)
(Note: details which could identify an individual must be changed or omitted. You may not
use documents that identify the placement setting). This is the area where students often
breach confidentiality. If in doubt, ask for advice from your educator or from the University.
The following details may be included:
Age
Gender
Diagnosis
Prognosis
Reason for referral to Occupational Therapy
Previous relevant medical and social history
Marital and family status
Occupation / employment
Sub-headings can be useful here.
Initial Assessment (10 marks)
Results of initial interview and standardised and/or informal assessments with rationale for
choice of assessment are to be included. You may use an appendix, but do not include
copies of copyrighted material e.g. assessments, or documents that would identify the
placement setting. The appendix does not contribute to the 5,000 word report. Subheadings can be useful here.
Occupational Problems (5 marks)
A list of occupational problems must be presented. These must be supported by the results
of the initial assessment and /or knowledge of the condition.
Goals of Intervention (10 marks)
These must be based on:
a) occupational problems
b) the results of the initial assessment
c) knowledge of the condition
or any combination of the above. Evidence of client centred practice in goal setting must be
presented.
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Practice Education Handbook 2014-2015
Intervention Plan (40 marks)
Part 1: (25 marks)
The plan for intervention must be presented to include the following:
a)
b)
c)
d)
model of practice used (e.g. PEO model, Canadian Model)
frame(s) of reference (e.g. Biomechanical, Cognitive behavioural)
treatment approaches (e.g. compensatory approach, homework)
description of the clinical reasoning used to select the above
(10 marks)
(5 marks)
(5 marks)
(5 marks)
Part 2: (15 marks)
Report on two relevant research articles
Discussion of relevance of research articles to this case study
(10 marks)
(5 marks)
Description of Intervention Sessions (10 marks)
This should include a brief description of each session with details of the goal(s) being
addressed during the session, the approach(es) used and evaluation of the session as a
whole.
Evaluation of Intervention (10 marks)
Evaluation of intervention should include evidence of re-assessment where appropriate.
There should be an evaluation of whether goals were met or not met with discussion of why
this was the case where appropriate. In some cases (e.g. long term clients) it may not be
possible to evaluate outcome. Where this is the case, a plan for evaluating overall outcome
together with evaluation of the results of the intervention provided during placement will
be sufficient.
Appropriate Presentation and Referencing (10 marks)
Referencing should be in Harvard Style.
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Practice Education Handbook 2014-2015
Penalties
Type of Breach
Penalty
Student uses a pseudonym throughout, but uses the client’s
real first name on one occasion e.g. “Mrs X was seen in the
OT Department........... I obtained informed consent from
Catherine ....”.
10% deduction of marks.
Further 10% deduction for
each such incidence
Student uses a pseudonym throughout, but the first name of 10% deduction of marks.
a client’s family member is visible on one occasion
Further 10% deduction for
each such incidence
Client’s first and second name is visible in the case study.
20% deduction of marks.
First and second name of a client’s family member is visible.
More than one incidence is
awarded an automatic fail.
Client’s name and address is visible in the case study
Automatic fail (mark of 35%
is awarded)
Client’s photograph or other highly identifiable information
is visible e.g. hospital ID number.
Automatic fail (mark of 35%
is awarded)
Reference to unreferenced websites such as ‘wikipedia’ or
‘depression.com’ or sites specifically aimed at the general
public (rather than health professionals)
5 marks deducted
Reference Material
Department of Health and Children (2004). Children First National Guidelines for the
Protection and Welfare of Children. Dublin: Department of Health and Children.
Freedom of Information Act 1997 Dublin: Stationary Office.
Napier-Tibere, B. and Haroun, L. (2004). Occupational therapy fieldwork survival guide: A
student planner. Philadelphia, PA: F.A. Davis
National University of Ireland, Galway (2006) Data Protection Policy [online] available
http://www.nuigalway.ie/data_protection/documents/dataprotpolfinal.pdf [accessed 08
August 2007].
Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice
Education. Cumbria, England: M&K Publishing.
Stagnitti, K., Schoo, A. and Welch, D. (2010). Clinical and fieldwork placement in the health
professions. Melbourne, Australia: Oxford University Press.
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
FIELDWORK/
CASE STUDY 1
(OY204)
Student Name
Student Number
Practice Education Handbook 2014-2015
st
Date
1 Marker (Name)
nd
2 Marker (Name)
FINAL MODERATED MARK
Demographic data
(5 marks)
Section not
present (0 mark)
Inadequate information
presented (1 mark)
Limited information
presented (2 marks)
Important information is
present. Some detail missing
(3 marks)
Most relevant information
presented (4 marks)
All relevant information
presented. Section is very wellconstructed (5 marks)
Initial assessment
(10 marks)
Section not
present (0 mark)
Poor rationale for
assessment.
Adequate rationale for
assessment choice.
Assessments are
inappropriate,
incorrectly applied or
described and poorly
presented. Large gaps
in the assessment
process (2 marks)
Assessments are
appropriate but poorly
presented or with limited
rationale. Results are not
given or are unclear.
Some gaps in the
assessment process (4
marks)
Good rationale for assessment
choice. Assessment is correctly
implemented and adequately
presented. Appropriate clinical
reasoning evident in
assessment selection. Good
presentation of results. Good
suggestions for alternative
assessments (6 marks)
Very good rationale for
assessment choice.
Assessments correctly
implemented and well
presented. Very good clinical
reasoning evident in
assessment selection. Very
good presentation of results.
Very good suggestions for
alternative assessments (8
Marks)
Excellent rationale for
assessment choice. Assessments
correctly implemented and
comprehensively presented.
High level of clinical reasoning
evident in assessment selection.
Excellent presentation of
results. Excellent suggestions for
alternative assessments (10
marks)
Occupational
problems (5 marks)
Section not
present (0 mark)
Occupational problems
unrelated to
assessment results.
Lack of occupational
focus. No evidence of
client/carer/other
consultation.
Occupational strengths
absent or inappropriate
(1 mark)
Occupational problems
somewhat derived from
assessment. Some areas
absent or unclear. Lack of
occupational focus.
Limited or insufficient
evidence of
client/carer/other
consultation. Limited
occupational strengths (2
marks)
Occupational problems
derived from assessment and
appropriately prioritised. All
areas present. Clear,
occupational focus and
language. Adequate evidence
of client/carer/other
consultation. Adequate
occupational strengths (3
marks)
Comprehensive list of
occupational problems
derived from assessment and
appropriately prioritised. All
areas present. Clear,
occupational focus and
language. Very good evidence
of client/carer/ other
consultation. Comprehensive
and meaningful occupational
strengths (4 Marks)
Outstanding list of occupational
problems derived from
assessment and appropriately
prioritised. All areas present.
Clear, occupational focus and
language. Excellent evidence of
client/carer/other consultation.
Comprehensive, meaningful and
inclusive list of occupational
strengths (5 marks)
Goals of
Intervention (10
marks)
Section not
present (0 mark)
Goals are not SMART.
Unrelated to
assessment or client
needs/wants. No
evidence of
consultation. Goal
setting errors
Goals may be SMART but
smaller steps lack clarity
or specificity. Limited
client/carer consultation.
Limited clinical reasoning.
Some client needs
unrecognised or
misinterpreted. Goals are
“service goals” rather
than “client goals”. Goals
are not occupational (4
Goals are SMART and broken
down into steps if appropriate
to an adequate standard.
Goals are derived from
occupational problems. Some
clinical reasoning evident with
adequate rationale for goals
chosen. Some client
collaboration evident. Goals
are realistic and relevant and
relevant to the setting. Goals
Goals are SMART and broken
down into steps if
appropriate to a very good
standard. Goals are derived
from the occupational
problems. Very good clinical
reasoning present with very
good rationale for goals
chosen. Good evidence of
client collaboration. Goals are
realistic and relevant to the
Goals are SMART and broken
down into steps to an excellent
standard. Goals are derived
from the occupational
problems. Outstanding
reasoning present with excellent
rationale for goals chosen.
Superb evidence of client
collaboration. Goals are realistic
and relevant to the setting.
Goals are occupational (10
(2 marks)
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Model of Practice
(10 marks)
Section not
present (0 mark)
Practice Education Handbook 2014-2015
marks)
are occupational (6 marks)
setting. Goals are
occupational (8 Marks)
marks)
Model is inappropriate.
Model incorrectly
described. No evidence
of application to client.
No rationale for
applying this model to
this particular client (2
marks)
Model may be
appropriate but
inadequately described.
Elements of the model
may be missing in
description. Limited
rationale for use of
model. Limited
application of model to
client (4 marks)
Adequate client centred
rationale for choice of model.
Very good client-centred
rationale for choice of model.
Client described in detail
under model. High level of
understanding of model
evident. Evidence that model
is applied to client
throughout the whole case
study (8 Marks)
Excellent evidence of client
centred rationale for choice and
application of model. Model is
appropriately applied
throughout the whole case
study in a comprehensive way.
Shows deep understanding and
wide reading on the model and
evidence that the model
influenced the students thinking
(10 marks)
Model adequately described.
Client described under model.
Clear rationale for model.
Clear application of the model
in parts of the case study (6
marks)
Frame of
Reference (5
marks)
Section not
present (0 mark)
F.O.R chosen is
inappropriate. May be
incorrectly described or
not described at all (1
mark)
F.O.R is appropriate. May
be misinterpreted or not
adequately described
(2marks)
F.O.R. is appropriate and well
described and relevant to the
intervention/s (3 marks)
F.O.R. is very well described
and relevant to the
intervention. Evidences a
very good understanding and
application of theory. Links
between theories presented
(4 marks)
F.O.R. is excellently described
and relevance to the
intervention is excellently
presented. F.O.R. applied in
detail. Links between the
theories presented. Theories are
critiqued (5marks)
Treatment
Approaches (5
marks)
Section not
present (0 mark)
Treatment approaches
chosen are
inappropriate. May be
incorrectly described or
not described at all. No
structure to section all
(1 mark)
Approaches are
appropriate. May be
misinterpreted or not
adequately described.
Appropriate approaches are
well described. Applied to the
client with adequate
examples. Good rationale for
use of approach (3 marks)
Appropriate approaches are
described in detail. Applied to
the client with very good
examples. Very good
rationale given for use of
approach. Student has clear
idea of appropriate use of the
theory (4 marks)
Excellent description of
appropriate approaches.
Applied to the client with very
good examples
Clinical reasoning is
very limited or
inappropriate Errors
made in reasoning (1
mark)
Clinical reasoning is
appropriate, but lacks
detailed evidence of
process of decision
making or lacks
consideration of clients
perspectives (2marks)
Clinical reasoning is
appropriate with evidence of
inclusion of both client
perspectives and parameters
of the setting in decision
making (3 marks)
Clinical reasoning is
appropriate with evidence of
seeking/researching
information to inform
decision making. Evidence of
inclusion of both client
perspectives and parameters
of the setting (4 marks)
Clinical reasoning present above
that expected of a student at
this stage. Very high level of
critique Literature and evidence
is applied to practice. High levels
of inclusion of both client
perspectives and the
parameters of the setting (5
marks)
Clinical Reasoning
(5 marks)
Section not
present or clinical
reasoning is not
evident in any way
in the text (0
mark)
Examples of application
are vague. No rationale
for use of approach
(2marks)
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Outstanding rationale given for
use of approach. Student has
clear idea of appropriate use of
the theory. Theories are
critiqued (5marks)
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Report on two
relevant research
articles (10 marks)
Section not
present (0 mark)
Articles not appropriate
to possible
interventions (2 marks)
One articles only is
appropriate to possible
interventions .A good
summary of participants,
methods and findings (4
marks)
Articles are appropriate to
possible interventions .A good
summary of participants,
methods and findings and
generalizability of results (6
marks)
Articles are appropriate to
possible interventions. A very
good summary of
participants, methods and
findings and generalizability
of results (8 marks)
Articles are appropriate to
possible interventions. An
excellent summary of
participants, methods and
findings (10 marks)
Discussion of
relevance of
research articles (5
marks)
Section not
present (0 mark)
Poor discussion.
Limited critique of the
findings to case study
(1 mark)
Adequate discussion.
Minimal critique of the
findings to case study (2
marks)
Good discussion. Sufficient
critique of the findings to case
study (3 marks)
Very good discussion.
Detailed critique of the
findings to case study (4
marks)
Excellent discussion. Exceptional
critique of the findings to case
study (5 marks)
Description of
intervention
sessions (10 marks)
Section not
present (0 mark)
Poor link to goals,
chosen model, FOR and
treatment approaches.
Poor presentation of
session aims, content
and evaluation from
both client and OT
perspectives. Not client
centred (2 marks)
Adequate evidence of link
to goals, chosen model,
FOR and treatment
approaches. Poor
presentation of session
aims, content, and
evaluation from both
client and OT
perspectives. Not client
centred (4 marks)
Good evidence of link to goals,
chosen model, FOR and
treatment approaches. Good
presentation of session aims,
content and evaluation from
both client and OT
perspectives. Good evidence
of being client centred (6
marks)
Very good evidence of link to
goals, chosen model, FOR and
treatment approaches. Good
presentation of session aims,
content and evaluation from
both client and OT
perspectives. Good evidence
of being client centred.
Evidence of links to best or
good practice (8 marks)
Excellent evidence of link to
goals, chosen model, FOR and
treatment approaches with
good integration of theory.
Good presentation of session
aims, content and evaluation
from both client and OT
perspectives with links to best
evidence available. Excellent
evidence of being client centred.
Evidence of links to best or good
practice (10 marks)
Evaluation of
intervention (10
marks)
Section not
present (0 mark)
Client’s goals not restated. Client’s goals
not re-evaluated in any
way. No personal
reflection or alternative
plans for assessment or
interventions. Errors
made in the reevaluation process (2
marks)
Client’s goals restated in
an unclear way. Client’s
goals re-evaluated in a
limited way. No evidence
of flexibility in assessment
process. Little or no plan
for the client’s onward
treatment if appropriate.
No personal reflection or
self-critique (4 marks)
Client’s goals clearly re-stated.
Client’s goals clearly reevaluated. Standardised
assessments appropriately reapplied. Some ideas for
alternative
assessments/interventions.
Details given about the client’s
onward treatment plan.
Adequate self-critique (6
marks)
Client’s goals clearly restated. Standardised
assessments appropriately
re-applied. Good reflection.
Appropriate ideas for
alternative
assessments/interventions.
Some reflection and/or
debate on wider service
issues. Good detail given
about client’s onward
treatment plan. Good selfcritique (8 marks)
Client’s goals clearly re-stated.
Standardised assessments
appropriately re-applied.
Excellent reflection. Insightful
and literature supported ideas
for alternative
assessments/interventions.
Some reflection and/or debate
on wider service issues. Good
detail given about client’s
onward treatment plan.
Excellent self-critique (10
marks)
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Presentation,
structure and style
of writing and
appropriate
referencing (10
marks)
Poor presentation.
Inadequate
structure and
sequence of
content. No
references (0
mark)
Poor presentation.
Inadequate structure
and sequence of
content. Poor
references (2 marks)
Practice Education Handbook 2014-2015
Adequate, concise
structure and sequence of
content. Relevant
references with
grammar, referencing and
spelling errors (4 marks)
Good presentation. Good
structure, concise and logical
sequence of content. Relevant
references with more than
three errors in referencing
grammar or spelling (6 marks)
FIRST MARKER TOTAL MARK
SECOND MARKER TOTAL MARK
MODERATED MARK
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Very good presentation Very
good structure, concise and
logical sequence of content.
Very good relevant
references.
Little or no errors in
referencing, grammar or
spelling (8 marks)
Excellent presentation
Outstanding structure, concise
and logical sequence of content.
Excellent relevant references.
No errors in referencing,
grammar or spelling (10 marks)
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX P
Module Guides for Case Study 2
Case Study 2 (Block 2), 2nd Year Level One Placement
Module Title:
FIELDWORK – CASE STUDY 1
Module Code:
OY205
Year Taught:
Year 2 (Semester 2)
Contact Hours:
280 Hours
Module Co-ordinator:
Ms. Carol Hills
Introduction to Module
This module provides the student with a second opportunity to produce a written case
study report on a different service user with whom they are currently working during
Practice Education (Fieldwork 2). 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. The student is expected to apply their learning from their
previous modules, in particular the Case Study and Evidence Based Practice modules, to
deliver an advanced 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.
Type of Case Study
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 beginning/consolidating level student.
Module Assessment
Clinical Case Study Written Assignment (5,000 words).
Teaching and Learning Strategies
Experiential learning during the related Practice Education placement. Independent selfstudy.
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Learning Outcomes
Knowledge and Understanding
On successfully completing this module students will be able to:
Taught
Practiced
Assessed
Demonstrate their knowledge of the process
of writing a case study report maintaining
academic writing standards
Yes
Yes
Yes
Demonstrate their knowledge of the
complete OT process and their
understanding of the scope of practice in
this practice context
Yes
Yes
Yes
Demonstrate their knowledge of the
limitations of resources and the realities of
practice in this practice context
Yes
Yes
Yes
Demonstrate an understanding of the
medical conditions of a particular service
user and their impact on occupational
performance
Yes
Yes
Yes
Taught
Practiced
Assessed
Demonstrate the application of theory to
practice within one service user in this
practice context
Yes
Yes
Yes
Demonstrate an ability to select and
document relevant demographic data on
one service user
Yes
Yes
Yes
Document their participation in the
collaboration with the service user and other
relevant stakeholders in selecting and
administering appropriate assessments used
in this practice context
Yes
Yes
Yes
Demonstrate their participation in
collaboration with service user and if
relevant other stakeholders when identifying
and prioritising appropriate occupational
problems, drawn from the results of
assessments
Yes
Yes
Yes
Specific Skills
On successfully completing this module students will be able to:
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Practice Education Handbook 2014-2015
Demonstrate their participation in the
collaboration with service user and if
relevant other stakeholders when setting
SMART goals with appropriate time frames
and within available resources
Yes
Yes
Yes
Select the most appropriate and where
possible evidence based interventions with
the active participation of the service user or
other relevant stakeholders with guidance
Yes
Yes
Yes
Engage in the development of,
communication with and implementation of
a realistic and relevant intervention plan
with the active participation of service users
or other relevant stakeholders within
available resources to in this practice
context
Yes
Yes
Yes
Evidence their collaboration with the service
user and other relevant stakeholders on
appropriate critical evaluation of service
delivered including own performance
through discussion, reflection and
measurement
Yes
Yes
Yes
Taught
Practiced
Assessed
Demonstrate developing clinical reasoning
and professional problem solving when
making practice decisions for one service
user in a practice context
Yes
Yes
Yes
Demonstrate appropriate awareness of the
application of evidence based practice that
is relevant to one service user this practice
context
Yes
Yes
Yes
Demonstrate working collaboratively with
carers, multi-disciplinary teams or
appropriate others e.g. interagency working
and other relevant stakeholders
appropriately in this practice context
Yes
Yes
Yes
Demonstrate written communication, to
individuals and groups relevant to in this
practice context
Yes
Yes
Yes
Transferable Skills
On successfully completing this module the student will be able to:
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Professional Skills
On successfully completing this module students will be able to:
Taught
Practiced
Assessed
Apply professional standards to a practice
context including codes of conduct and
ethics to this practice context
Yes
Yes
Yes
Adhere to legal, ethical, policies and best
practice in a work context, including but not
limited to maintaining confidentiality,
demonstrating cultural competence and
being non-discriminatory in this practice
context
Yes
Yes
Yes
Maintain the scope of practice and
professional boundaries within this practice
context
Yes
Yes
Yes
Demonstrate the importance of selfevaluation and reflection in practice and for
self- development whilst working with one
service user in this practice context
Yes
Yes
Yes
Taught
Practiced
Assessed
Manage time effectively in a practice
context
Yes
Yes
Yes
Demonstrate an engagement in regular
supervision and insight to when Practice
Educator guidance is required.
Yes
Yes
Yes
Demonstrate proactively managing and
seeking out learning opportunities to
maximise the quality of service to the
service user in this practice context
Yes
Yes
Yes
Critically evaluate the whole case study
process through reflection in collaboration
with service user or other relevant
stakeholders
Yes
Yes
Yes
Demonstrate sensitivity and respect for
diversity in a practice context
Yes
Yes
Yes
Attitude
On successfully completing this module students will be able to:
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Guidelines for Case Study 2
You must submit a 5,000 word case study from your Practice Education placement.
The format for the case study is as follows:
Demographic Data (5 marks)
(Note: details which could identify an individual must be changed or omitted. You may not
use documents that identify the placement setting)
This is the area where students often breach confidentiality. If in doubt, ask for advice from
your educator or from the University.
The following details may be included:
Age
Gender
Diagnosis
Prognosis
Reason for referral to Occupational Therapy
Previous relevant medical and social history
Marital and family status
Occupation / employment
Sub-headings can be useful here.
Initial Assessment (10 marks)
Results of initial interview and standardised and/or informal assessments with rationale for
choice of assessment are to be included. You may use an appendix, but do not include
copies of copyrighted material e.g. assessments, or documents that would identify the
placement setting. The appendix does not contribute to the 5,000 word report.
Sub-headings can be useful here.
Occupational Problems (5 marks)
A list of occupational problems must be presented. These must be supported by the results
of the initial assessment and /or knowledge of the condition.
Goals of Intervention (10 marks)
These must be based on:
a) occupational problems
b) the results of the initial assessment
c) knowledge of the condition
or any combination of the above. Evidence of client centred practice in goal setting must be
presented.
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Intervention Plan (40 marks)
Part 1: (25 marks)
The plan for intervention must be presented to include the following:
a)
b)
c)
d)
model of practice used (e.g. PEO model, Canadian Model)
frame(s) of reference (e.g. Biomechanical, Cognitive behavioural)
treatment approaches (e.g. compensatory approach, homework)
description of the clinical reasoning used to select the above
(10 marks)
(5 marks)
(5 marks)
(5 marks)
Part 2: (15 marks)
Report on two relevant research articles
Discussion of relevance of research articles to this case study
(10 marks)
(5 marks)
Description of Intervention Sessions
(10 marks)
This should include a brief description of each session with details of the goal(s) being
addressed during the session, the approach(es) used and evaluation of the session as a
whole.
Evaluation of Intervention
(10 marks)
Evaluation of intervention should include evidence of re-assessment where appropriate.
There should be an evaluation of whether goals were met or not met with discussion of why
this was the case where appropriate. In some cases (e.g. long term clients) it may not be
possible to evaluate outcome. Where this is the case, a plan for evaluating overall outcome
together with evaluation of the results of the intervention provided during placement will
be sufficient.
Appropriate Presentation and Referencing
Referencing should be in Harvard Style.
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(5 marks)
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Penalties
Type of Breach
Penalty
Student uses a pseudonym throughout, but uses the client’s
real first name on one occasion e.g. “Mrs X was seen in the
OT Department........... I obtained informed consent from
Catherine ....”
10% deduction of marks.
Student uses a pseudonym throughout, but the first name
of a client’s family member is visible on one occasion.
10% deduction of marks.
Client’s first and second name is visible in the case study.
20% deduction of marks.
First and second name of a client’s family member is visible.
More than one incidence is
awarded an automatic fail.
Client’s name and address is visible in the case study.
Automatic fail (mark of 35%
is awarded)
Client’s photograph or other highly identifiable information
is visible e.g. hospital ID number.
Automatic fail (mark of 35%
is awarded)
Reference to unreferenced websites such as ‘wikipedia’ or
‘depression.com’ or sites specifically aimed at the general
public (rather than health professionals).
5 marks deducted
Further 10% deduction for
each such incidence
Further 10% deduction for
each such incidence
Reference Material
Department of Health and Children (2004) Children First National Guidelines for the
Protection and Welfare of Children. Dublin: Department of Health and Children.
Freedom of Information Act 1997 Dublin: Stationary Office.
Napier-Tibere, B. and Haroun, L. (2004). Occupational therapy fieldwork survival guide: A
student planner. Philadelphia, PA: F.A. Davis.
National University of Ireland, Galway (2006) Data Protection Policy [online] available
http://www.nuigalway.ie/data_protection/documents/dataprotpolfinal.pdf [accessed 08
August 2007].
Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice
Education. Cumbria, England: M&K Publishing.
Stagnitti, K., Schoo, A. and Welch, D. (2010). Clinical and fieldwork placement in the health
professions. Melbourne, Australia: Oxford University Press.
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FIELDWORK/CASE
STUDY 2 (OY205)
Student Name
Student Number
Demographic Data (5
marks)
Section not present
(0 mark)
Inadequate information
presented (1 mark)
Limited information
presented (2 marks)
Important information is present.
Some detail missing (3 marks)
Most relevant information
presented (4 marks)
All relevant information presented.
Section is very well-constructed (5
marks)
Initial Assessment
(10 marks)
Section not present
(0 mark)
Poor rationale for
assessment.
Adequate rationale for
assessment choice.
Assessments are
inappropriate, incorrectly
applied or described and
poorly presented. Large
gaps in the assessment
process (2 marks)
Assessments are appropriate
but poorly presented or with
limited rationale. Results are
not given or are unclear.
Some gaps in the assessment
process (4 marks)
Good rationale for assessment
choice. Assessment is correctly
implemented and adequately
presented. Appropriate clinical
reasoning evident in assessment
selection. Good presentation of
results. Good suggestions for
alternative assessments (6 marks)
Very good rationale for
assessment choice. Assessments
correctly implemented and well
presented. Very good clinical
reasoning evident in assessment
selection. Very good
presentation of results. Very
good suggestions for alternative
assessments (8 Marks)
Excellent rationale for assessment
choice. Assessments correctly
implemented and comprehensively
presented. High level of clinical
reasoning evident in assessment
selection. Excellent presentation of
results. Excellent suggestions for
alternative assessments (10 marks)
st
Date
1 Marker (Name)
nd
2 Marker (Name)
FINAL MODERATED MARK
Occupational
Problems (5 marks)
Section not present
(0 mark)
Occupational problems
unrelated to assessment
results. Lack of
occupational focus. No
evidence of
client/carer/other
consultation.
Occupational strengths
absent or inappropriate (1
mark)
Occupational problems
somewhat derived from
assessment. Some areas
absent or unclear. Lack of
occupational focus. Limited
or insufficient evidence of
client/carer/other
consultation. Limited
occupational strengths (2
marks)
Occupational problems derived
from assessment and
appropriately prioritised. All areas
present. Clear, occupational focus
and language. Adequate evidence
of client/carer/other consultation.
Adequate occupational strengths
(3 marks)
Comprehensive list of
occupational problems derived
from assessment and
appropriately prioritised. All
areas present. Clear,
occupational focus and language.
Very good evidence of
client/carer/ other consultation.
Comprehensive and meaningful
occupational strengths (4 Marks)
Outstanding list of occupational
problems derived from assessment
and appropriately prioritised. All
areas present. Clear, occupational
focus and language. Excellent
evidence of client/carer/other
consultation. Comprehensive,
meaningful and inclusive list of
occupational strengths (5 marks)
Goals of Intervention
(10 marks)
Section not present
(0 mark)
Goals are not SMART.
Unrelated to assessment
or client needs/wants. No
evidence of consultation.
Goal setting errors (2
marks)
Goals may be SMART but
smaller steps lack clarity or
specificity. Limited
client/carer consultation.
Limited clinical reasoning.
Some client needs
unrecognised or
misinterpreted. Goals are
“service goals” rather than
“client goals”. Goals are not
occupational (4 marks)
Goals are SMART and broken
down into steps if appropriate to
an adequate standard. Goals are
derived from occupational
problems. Some clinical reasoning
evident with adequate rationale
for goals chosen. Some client
collaboration evident. Goals are
realistic and relevant and relevant
to the setting. Goals are
occupational (6 marks)
Goals are SMART and broken
down into steps if appropriate to
a very good standard. Goals are
derived from the occupational
problems. Very good clinical
reasoning present with very
good rationale for goals chosen.
Good evidence of client
collaboration. Goals are realistic
and relevant to the setting. Goals
are occupational (8 Marks)
Goals are SMART and broken down
into steps to an excellent standard.
Goals are derived from the
occupational problems.
Outstanding reasoning present with
excellent rationale for goals chosen.
Superb evidence of client
collaboration. Goals are realistic
and relevant to the setting. Goals
are occupational (10 marks)
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Model of Practice (10
marks)
Section not present
(0 mark)
Practice Education Handbook 2014-2015
Model is inappropriate.
Model incorrectly
described. No evidence of
application to client. No
rationale for applying this
model to this particular
client (2 marks)
Model may be appropriate
but inadequately described.
Elements of the model may
be missing in description.
Limited rationale for use of
model. Limited application of
model to client (4 marks)
Adequate client centred rationale
for choice of model.
Model adequately described.
Client described under model.
Clear rationale for model. Clear
application of the model in parts
of the case study (6 marks)
Very good client-centred
rationale for choice of model.
Client described in detail under
model. High level of
understanding of model evident.
Evidence that model is applied to
client throughout the whole case
study (8 Marks)
Excellent evidence of client centred
rationale for choice and application
of model. Model is appropriately
applied throughout the whole case
study in a comprehensive way.
Shows deep understanding and
wide reading on the model and
evidence that the model influenced
the students thinking (10 marks)
Frame of Reference
(5 marks)
Section not present
(0 mark)
F.O.R chosen is
inappropriate. May be
incorrectly described or
not described at all (1
mark)
F.O.R is appropriate. May be
misinterpreted or not
adequately described
(2marks)
F.O.R. is appropriate and well
described and relevant to the
intervention/s (3 marks)
F.O.R. is very well described and
relevant to the intervention.
Evidences a very good
understanding and application of
theory. Links between theories
presented (4 marks)
F.O.R. is excellently described and
relevance to the intervention is
excellently presented. F.O.R.
applied in detail. Links between the
theories presented. Theories are
critiqued (5marks)
Treatment
Approaches (5
marks)
Section not present
(0 mark)
Treatment approaches
chosen are inappropriate.
May be incorrectly
described or not described
at all. No structure to
section all (1 mark)
Approaches are appropriate.
May be misinterpreted or
not adequately described.
Appropriate approaches are well
described. Applied to the client
with adequate examples. Good
rationale for use of approach (3
marks)
Appropriate approaches are
described in detail. Applied to
the client with very good
examples. Very good rationale
given for use of approach.
Student has clear idea of
appropriate use of the theory (4
marks)
Excellent description of appropriate
approaches. Applied to the client
with very good examples
Examples of application are
vague. No rationale for use
of approach (2marks)
Outstanding rationale given for use
of approach. Student has clear idea
of appropriate use of the theory.
Theories are critiqued (5marks)
Clinical Reasoning (5
marks)
Section not present
or clinical reasoning
is not evident in any
way in the text (0
mark)
Clinical reasoning is very
limited or inappropriate
Errors made in reasoning
(1 mark)
Clinical reasoning is
appropriate, but lacks
detailed evidence of process
of decision making or lacks
consideration of clients
perspectives (2marks)
Clinical reasoning is appropriate
with evidence of inclusion of both
client perspectives and
parameters of the setting in
decision making (3 marks)
Clinical reasoning is appropriate
with evidence of
seeking/researching information
to inform decision making.
Evidence of inclusion of both
client perspectives and
parameters of the setting (4
marks)
Clinical reasoning present above
that expected of a student at this
stage. Very high level of critique
Literature and evidence is applied
to practice. High levels of inclusion
of both client perspectives and the
parameters of the setting (5marks)
Report on Two
Relevant Research
Articles (10 marks)
Section not present
(0 mark)
Articles not appropriate to
possible interventions (2
marks)
One articles only is
appropriate to possible
interventions .A good
summary of participants,
methods and findings (4
marks)
Articles are appropriate to
possible interventions .A good
summary of participants, methods
and findings and generalizability
of results (6 marks)
Articles are appropriate to
possible interventions. A very
good summary of participants,
methods and findings and
generalizability of results (8
marks)
Articles are appropriate to possible
interventions. An excellent
summary of participants, methods
and findings (10 marks)
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Discussion of
Relevance of
Research Articles (5
marks)
Section not present
(0 mark)
Poor discussion. Limited
critique of the findings to
case study (1 mark)
Adequate discussion.
Minimal critique of the
findings to case study (2
marks)
Good discussion. Sufficient
critique of the findings to case
study (3 marks)
Very good discussion. Detailed
critique of the findings to case
study (4 marks)
Excellent discussion. Exceptional
critique of the findings to case
study (5 marks)
Description of
Intervention Sessions
(10 marks)
Section not present
(0 mark)
Poor link to goals, chosen
model, FOR and treatment
approaches. Poor
presentation of session
aims, content and
evaluation from both
client and OT
perspectives. Not client
centred (2 marks)
Adequate evidence of link to
goals, chosen model, FOR
and treatment approaches.
Poor presentation of session
aims, content, and
evaluation from both client
and OT perspectives. Not
client centred (4 marks)
Good evidence of link to goals,
chosen model, FOR and treatment
approaches. Good presentation of
session aims, content and
evaluation from both client and
OT perspectives. Good evidence of
being client centred (6 marks)
Very good evidence of link to
goals, chosen model, FOR and
treatment approaches. Good
presentation of session aims,
content and evaluation from
both client and OT perspectives.
Good evidence of being client
centred. Evidence of links to best
or good practice (8 marks)
Excellent evidence of link to goals,
chosen model, FOR and treatment
approaches with good integration
of theory. Good presentation of
session aims, content and
evaluation from both client and OT
perspectives with links to best
evidence available. Excellent
evidence of being client centred.
Evidence of links to best or good
practice (10 marks)
Evaluation of
Intervention (10
marks)
Section not present
(0 mark)
Client’s goals not restated. Client’s goals not
re-evaluated in any way.
No personal reflection or
alternative plans for
assessment or
interventions. Errors made
in the re-evaluation
process (2 marks)
Client’s goals restated in an
unclear way. Client’s goals
re-evaluated in a limited
way. No evidence of
flexibility in assessment
process. Little or no plan for
the client’s onward
treatment if appropriate. No
personal reflection or selfcritique (4 marks)
Client’s goals clearly re-stated.
Client’s goals clearly re-evaluated.
Standardised assessments
appropriately re-applied. Some
ideas for alternative
assessments/interventions.
Details given about the client’s
onward treatment plan. Adequate
self-critique (6 marks)
Client’s goals clearly re-stated.
Standardised assessments
appropriately re-applied. Good
reflection. Appropriate ideas for
alternative
assessments/interventions.
Some reflection and/or debate
on wider service issues. Good
detail given about client’s
onward treatment plan. Good
self-critique (8 marks)
Client’s goals clearly re-stated.
Standardised assessments
appropriately re-applied. Excellent
reflection. Insightful and literature
supported ideas for alternative
assessments/interventions. Some
reflection and/or debate on wider
service issues. Good detail given
about client’s onward treatment
plan. Excellent self-critique (10
marks)
Presentation,
Structure and Style
of Writing and
Appropriate
Referencing (10
marks)
Inadequate structure
and sequence of
content. No
references (0 mark)
Inadequate structure and
sequence of content. Poor
references (2 marks)
Adequate, concise structure
and sequence of content.
Relevant references with
grammar, referencing and
spelling errors (4 marks)
Good structure, concise and
logical sequence of content.
Relevant references with more
than three errors in referencing
grammar or spelling (6 marks)
Very good structure, concise and
logical sequence of content. Very
good relevant references.
Outstanding structure, concise and
logical sequence of content.
Excellent relevant references. No
errors in referencing, grammar or
spelling (10 marks)
FIRST MARKER TOTAL MARK
SECOND MARKER TOTAL MARK
MODERATED MARK
Page | 127
Little or no errors in referencing,
grammar or spelling (8 marks)
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX Q
Module Guides for Case Study 3
Case Study 3 (Block 1), 4th Year Level Two Placement
Module Title:
FIELDWORK – CASE STUDY 1
Module Code:
OY401
Year Taught:
Year 4 (Semester 1)
Contact Hours:
280 Hours
Module Co-ordinator:
Ms. Carol Hills
Introduction to Module
This module provides the student with a third opportunity to produce a written case study
report on a different service user with whom they are currently working during Practice
Education (Fieldwork 1). 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. The student is expected to apply their learning from their previous
modules, in particular the Case Study and Evidence Based Practice modules, to deliver an
advanced 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.
Level of Case Study
The service user selected should be typical of this practice context but 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.
Module Assessment
Advanced Clinical Case Study written (5,000 words)
Teaching and Learning Strategies
Experiential learning during the related Practice Education placement. Independent selfstudy.
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Learning Outcomes
Knowledge and Understanding
On successfully completing this module students will be able to:
Taught
Practiced
Assessed
Demonstrate their knowledge of the process
of writing a case study report maintaining
academic writing standards
Yes
Yes
Yes
Demonstrate their knowledge of the
complete OT process and their
understanding of the scope of practice in
this practice context
Yes
Yes
Yes
Demonstrate their knowledge of the
limitations of resources and the realities of
practice in this practice context
Yes
Yes
Yes
Demonstrate an understanding of the
medical conditions of a particular service
user and their impact on occupational
performance
Yes
Yes
Yes
Demonstrate an understanding of quality
improvement strategies in a practice context
Yes
Yes
Yes
Taught
Practiced
Assessed
Demonstrate the application of theory to
practice within one service user in a practice
context to practice standard
Yes
Yes
Yes
Demonstrate an ability to select and
document relevant demographic data to
practice standard.
Yes
Yes
Yes
Document collaboration with the service
user and other relevant stakeholders to
practice standard when selecting and
administering relevant assessments to
practice standard
Yes
Yes
Yes
Demonstrate collaboration with service user
and if relevant other stakeholders when
identifying appropriate occupational
problems, drawn from the results of
Yes
Yes
Yes
Specific Skills
On successfully completing this module students will be able to:
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assessments to practice standard
Demonstrate collaboration with service user
and if relevant other stakeholders when
setting goals with appropriate time frames
and within available resources to practice
standard
Yes
Yes
Yes
Independently develop, communicate and
implemented a realistic and relevant
intervention plan with the active
participation of service users or other
relevant stakeholders within available
resources to practice standard in a practice
context
Yes
Yes
Yes
Select the most appropriate and where
possible evidence based interventions with
the active participation of the service user or
other relevant stakeholders to practice
standard
Yes
Yes
Yes
Lead on the collaboration with the service
user and other relevant stakeholders on
appropriate critical evaluation of service
delivered including own performance
through discussion, reflection and
measurement
Yes
Yes
Yes
Taught
Practiced
Assessed
Demonstrate clinical reasoning and
professional problem solving when making
practice decisions for one client in a practice
context to practice standard
Yes
Yes
Yes
Demonstrate appropriate investigation and
application of evidence based practice that
is relevant to this practice context
Yes
Yes
Yes
Demonstrate working collaboratively with
carers, multi-disciplinary teams or
appropriate others e.g. interagency working
and other relevant stakeholders
appropriately and to practice standard
Yes
Yes
Yes
Transferable Skills
On successfully completing this module the student will be able to:
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Demonstrate written communication, to
individuals and groups to practice standard
Yes
Yes
Yes
Taught
Practiced
Assessed
Apply professional standards to a practice
context including codes of conduct and
ethics to this practice context
Yes
Yes
Yes
Adhere to legal, ethical, policies and best
practice in a work context, including but not
limited to maintaining confidentiality,
demonstrating cultural competence and
being non-discriminatory in this practice
context
Yes
Yes
Yes
Maintain the scope of practice and
professional boundaries within this practice
context
Yes
Yes
Yes
Demonstrate the importance of selfevaluation and reflection in practice and for
self- development whilst working with one
service user in this practice context
Yes
Yes
Yes
Taught
Practiced
Assessed
Manage time effectively in a practice
context
Yes
Yes
Yes
Demonstrate an engagement in regular
supervision and insight to when Practice
Educator guidance is required on more
complex elements of their case study
Yes
Yes
Yes
Demonstrate proactively managing and
seeking out learning opportunities to
maximise the quality of service to the
service user in this practice context
Yes
Yes
Yes
Professional Skills
On successfully completing this module students will be able to:
Attitude
On successfully completing this module students will be able to:
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Critically evaluate the whole case study
process through reflection in collaboration
with service user or other relevant
stakeholders
Yes
Yes
Yes
Demonstrate sensitivity and respect for
diversity in a practice context
Yes
Yes
Yes
The Practice Education case study will be marked by a University lecturer.
This case study can be presented to your Practice Educator in practice placement for
formative feedback.
Guidelines for Case Study 1
The presentation must be in power point and include references in Harvard Style. Two
printed copies must be made available for the examiner. Smart dress or Practice Uniform is
expected. Personal notes or cue cards are permitted.
The format for the case study is as follows:
Demographic Data (5 marks)
(Note: details which could identify an individual must be changed or omitted. You may not
use documents that identify the placement setting).
This is the area where students often breach confidentiality. If in doubt, ask for advice from
your educator or from the University.
The following details may be included:
Age
Gender
Diagnosis
Prognosis
Reason for referral to Occupational Therapy
Previous relevant medical and social history
Marital and family status
Occupation / employment
Sub-headings can be useful here.
Initial Assessment (10 marks)
Results of initial interview and standardised and/or informal assessments with rationale for
choice of assessment are to be included. You may use an appendix, but do not include
copies of copyrighted material e.g. assessments, or documents that would identify the
placement setting. The appendix does not contribute to the 5,000 word report.
Sub-headings can be useful here.
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Occupational Problems (5 marks)
A list of occupational problems must be presented. These must be supported by the results
of the initial assessment and /or knowledge of the condition.
Goals of Intervention (10 marks)
These must be based on:
a) occupational problems
b) the results of the initial assessment
c) knowledge of the condition
or any combination of the above. Evidence of client centred practice in goal setting must be
presented.
Intervention Plan (45 marks)
Part 1: (25 marks)
The plan for intervention must be presented to include the following:
a)
b)
c)
d)
model of practice used (e.g. PEO model, Canadian Model)
frame(s) of reference (e.g. Biomechanical, Cognitive behavioural)
treatment approaches (e.g. compensatory approach, homework)
description of the clinical reasoning used to select the above
(10 marks)
(5 marks)
(5 marks)
(5 marks)
Part 2: (20 marks)
Evidence for efficacy of intervention must be presented. This must include evidence of a
literature search with details of databases searched (e.g. CINHAL, Medline, PsychInfo etc.).
Include the search terms used. A critical appraisal of the literature identified should be
presented and the evidence related to the selected interventions to support choices.
NOTE: The literature review should be current and include recent journal articles.
Information from textbooks may not be current and should not be relied upon.
Marks will be divided as follows:
Description of search strategy including inclusion and Exclusion criteria
Critical appraisal of literature
Application of evidence to practice including clinical reasoning approach
(5 marks)
(10 marks)
(5 marks)
Description of Intervention Sessions (10 marks)
This should include a brief description of each session with details of the goal(s) being
addressed during the session, the approach(es) used and evaluation of the session as a
whole.
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Evaluation of Intervention (10 marks)
Evaluation of intervention should include evidence of re-assessment where appropriate.
There should be an evaluation of whether goals were met or not met with discussion of why
this was the case where appropriate. In some cases (e.g. long term clients) it may not be
possible to evaluate outcome. Where this is the case, a plan for evaluating overall outcome
together with evaluation of the results of the intervention provided during placement will
be sufficient.
Note: Reference to unreferenced websites such as ‘wikipedia’ or ‘depression.com’ will be
penalised by deduction of 5 marks.
Presentation and Referencing (5marks)
Harvard referencing style should be used.
Penalties
Type of Breach
Penalty
Student uses a pseudonym throughout, but uses the client’s
real first name on one occasion e.g. “Mrs X was seen in the
OT Department........... I obtained informed consent from
Catherine ....”.
10% deduction of marks.
Student uses a pseudonym throughout, but the first name
of a client’s family member is visible on one occasion
10% deduction of marks.
Client’s first and second name is visible in the case study.
20% deduction of marks.
First and second name of a client’s family member is visible.
More than one incidence is
awarded an automatic fail.
Client’s name and address is visible in the case study
Automatic fail (mark of 35%
is awarded)
Client’s photograph or other highly identifiable information
is visible e.g. hospital ID number.
Automatic fail (mark of 35%
is awarded)
Reference to unreferenced websites such as ‘wikipedia’ or
‘depression.com’ or sites specifically aimed at the general
public (rather than health professionals).
5 marks deducted
Further 10% deduction for
each such incidence
Further 10% deduction for
each such incidence
Reference Material
Department of Health and Children (2004) Children First National Guidelines for the
Protection and Welfare of Children. Dublin: Department of Health and Children.
Freedom of Information Act 1997 Dublin: Stationary Office.
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Practice Education Handbook 2014-2015
Napier-Tibere, B. and Haroun, L. (2004). Occupational therapy fieldwork survival guide: A
student planner. Philadelphia, PA: F.A. Davis.
National University of Ireland, Galway (2006) Data Protection Policy [online] available
http://www.nuigalway.ie/data_protection/documents/dataprotpolfinal.pdf [accessed 08
August 2007].
Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice
Education. Cumbria, England: M & K Publishing.
Stagnitti, K., Schoo, A. and Welch, D. (2010). Clinical and fieldwork placement in the health
professions. Melbourne, Australia: Oxford University Press.
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
FIELDWORK/
CASE STUDY 1
(OY401)
Demographic Data
(5 marks)
Initial Assessment
(10 marks)
Student Name
Student Number
Practice Education Handbook 2014-2015
st
Date
1 Marker (Name)
nd
2 Marker (Name)
FINAL MODERATED MARK
Section not
present (0 mark)
Inadequate information
presented (1 mark)
Limited information
presented (2 marks)
Important information is
present. Some detail missing
(3 marks)
Most relevant information
presented (4 marks)
All relevant information
presented. Section is very wellconstructed (5 marks)
Section not
present (0 mark)
Poor rationale for
assessment.
Adequate rationale for
assessment choice.
Assessments are
inappropriate,
incorrectly applied or
described and poorly
presented. Large gaps
in the assessment
process (2 marks)
Assessments are
appropriate but poorly
presented or with limited
rationale. Results are not
given or are unclear.
Some gaps in the
assessment process (4
marks)
Good rationale for assessment
choice. Assessment is correctly
implemented and adequately
presented. Appropriate clinical
reasoning evident in
assessment selection. Good
presentation of results. Good
suggestions for alternative
assessments (6 marks)
Very good rationale for
assessment choice.
Assessments correctly
implemented and well
presented. Very good clinical
reasoning evident in
assessment selection. Very
good presentation of results.
Very good suggestions for
alternative assessments (8
Marks)
Excellent rationale for
assessment choice. Assessments
correctly implemented and
comprehensively presented.
High level of clinical reasoning
evident in assessment selection.
Excellent presentation of
results. Excellent suggestions for
alternative assessments (10
marks)
Occupational
Problems (5
marks)
Section not
present (0 mark)
Occupational problems
unrelated to
assessment results.
Lack of occupational
focus. No evidence of
client/carer/other
consultation.
Occupational strengths
absent or inappropriate
(1 mark)
Occupational problems
somewhat derived from
assessment. Some areas
absent or unclear. Lack of
occupational focus.
Limited or insufficient
evidence of
client/carer/other
consultation. Limited
occupational strengths (2
marks)
Occupational problems
derived from assessment and
appropriately prioritised. All
areas present. Clear,
occupational focus and
language. Adequate evidence
of client/carer/other
consultation. Adequate
occupational strengths (3
marks)
Comprehensive list of
occupational problems
derived from assessment and
appropriately prioritised. All
areas present. Clear,
occupational focus and
language. Very good evidence
of client/carer/ other
consultation. Comprehensive
and meaningful occupational
strengths (4 Marks)
Outstanding list of occupational
problems derived from
assessment and appropriately
prioritised. All areas present.
Clear, occupational focus and
language. Excellent evidence of
client/carer/other consultation.
Comprehensive, meaningful and
inclusive list of occupational
strengths (5 marks)
Goals of
Intervention (10
marks)
Section not
present (0 mark)
Goals are not SMART.
Unrelated to
assessment or client
needs/wants. No
evidence of
consultation. Goal
setting errors (2 marks)
Goals may be SMART but
smaller steps lack clarity
or specificity. Limited
client/carer consultation.
Limited clinical reasoning.
Some client needs
unrecognised or
misinterpreted. Goals are
“service goals” rather
than “client goals”. Goals
are not occupational (4
Goals are SMART and broken
down into steps if appropriate
to an adequate standard.
Goals are derived from
occupational problems. Some
clinical reasoning evident with
adequate rationale for goals
chosen. Some client
collaboration evident. Goals
are realistic and relevant and
relevant to the setting. Goals
Goals are SMART and broken
down into steps if
appropriate to a very good
standard. Goals are derived
from the occupational
problems. Very good clinical
reasoning present with very
good rationale for goals
chosen. Good evidence of
client collaboration. Goals are
realistic and relevant to the
setting. Goals are
Goals are SMART and broken
down into steps to an excellent
standard. Goals are derived
from the occupational
problems. Outstanding
reasoning present with excellent
rationale for goals chosen.
Superb evidence of client
collaboration. Goals are realistic
and relevant to the setting.
Goals are occupational (10
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Model of Practice
(10 marks)
Section not
present (0 mark)
Practice Education Handbook 2014-2015
marks)
are occupational (6 marks)
occupational (8 Marks)
marks)
Model is inappropriate.
Model incorrectly
described. No evidence
of application to client.
No rationale for
applying this model to
this particular client (2
marks)
Model may be
appropriate but
inadequately described.
Elements of the model
may be missing in
description. Limited
rationale for use of
model. Limited
application of model to
client (4 marks)
Adequate client centred
rationale for choice of model.
Very good client-centred
rationale for choice of model.
Client described in detail
under model. High level of
understanding of model
evident. Evidence that model
is applied to client
throughout the whole case
study (8 Marks)
Excellent evidence of client
centred rationale for choice and
application of model. Model is
appropriately applied
throughout the whole case
study in a comprehensive way.
Shows deep understanding and
wide reading on the model and
evidence that the model
influenced the students thinking
(10 marks)
Model adequately described.
Client described under model.
Clear rationale for model.
Clear application of the model
in parts of the case study (6
marks)
Frame of
Reference (5
marks)
Section not
present (0 mark)
F.O.R chosen is
inappropriate. May be
incorrectly described or
not described at all (1
mark)
F.O.R is appropriate. May
be misinterpreted or not
adequately described (2
marks)
F.O.R. is appropriate and well
described and relevant to the
intervention/s (3 marks)
F.O.R. is very well described
and relevant to the
intervention. Evidences a
very good understanding and
application of theory. Links
between theories presented
(4 marks)
F.O.R. is excellently described
and relevance to the
intervention is excellently
presented. F.O.R. applied in
detail. Links between the
theories presented. Theories are
critiqued (5marks)
Treatment
Approaches (5
marks)
Section not
present (0 mark)
Treatment approaches
chosen are
inappropriate. May be
incorrectly described or
not described at all. No
structure to section all
(1 mark)
Approaches are
appropriate. May be
misinterpreted or not
adequately described.
Appropriate approaches are
well described. Applied to the
client with adequate
examples. Good rationale for
use of approach (3 marks)
Appropriate approaches are
described in detail. Applied to
the client with very good
examples. Very good
rationale given for use of
approach. Student has clear
idea of appropriate use of the
theory (4 marks)
Excellent description of
appropriate approaches.
Applied to the client with very
good examples
Clinical reasoning is
appropriate with evidence of
inclusion of both client
perspectives and parameters
of the setting in decision
making (3 marks)
Clinical reasoning is
appropriate with evidence of
seeking/researching
information to inform
decision making. Evidence of
inclusion of both client
perspectives and parameters
of the setting (4 marks)
Clinical reasoning present above
that expected of a student at
this stage. Very high level of
critique Literature and evidence
is applied to practice. High
levels of inclusion of both client
perspectives and the
parameters of the setting
(5marks)
Clinical reasoning
(5 marks)
Section not
present or clinical
reasoning is not
evident in any way
in the text (0
mark)
Clinical reasoning is
very limited or
inappropriate Errors
made in reasoning (1
mark)
Examples of application
are vague. No rationale
for use of approach (2
marks)
Clinical reasoning is
appropriate, but lacks
detailed evidence of
process of decision
making or lacks
consideration of clients
perspectives (2marks)
Page | 137
Outstanding rationale given for
use of approach. Student has
clear idea of appropriate use of
the theory. Theories are
critiqued (5marks)
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Search Strategy (5
marks)
Section not
present (0 mark)
Section present. Search
terms inadequate. No
inclusion/exclusion
criteria (1 mark)
Search terms not clear
enough to thoroughly
search literature. No
inclusion/exclusion
criteria. Errors in
inclusion/exclusion
criteria (2 marks)
Clear search terms. Some
inclusion/exclusion criteria.
Databases appropriately
searched. Appropriate use of
Boolian logic (3 marks)
Search terms clear.
Literature is comprehensively
searched. Inclusion/exclusion
criteria. Appropriate use of
Boolian logic. (4 marks)
Very high level search strategy
including all components;
inclusion/exclusion criteria,
clear search terms, correct use
of Boolian logic. Evidence of t
searches reference lists and
hand-searches (5 marks)
Critical Appraisal
of Evidence (10
marks)
Section not
present (0 mark)
Very limited literature.
Limited relevant
literature. Literature
misinterpreted or only
somewhat relevant. Poor
critique evident. Little
knowledge of
methodologies and bias in
studies. Evidence used to
“justify practice” rather
than to guide practice (4
marks)
Relevant literature used to
inform practice
Very relevant literature used
to inform practice
Excellent literature.
Good level of critical appraisal.
Literature is interpreted
correctly. Results and
application described clearly.
Student displays knowledge of
different levels of evidence,
and can identify bias and
reasons for interpreting results
with caution (6 marks)
High level of critical appraisal.
Literature is not
relevant to the case.
Student only presents
“one side of the
argument” (2 marks)
Wide range of literature.
Student displays an
understanding of the whole
area under study. It is clear
that evidence informed
practice, rather than the
literature being found to
justify practice (8 marks)
Level of critical appraisal above
that expected of a student at
this level. Strong evidence of
wide reading. Articles are
compared, and critiqued against
each other in a very competent
way. It is very clear that
evidence informed practice,
rather than the literature being
found to justify practice (10
marks)
Application of
Evidence to Case
Study (5 marks)
Section not
present, or is not
evident in any way
in the text (0
mark)
Literature chosen is
completely irrelevant
to client’s case. Student
applies irrelevant
evidence to client. Little
or no mention of client
throughout section (2
marks)
Literature is somewhat
relevant to client. Limited
mention of client and
application throughout
section. Limited evidence
that the literature
changed the students
plans or thinking in any
way (4 marks)
Literature is relevant to client.
The application of evidence is
evaluated and analysed in
relation to the relevancy to the
client and applied if relevant
with consideration to
resources, time and the
service setting (6 marks)
Literature is best available
Evidence of evaluation of
evidence in relation to the
client and applied if relevant
with consideration to
resources, time and service
setting. The applicability of
the evidence is analysed to a
high standard (8 marks)
Literature is best available.
Evidence of evaluation of
evidence in relation to the client
and applied if relevant with
consideration to resources, time
and service setting. The
applicability of the evidence is
analysed to an exemplary
standard (10 marks)
Description of
Intervention
Sessions (10
marks)
Section not
present (0 mark)
Poor link to goals,
chosen model, FOR and
treatment approaches.
Poor presentation of
session aims, content
and evaluation from
both client and OT
perspectives. Not client
centred (2 marks)
Adequate evidence of link
to goals, chosen model,
FOR and treatment
approaches. Poor
presentation of session
aims, content, and
evaluation from both
client and OT
perspectives. Not client
centred (2 marks)
Good evidence of link to goals,
chosen model, FOR and
treatment approaches. Good
presentation of session aims,
content and evaluation from
both client and OT
perspectives. Good evidence
of being client centred (6
marks)
Very good evidence of link to
goals, chosen model, FOR and
treatment approaches. Good
presentation of session aims,
content and evaluation from
both client and OT
perspectives. Good evidence
of being client centred.
Evidence of links to best or
good practice (8 marks)
Excellent evidence of link to
goals, chosen model, FOR and
treatment approaches with
good integration of theory.
Good presentation of session
aims, content and evaluation
from both client and OT
perspectives with links to best
evidence available. Excellent
evidence of being client
centred. Evidence of links to
best or good practice (10 marks)
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Practice Education Handbook 2014-2015
Evaluation of
Intervention (10
marks)
Section not
present (0 mark)
Client’s goals not restated. Client’s goals
not re-evaluated in any
way. No personal
reflection or alternative
plans for assessment or
interventions. Errors
made in the reevaluation process (2
marks)
Client’s goals restated in
an unclear way. Client’s
goals re-evaluated in a
limited way. No evidence
of flexibility in assessment
process. Little or no plan
for the client’s onward
treatment if appropriate.
No personal reflection or
self-critique (4 marks)
Client’s goals clearly re-stated.
Client’s goals clearly reevaluated. Standardised
assessments appropriately reapplied. Some ideas for
alternative
assessments/interventions.
Details given about the client’s
onward treatment plan.
Adequate self-critique (6
marks)
Client’s goals clearly restated. Standardised
assessments appropriately
re-applied. Good reflection.
Appropriate ideas for
alternative
assessments/interventions.
Some reflection and/or
debate on wider service
issues. Good detail given
about client’s onward
treatment plan. Good selfcritique (8 marks)
Client’s goals clearly re-stated.
Standardised assessments
appropriately re-applied.
Excellent reflection. Insightful
and literature supported ideas
for alternative
assessments/interventions.
Some reflection and/or debate
on wider service issues. Good
detail given about client’s
onward treatment plan.
Excellent self-critique (10
marks)
Presentation,
Structure and Style
of Writing and
Appropriate
Referencing (5
marks)
Inadequate
presentation, poor
structure and
sequence of
content. No
references (0
mark)
Poor presentation.
Adequate presentation.
Inadequate structure
and sequence of
content. Poor
references (1 mark)
Adequate, concise
structure and sequence of
content. Relevant
references with
grammar, referencing
and spelling errors (2
marks)
Good presentation. Good
structure, concise and logical
sequence of content. Relevant
references with more than
three errors in referencing
grammar or spelling (3 marks)
Very good presentation. Very
good structure, concise and
logical sequence of content.
Very good relevant
references.
Excellent presentation.
Outstanding structure, concise
and logical sequence of content.
Excellent relevant references.
No errors in referencing,
grammar or spelling (5 marks)
FIRST MARKER TOTAL MARK
SECOND MARKER TOTAL MARK
MODERATED MARK
Page | 139
Little or no errors in
referencing, grammar or
spelling (4 marks)
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX R
Module Guides for Case Study 4
Case Study 4 (Block 2), 4th Year Level Two Placement
Module Title:
FIELDWORK – CASE STUDY 2
Module Code:
OY402
Year Taught:
Year 4 (Semester 1)
Contact Hours:
280 Hours
Module Co-ordinator:
Ms. Carol Hills
Introduction to Module
This module provides the student with a fourth opportunity to produce a written case study
report on a different service user with whom they are currently working during Practice
Education IV. 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. The student is expected to apply their learning from their previous modules, in
particular the Case Study and Evidence Based Practice modules, to deliver an advanced
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.
Level of Case Study
The service user selected should be typical of this practice context but 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.
Module Assessment
Advanced Clinical Case Study (5,000 words (= 66%) and 20 minute presentation (= 34%)).
Teaching and Learning Strategies
Experiential learning during the related Practice Education placement. Independent selfstudy.
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Practice Education Handbook 2014-2015
Learning Outcomes
Knowledge and Understanding
On successfully completing this module students will be able to:
Taught
Practiced
Assessed
Demonstrate their knowledge of the process
of writing a case study report maintaining
academic writing standards
Yes
Yes
Yes
Demonstrate their knowledge of the
complete OT process and their
understanding of the scope of practice in
this practice context
Yes
Yes
Yes
Demonstrate their knowledge of the
limitations of resources and the realities of
practice in this practice context
Yes
Yes
Yes
Demonstrate an understanding of the
medical conditions of a particular service
user and their impact on occupational
performance
Yes
Yes
Yes
Demonstrate an understanding of quality
improvement strategies in a practice context
Yes
Yes
Yes
Taught
Practiced
Assessed
Demonstrate the application of theory to
practice within one service user in a practice
context to practice standard
Yes
Yes
Yes
Demonstrate an ability to select and
document relevant demographic data to
practice standard.
Yes
Yes
Yes
Document collaboration with the service
user and other relevant stakeholders to
practice standard when selecting and
administering relevant assessments to
practice standard
Yes
Yes
Yes
Demonstrate collaboration with service user
and if relevant other stakeholders when
identifying appropriate occupational
Yes
Yes
Yes
Specific Skills
On successfully completing this module students will be able to:
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Practice Education Handbook 2014-2015
problems, drawn from the results of
assessments to practice standard
Demonstrate collaboration with service user
and if relevant other stakeholders when
setting goals with appropriate time frames
and within available resources to practice
standard
Yes
Yes
Yes
Select the most appropriate and where
possible evidence based interventions with
the active participation of the service user or
other relevant stakeholders to practice
standard
Yes
Yes
Yes
Lead on the collaboration with the service
user and other relevant stakeholders on
appropriate critical evaluation of service
delivered including own performance
through discussion, reflection and
measurement
Yes
Yes
Yes
Taught
Practiced
Assessed
Demonstrate clinical reasoning and
professional problem solving when making
practice decisions for one client in a practice
context to practice standard
Yes
Yes
Yes
Demonstrate appropriate investigation and
application of evidence based practice that
is relevant to this practice context
Yes
Yes
Yes
Demonstrate working collaboratively with
carers, multi-disciplinary teams or
appropriate others e.g. interagency working
and other relevant stakeholders
appropriately and to practice standard
Yes
Yes
Yes
Independently develop, communicate and
implemented a realistic and relevant
intervention plan with the active
participation of service users or other
relevant stakeholders within available
resources to practice standard in a practice
context
Transferable Skills
On successfully completing this module the student will be able to:
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Practice Education Handbook 2014-2015
Demonstrate written communication, to
individuals and groups to practice standard
Yes
Yes
Yes
Taught
Practiced
Assessed
Apply professional standards to a practice
context including codes of conduct and
ethics to this practice context
Yes
Yes
Yes
Adhere to legal, ethical, policies and best
practice in a work context, including but not
limited to maintaining confidentiality,
demonstrating cultural competence and
being non-discriminatory in this practice
context
Yes
Yes
Yes
Maintain the scope of practice and
professional boundaries within this practice
context
Yes
Yes
Yes
Demonstrate the importance of selfevaluation and reflection in practice and for
self-development whilst working with one
service user in this practice context
Yes
Yes
Yes
Taught
Practiced
Assessed
Manage time effectively in a practice
context
Yes
Yes
Yes
Demonstrate an engagement in regular
supervision and insight to when Practice
Educator guidance is required on more
complex elements of their case study
Yes
Yes
Yes
Demonstrate proactively managing and
seeking out learning opportunities to
maximise the quality of service to the
service user in this practice context
Yes
Yes
Yes
Critically evaluate the whole case study
process through reflection in collaboration
Yes
Yes
Yes
Professional Skills
On successfully completing this module students will be able to:
Attitude
On successfully completing this module students will be able to:
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Practice Education Handbook 2014-2015
with service user or other relevant
stakeholders
Demonstrate sensitivity and respect for
diversity in a practice context
Yes
Yes
Yes
Guidelines for Case Study 2
The presentation must be in power point and include references in Harvard Style. Two
printed copies must be made available for the examiner. Smart dress or Practice Uniform is
expected. Personal notes or cue cards are permitted.
The format for the case study is as follows:
Demographic Data (5 marks)
(Note: details which could identify an individual must be changed or omitted. You may not
use documents that identify the placement setting).
This is the area where students often breach confidentiality. If in doubt, ask for advice from
your educator or from the University.
The following details may be included:
Age
Gender
Diagnosis
Prognosis
Reason for referral to Occupational Therapy
Previous relevant medical and social history
Marital and family status
Occupation / employment
Sub-headings can be useful here.
Initial Assessment (10 marks)
Results of initial interview and standardised and/or informal assessments with rationale for
choice of assessment are to be included. You may use an appendix, but do not include
copies of copyrighted material e.g. assessments, or documents that would identify the
placement setting. The appendix does not contribute to the 5,000 word report.
Sub-headings can be useful here.
Occupational Problems (10 marks)
A list of occupational problems must be presented. These must be supported by the results
of the initial assessment and /or knowledge of the condition.
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Practice Education Handbook 2014-2015
Goals of Intervention (10 marks)
These must be based on:
a) occupational problems
b) the results of the initial assessment
c) knowledge of the condition
or any combination of the above. Evidence of client centred practice in goal setting must be
presented.
Intervention Plan (45 marks)
Part 1: (25 marks)
The plan for intervention must be presented to include the following:
a)
b)
c)
d)
model of practice used (e.g. PEO model, Canadian Model)
frame(s) of reference (e.g. Biomechanical, Cognitive behavioural)
treatment approaches (e.g. compensatory approach, homework)
description of the clinical reasoning used to select the above
(10 marks)
(5 marks)
(5 marks)
(5 marks)
Part 2: (20 marks)
Evidence for efficacy of intervention must be presented. This must include evidence of a
literature search with details of databases searched (e.g. CINHAL, Medline, PsychInfo etc.).
Include the search terms used. A critical appraisal of the literature identified should be
presented and the evidence related to the selected interventions to support choices.
NOTE: The literature review should be current and include recent journal articles.
Information from textbooks may not be current and should not be relied upon.
Marks will be divided as follows:
Description of search strategy including inclusion and Exclusion criteria
Critical appraisal of literature
Application of evidence to practice including clinical reasoning approach
(5 marks)
(10 marks)
(5 marks)
Description of Intervention Sessions (10 marks)
This should include a brief description of each session with details of the goal(s) being
addressed during the session, the approach(es) used and evaluation of the session as a
whole.
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Practice Education Handbook 2014-2015
Evaluation of Intervention (10 marks)
Evaluation of intervention should include evidence of re-assessment where appropriate.
There should be an evaluation of whether goals were met or not met with discussion of why
this was the case where appropriate. In some cases (e.g. long term clients) it may not be
possible to evaluate outcome. Where this is the case, a plan for evaluating overall outcome
together with evaluation of the results of the intervention provided during placement will
be sufficient.
Penalties
Type of Breach
Penalty
Student uses a pseudonym throughout, but uses the client’s
real first name on one occasion e.g. “Mrs X was seen in the
OT Department........... I obtained informed consent from
Catherine ....”.
10% deduction of marks.
Student uses a pseudonym throughout, but the first name
of a client’s family member is visible on one occasion
10% deduction of marks.
Client’s first and second name is visible in the case study.
20% deduction of marks.
First and second name of a client’s family member is visible.
More than one incidence is
awarded an automatic fail.
Client’s name and address is visible in the case study
Automatic fail (mark of 35%
is awarded)
Client’s photograph or other highly identifiable information
is visible e.g. hospital ID number.
Automatic fail (mark of 35%
is awarded)
Reference to unreferenced websites such as ‘wikipedia’ or
‘depression.com’ or sites specifically aimed at the general
public (rather than health professionals)
5 marks deducted
Further 10% deduction for
each such incidence
Further 10% deduction for
each such incidence
Reference Material
Department of Health and Children (2004) Children First National Guidelines for the
Protection and Welfare of Children. Dublin: Department of Health and Children.
Freedom of Information Act 1997 Dublin: Stationary Office.
Napier-Tibere, B. and Haroun, L. (2004). Occupational therapy fieldwork survival guide: A
student planner. Philadelphia, PA: F.A. Davis.
National University of Ireland, Galway (2006) Data Protection Policy [online] available
http://www.nuigalway.ie/data_protection/documents/dataprotpolfinal.pdf [accessed 08
August 2007].
Page | 146
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Practice Education Handbook 2014-2015
Polglase, T. and Treseder, R. (2012). The occupational therapy handbook: Practice
Education. Cumbria, England: M & K Publishing.
Stagnitti, K., Schoo, A. and Welch, D. (2010). Clinical and fieldwork placement in the health
professions. Melbourne, Australia: Oxford University Press.
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
FIELDWORK/
CASE STUDY 2
(OY402)
Practice Education Handbook 2014-2015
st
Date
1 Marker (Name)
nd
Student Name
Student Number
2 Marker (Name)
FINAL MODERATED MARK
Demographic Data (5
marks)
Section not present
(0 mark)
Inadequate information
presented (1 mark)
Limited information
presented (2 marks)
Important information is present.
Some detail missing (3 marks)
Most relevant information
presented (4 marks)
All relevant information presented.
Section is very well-constructed (5
marks)
Initial Assessment
(10 marks)
Section not present
(0 mark)
Poor rationale for
assessment.
Adequate rationale for
assessment choice.
Assessments are
inappropriate, incorrectly
applied or described and
poorly presented. Large
gaps in the assessment
process (2 marks)
Assessments are appropriate
but poorly presented or with
limited rationale. Results are
not given or are unclear.
Some gaps in the assessment
process (4 marks)
Good rationale for assessment
choice. Assessment is correctly
implemented and adequately
presented. Appropriate clinical
reasoning evident in assessment
selection. Good presentation of
results. Good suggestions for
alternative assessments (6 marks)
Very good rationale for
assessment choice. Assessments
correctly implemented and well
presented. Very good clinical
reasoning evident in assessment
selection. Very good
presentation of results. Very
good suggestions for alternative
assessments (8 Marks)
Excellent rationale for assessment
choice. Assessments correctly
implemented and comprehensively
presented. High level of clinical
reasoning evident in assessment
selection. Excellent presentation of
results. Excellent suggestions for
alternative assessments (10 marks)
Occupational
Problems (5 marks)
Section not present
(0 mark)
Occupational problems
unrelated to assessment
results. Lack of
occupational focus. No
evidence of
client/carer/other
consultation. Occupational
strengths absent or
inappropriate (1 mark)
Occupational problems
somewhat derived from
assessment. Some areas
absent or unclear. Lack of
occupational focus. Limited
or insufficient evidence of
client/carer/other
consultation. Limited
occupational strengths (2
marks)
Occupational problems derived
from assessment and
appropriately prioritised. All areas
present. Clear, occupational focus
and language. Adequate evidence
of client/carer/other consultation.
Adequate occupational strengths
(3 marks)
Comprehensive list of
occupational problems derived
from assessment and
appropriately prioritised. All
areas present. Clear,
occupational focus and language.
Very good evidence of
client/carer/ other consultation.
Comprehensive and meaningful
occupational strengths (4 Marks)
Outstanding list of occupational
problems derived from assessment
and appropriately prioritised. All
areas present. Clear, occupational
focus and language. Excellent
evidence of client/carer/other
consultation. Comprehensive,
meaningful and inclusive list of
occupational strengths (5 marks)
Goals of Intervention
(10 marks)
Section not present
Goals are not SMART.
Unrelated to assessment
or client needs/wants. No
evidence of consultation.
Goal setting errors (2
marks)
Goals may be SMART but
smaller steps lack clarity or
specificity. Limited
client/carer consultation.
Limited clinical reasoning.
Some client needs
unrecognised or
misinterpreted. Goals are
“service goals” rather than
“client goals”. Goals are not
occupational (4 marks)
Goals are SMART and broken
down into steps if appropriate to
an adequate standard. Goals are
derived from occupational
problems. Some clinical reasoning
evident with adequate rationale
for goals chosen. Some client
collaboration evident. Goals are
realistic and relevant and relevant
to the setting. Goals are
occupational (6 marks)
Goals are SMART and broken
down into steps if appropriate to
a very good standard. Goals are
derived from the occupational
problems. Very good clinical
reasoning present with very
good rationale for goals chosen.
Good evidence of client
collaboration. Goals are realistic
and relevant to the setting. Goals
are occupational (8 Marks)
Goals are SMART and broken down
into steps to an excellent standard.
Goals are derived from the
occupational problems.
Outstanding reasoning present with
excellent rationale for goals chosen.
Superb evidence of client
collaboration. Goals are realistic
and relevant to the setting. Goals
are occupational (10 marks)
(0 mark)
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Model of Practice (10
marks)
Section not present
(0 mark)
Practice Education Handbook 2014-2015
Model is inappropriate.
Model incorrectly
described. No evidence of
application to client. No
rationale for applying this
model to this particular
client (2 marks)
Model may be appropriate
but inadequately described.
Elements of the model may
be missing in description.
Limited rationale for use of
model. Limited application of
model to client (4 marks)
Adequate client centred rationale
for choice of model.
Model adequately described.
Client described under model.
Clear rationale for model. Clear
application of the model in parts
of the case study (6 marks)
Very good client-centred
rationale for choice of model.
Client described in detail under
model. High level of
understanding of model evident.
Evidence that model is applied to
client throughout the whole case
study (8 Marks)
Excellent evidence of client centred
rationale for choice and application
of model. Model is appropriately
applied throughout the whole case
study in a comprehensive way.
Shows deep understanding and
wide reading on the model and
evidence that the model influenced
the students thinking (10 marks)
Frame of Reference
(5 marks)
Section not present
(0 mark)
F.O.R chosen is
inappropriate. May be
incorrectly described or
not described at all (1
mark)
F.O.R is appropriate. May be
misinterpreted or not
adequately described (2
marks)
F.O.R. is appropriate and well
described and relevant to the
intervention/s (3 marks)
F.O.R. is very well described and
relevant to the intervention.
Evidences a very good
understanding and application of
theory. Links between theories
presented (4 marks)
F.O.R. is excellently described and
relevance to the intervention is
excellently presented. F.O.R.
applied in detail. Links between the
theories presented. Theories are
critiqued (5marks)
Treatment
Approaches (5
marks)
Section not present
Treatment approaches
chosen are inappropriate.
May be incorrectly
described or not described
at all. No structure to
section all (1 mark)
Approaches are appropriate.
May be misinterpreted or
not adequately described.
Appropriate approaches are well
described. Applied to the client
with adequate examples. Good
rationale for use of approach (3
marks)
Appropriate approaches are
described in detail. Applied to
the client with very good
examples. Very good rationale
given for use of approach.
Student has clear idea of
appropriate use of the theory (4
marks)
Excellent description of appropriate
approaches. Applied to the client
with very good examples
(0 mark)
Examples of application are
vague. No rationale for use
of approach (2 marks)
Outstanding rationale given for use
of approach. Student has clear idea
of appropriate use of the theory.
Theories are critiqued (5marks)
Clinical Reasoning (5
marks)
Section not present
or clinical reasoning
is not evident in any
way in the text (0
mark)
Clinical reasoning is very
limited or inappropriate
Errors made in reasoning
(1 mark)
Clinical reasoning is
appropriate, but lacks
detailed evidence of process
of decision making or lacks
consideration of clients
perspectives (2marks)
Clinical reasoning is appropriate
with evidence of inclusion of both
client perspectives and
parameters of the setting in
decision making (3 marks)
Clinical reasoning is appropriate
with evidence of
seeking/researching information
to inform decision making.
Evidence of inclusion of both
client perspectives and
parameters of the setting (4
marks)
Clinical reasoning present above
that expected of a student at this
stage. Very high level of critique
Literature and evidence is applied
to practice. High levels of inclusion
of both client perspectives and the
parameters of the setting (5marks)
Search Strategy (5
marks)
Section not present
(0 mark)
Section present. Search
terms inadequate. No
inclusion/exclusion criteria
(1 mark)
Search terms not clear
enough to thoroughly search
literature. No
inclusion/exclusion criteria.
Errors in inclusion/exclusion
criteria (2 marks)
Clear search terms. Some
inclusion/exclusion criteria.
Databases appropriately searched.
Appropriate use of Boolian logic (3
marks)
Search terms clear. Literature is
comprehensively searched.
Inclusion/exclusion criteria.
Appropriate use of Boolian logic.
(4 marks)
Very high level search strategy
including all components;
inclusion/exclusion criteria, clear
search terms, correct use of Boolian
logic. Evidence of t searches
reference lists and hand-searches
(5marks)
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Critical Appraisal of
Evidence (10 marks)
Section not present
Very limited literature.
(0 mark)
Literature is not relevant
to the case. Student only
presents “one side of the
argument” (2 marks)
Practice Education Handbook 2014-2015
Limited relevant literature.
Literature misinterpreted or
only somewhat relevant.
Poor critique evident. Little
knowledge of methodologies
and bias in studies. Evidence
used to “justify practice”
rather than to guide practice
(4 marks)
Relevant literature used to inform
practice
Very relevant literature used to
inform practice
Good level of critical appraisal.
Literature is interpreted correctly.
Results and application described
clearly. Student displays
knowledge of different levels of
evidence, and can identify bias
and reasons for interpreting
results with caution (6 marks)
High level of critical appraisal.
Wide range of literature. Student
displays an understanding of the
whole area under study. It is
clear that evidence informed
practice, rather than the
literature being found to justify
practice (8 marks)
Excellent literature.
Level of critical appraisal above that
expected of a student at this level.
Strong evidence of wide reading.
Articles are compared, and
critiqued against each other in a
very competent way. It is very clear
that evidence informed practice,
rather than the literature being
found to justify practice (10 marks)
Application of
Evidence to Case
Study (5 marks)
Section not present,
or is not evident in
any way in the text
(0 mark)
Literature chosen is
completely irrelevant to
client’s case. Student
applies irrelevant
evidence to client. Little or
no mention of client
throughout section (2
marks)
Literature is somewhat
relevant to client. Limited
mention of client and
application throughout
section. Limited evidence
that the literature changed
the students plans or
thinking in any way (4 marks)
Literature is relevant to client. The
application of evidence is
evaluated and analysed in relation
to the relevancy to the client and
applied if relevant with
consideration to resources, time
and the service setting (6 marks)
Literature is best available
Evidence of evaluation of
evidence in relation to the client
and applied if relevant with
consideration to resources, time
and service setting. The
applicability of the evidence is
analysed to a high standard (8
marks)
Literature is best available.
Evidence of evaluation of evidence
in relation to the client and applied
if relevant with consideration to
resources, time and service setting.
The applicability of the evidence is
analysed to an exemplary standard
(10 marks)
Description of
Intervention Sessions
(10 marks)
Section not present
(0 mark)
Poor link to goals, chosen
model, FOR and treatment
approaches. Poor
presentation of session
aims, content and
evaluation from both
client and OT
perspectives. Not client
centred (2 marks)
Adequate evidence of link to
goals, chosen model, FOR
and treatment approaches.
Poor presentation of session
aims, content, and
evaluation from both client
and OT perspectives. Not
client centred (2 marks)
Good evidence of link to goals,
chosen model, FOR and treatment
approaches. Good presentation of
session aims, content and
evaluation from both client and
OT perspectives. Good evidence
of being client centred (6 marks)
Very good evidence of link to
goals, chosen model, FOR and
treatment approaches. Good
presentation of session aims,
content and evaluation from
both client and OT perspectives.
Good evidence of being client
centred. Evidence of links to best
or good practice (8 marks)
Excellent evidence of link to goals,
chosen model, FOR and treatment
approaches with good integration
of theory. Good presentation of
session aims, content and
evaluation from both client and OT
perspectives with links to best
evidence available. Excellent
evidence of being client centred.
Evidence of links to best or good
practice (10 marks)
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Practice Education Handbook 2014-2015
Evaluation of
Intervention (10
marks)
Section not present
(0 mark)
Client’s goals not restated. Client’s goals not
re-evaluated in any way.
No personal reflection or
alternative plans for
assessment or
interventions. Errors made
in the re-evaluation
process (2 marks)
Client’s goals restated in an
unclear way. Client’s goals
re-evaluated in a limited
way. No evidence of
flexibility in assessment
process. Little or no plan for
the client’s onward
treatment if appropriate. No
personal reflection or selfcritique (4 marks)
Client’s goals clearly re-stated.
Client’s goals clearly re-evaluated.
Standardised assessments
appropriately re-applied. Some
ideas for alternative
assessments/interventions.
Details given about the client’s
onward treatment plan. Adequate
self-critique (6 marks)
Client’s goals clearly re-stated.
Standardised assessments
appropriately re-applied. Good
reflection. Appropriate ideas for
alternative
assessments/interventions.
Some reflection and/or debate
on wider service issues. Good
detail given about client’s
onward treatment plan. Good
self-critique (8 marks)
Client’s goals clearly re-stated.
Standardised assessments
appropriately re-applied. Excellent
reflection. Insightful and literature
supported ideas for alternative
assessments/interventions. Some
reflection and/or debate on wider
service issues. Good detail given
about client’s onward treatment
plan. Excellent self-critique (10
marks)
Presentation,
Structure and Style
of Writing and
Appropriate
Referencing (5
marks)
Inadequate structure
and sequence of
content. No
references (0 mark)
Inadequate structure and
sequence of content. Poor
references (1 mark)
Adequate, concise structure
and sequence of content.
Relevant references with
grammar, referencing and
spelling errors (2 marks)
.Good structure, concise and
logical sequence of content.
Relevant references with more
than three errors in referencing
grammar or spelling (3 marks)
Very good structure, concise and
logical sequence of content. Very
good relevant references.
Outstanding structure, concise and
logical sequence of content.
Excellent relevant references. No
errors in referencing, grammar or
spelling (5 marks)
FIRST MARKER TOTAL MARK
SECOND MARKER TOTAL MARK
MODERATED MARK
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Little or no errors in referencing,
grammar or spelling (4 marks)
B.Sc. (Hons.) Occupational Therapy, NUI Galway
Practice Education Handbook 2014-2015
APPENDIX S
The Case Study Process
WEEK 1
In Week 1 start
thinking about…
Discipline of Occupational Therapy
The Case Study Process
WEEK 2
WEEK 3
WEEK 4
What
MODELS,
FRAMES OF
REFERENCE
and
TREATMENT
APPROACHES
Are used in this
Setting?
WEEK 5
And why?
WEEK 6
WEEK 7
Your educator
may not use
the terminology
for models etc. –
Can you put a
name to what
they are doing?
From Week 2…
Discuss with your
educator
and explore the
literature
to see what
assessments,
interventions and
outcome measures
have EVIDENCE
that they are
effective with
this client group
in this setting.
Week 3 is about
the time to be
allocated the
person for the
case study.
From your
observations,
discussions and
readings,
PLAN THE
OCCUPATIONAL
THERAPY
PROCESS
with the client.
WEEK 8
In Weeks 3,4,
5,6 and 7
you will be
implementing
your plan and
evaluating the
outcomes with
the client.
In Week 7 or 8…
plan to
present your
case study
to the team.
REFLECT throughout the Occupational Therapy Process
Submit Case Study
Date will be informed by Practice Education Co-ordinator.
It will be at least one week after practice education ends.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX T
Health & Safety of Students: Immunisation Advice
ADVICE FOR HEALTH CARE STUDENTS REGARDING RISKS OF INFECTION ASSOCIATED WITH
THEIR STUDIES AND AVAILABLE PROTECTIVE MEASURES.
A career in health sciences is associated with some risks of work related infection. These
risks can be managed very effectively in most situations and it is important for you to have
some information about the risks and how to protect yourself. These notes are brief
introduction to some of the issues of concern.
Hepatitis B Virus
Hepatitis B virus is associated with liver disease. Some patients who become infected may
remain infected for months or years. The virus may be transmitted to others mainly when
blood or body fluid containing the virus makes contact with a mucous membrane or with
broken or punctured skin. A jab from a needle that was used on an infected patient, contact
of body fluid with broken or damaged skin or a bite from an infected patient are common
risk exposures. You may be exposed to this virus during your studies or work.
Immunisation recommended: There is a very effective vaccine Hepatitis B vaccine. Because
of the risks associated with your work you should consider having the Hepatitis B vaccine.
The course of immunisation requires 3 injections over a period of 6 months. It is very
important that at the end of the course you should have a blood test to check if the vaccine
worked for you.
Rubella Virus
Rubella virus causes an illness with fever and rash in children commonly known as German
measles. The greatest concern regarding this virus is that infection of a woman in early
pregnancy can result in infection of the foetus and very severe birth defects in the baby.
You may be exposed to this virus in the course of your studies or work. Immunisation
recommended: There is a very effective vaccine against Rubella. It is quite likely that you
have already had this vaccine more than once. You may wish to consider having a blood
test to determine if the vaccine worked and if you are now immune to rubella virus.
Varicella-Zoster Virus (VZV)
This virus is associated with the illness commonly known as chickenpox and also with the
illness known as shingles. When a person becomes infected with VZV for the first time they
usually get chickenpox and then get better. Although the person gets better the virus stays
in their body and in some people becomes active again years later and the result is shingles.
The important thing from a risk of exposure point of view is that contact with a patient with
chickenpox or a patient with shingles represents exposure to the VZV virus. In children
chickenpox is usually very mild. In adults the illness may be more severe and it can be very
severe in a woman who becomes infected for the first time in pregnancy. If you do not
know whether or not you have chickenpox in the past you might want to consider having a
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Practice Education Handbook 2014-2015
blood test to determine if you have antibodies to VZV or not. If you have antibodies contact
with a person with chickenpox/shingles is not a real risk to you. If you do not have
antibodies you may be at risk.
There is an effective vaccine against the VZV virus but it is only available in Ireland under
special circumstances at present.
Tuberculosis
Tuberculosis is a bacterial infection. About 1/3 of the world’s population are infected but
only about 1 in 10 infected people get sick. Of those who get sick, most get lung disease.
When a person with lung tuberculosis coughs, sneezes or talks he/she can generate aerosols
containing the infecting bacteria. If a Health Care Worker (HCW) inhales these droplets
he/she may become infected.
The BCG vaccine offers some protection against the most serious consequences of infection
with the tuberculosis bacteria. It does not offer complete protection. Many of you may
have had the BCG vaccine already, you may have a small scar on the left shoulder. If you
have not have BCG vaccine many people recommend that all HCW’s should have the
vaccine. Before BCG is given it is usual to have a test called a tuberculin test performed.
This test involved an injection into the skin and inspection of the skin after a couple of days.
The purpose of the test is to check if the person has already been vaccinated or infected.
HIV Virus
This is the virus associated with AIDS. Infection is through contact of blood or body fluids
with broken skin, punctured skin or with mucous membranes. Following a jab with a needle
or similar exposure the HIV virus is much less infectious than the hepatitis B virus. There is
no vaccine against HIV. If a health care worker has a high risk exposure to blood or body
fluids from a HIV infected patient there are medications that can be taken to further reduce
the risk of the infection.
Hepatitis C Virus
This virus is associated with liver inflammation. The ways in which infection may be
transmitted to health care workers are similar to the ways in which Hepatitis B virus and HIV
virus may be transmitted to health care workers. Following a jab with a needle or similar
exposure, Hepatitis C virus is less infectious than Hepatitis B virus. There is no vaccine
against Hepatitis C virus.
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Other Infections
Health care workers may also be risk for a number of other infections. In most cases your
best protection is you skin. Try to keep your skin healthy, if your skin is broken, damaged or
cut cover it and if you are in direct contact with body fluids consider wearing gloves. Wash
or disinfect your hands after each patient contact in the interests of protecting you and your
patients. If you are splashed in the mouth or eyes with blood or body fluids in the course of
your work, if you receive a jab from a previously used needle or a bite you should report the
incident to your supervisor and ask where you should go for further advice and or
treatment.
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Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX U
Feedback to Occupational Therapy Practice Education Sites
FEEDBACK TO OCCUPATIONAL THERAPY PRACTICE EDUCATION SITES
Feedback gathered from students on placement in
academic year:
Compiled by:
Date of Compilation:
Site:
Area
Feedback
Actions
1. Orientation:
2. Communication and Feedback:
3. Supervision:
4. Support from University:
5. Suggestions of ways in which the Practice
Education site and/or educator could enhance
the learning experience for the next student.
6. Aspects of the Practice Educators teaching
approach that was especially good:
A member of the Practice Education Team is available to work with you on further enhancing the quality of the Practice Education you offer and
developing an action plan. Please contact Ms. Carol Hills, Practice Education Coordinator on (091) 495294 to arrange an appointment.
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Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX V
Practice Education Feedback Form – Observation Placement
NB: Please be advised that the information provided on this form is for evaluation purposes
only and personal details will not be used when providing feedback.
Practice Educators Name:
Student Name(s):
Dates of Placement:
Placement Level:
PREPARATION
1. Do you feel satisfied that the University prepared the student adequately for this
placement?
Yes
No
Comments:
2. Are you satisfied with the student’s correspondence prior to the placement?
Yes
No
Comments:
3. Are you satisfied with the University’s correspondence prior to placement?
Yes
No
Comments:
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Practice Education Handbook 2014-2015
4. Any other comments?
Comments:
Please return to caroline.hills@nuigalway.ie. Thank you.
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Discipline of Occupational Therapy, NUI Galway
APPENDIX W
Practice Education Site Profile
The aim of the Practice Education site profile is to ensure the Practice Education team
obtains the required information about the Practice Education sites regarding opportunities
and resources available for student learning.
This information will assist the Practice Education team, student and site in making
informed decisions about placement selection.
Nature of Information Required
As per the attached form entitled “Practice Education Site Profile: learning opportunities
and resources”, it would be helpful for Practice Educators, together with the Practice
Education Co-ordinator to provide information regarding the following.
1. Site and Contact Information
2. Characteristics of Occupational Therapy Services
3. Essential Preparation for Students
4. Learning Opportunities & Resources
5. Amenities
6. Site Requirements
7. Site and Contact Information
Note: Please ensure that all sites in the service have individual Practice Education site
profiles.
Learning Opportunities & Resources
1. SITE & CONTACT INFORMATION
Name of Site:
Name of Contact Person:
Title of Contact Person:
Address:
Phone:
Fax:
Mobile:
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Practice Education Handbook 2014-2015
E-mail Address:
Website (if applicable):
Supporting Information
(Optional):
(e.g., pamphlet, brochure, fact sheet)
2. CHARACTERISTICS OF OCCUPATIONAL THERAPY SERVICES
a) Type of Service: (e.g., community, paediatrics, acute hospital, psychiatry of later life etc.)
b) Description of Service (Please select one).
Physical
Psycho-Social
c) Client Life Span (Please tick main client age group).
Children
Adults
Adolescents
Older Adults
3. ESSENTIAL PREPARATION FOR STUDENTS
a) Please list common diagnoses or client presenting problems:
b) Recommended Reading:
c) Other:
4. LEARNING OPPORTUNITIES AND RESOURCES FOR STUDENTS
Access to Library:
(Either on or off site)
Yes
No
Internet Access:
Yes
No
Other learning opportunities and resources for students: (Please list).
5. AMENITIES AVAILABLE TO STUDENTS
Cafeteria:
Yes
No
Kitchen Facilities:
Microwave
Refrigerator
Locker:
Yes
No
Bicycle Rack:
Yes
No
Other (Please specify)
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Parking:
Yes
Public Transport available:
Practice Education Handbook 2014-2015
No
Yes
Cost:
No
Other (e.g. accommodation in the area etc.). Please list contact for further information.
Detailed Directions: (e.g. site map)
6. SITE REQUIREMENTS FOR STUDENTS
Immunizations Required:
Yes
No
Garda Clearance Required:
Yes
No
Dress code:
Yes
No
Yes
No
If yes, please specify
Working Hours:
Is a car essential during
placement hours?
Additional information or requirements
7. MESSAGE TO STUDENTS
What to expect on your first day:
Is pre-placement information
sent to student (i.e. reading
list, schedule, map etc.)
Yes
No
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Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX X
Practice Education Feedback Form – Level One & Two Placement
NB: Please be advised that the information provided on this form is for evaluation purposes
only and personal details will not be used when providing feedback.
Practice Educators Name:
Student Name(s):
Dates of Placement:
Placement Level:
PREPARATION
1. Do you feel satisfied that the University prepared the student adequately for this
placement?
Yes
No
Comments:
5. Are you satisfied with the student’s correspondence prior to the placement?
Yes
No
Comments:
6. Are you satisfied with the University’s correspondence prior to placement?
Yes
No
Comments:
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Practice Education Handbook 2014-2015
7. Did you find the Practice Educator’s Handbook helpful?
Comments:
KNOWLEDGE, SKILLS & ATTITUDES
Please comment on student’s knowledge, skills and attitude relative to stage of training.
Comments:
DOCUMENTATION
Please comment on University’s paperwork used for placement and provide any suggestions
(i.e. method of application, content, presentation or format).
Learning Contract:
Supervision Forms:
Half-way / Final Report:
PRACTICE EDUCATION PHONE CALL
Did you find the phone call from the University Practice Education Co-ordinator, lecturer or
Practice Education facilitator helpful?
Yes
No
Comments:
SUPPORT
Do you feel the level of support provided by the University is adequate?
Yes
No
Comments:
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Practice Education Handbook 2014-2015
PRACTICE EDUCATORS WORKSHOPS
Have you attended an NUI Galway Practice Educators Workshop?
Yes
No
If no, please indicate if you or members of your team would be interested in attending
future workshops.
Names:
SUMMARY & RECOMMENDATIONS
Please suggest any further recommendations you may have.
Further Recommendations:
Many thanks for taking the time to complete this questionnaire.
Practice Education Co-ordinator
Áras Moyola
NUI Galway
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Practice Education Handbook 2014-2015
Discipline of Occupational Therapy, NUI Galway
APPENDIX Y
University Marked Assessment Item: The Portfolio Pass/Fail
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
Portfolio should include the following:
Section 1: Description of Learning Environment
This should be a short description of the service in which the placement is based e.g. acute
hospital, community care, mental health unit etc. Use these subheadings.
1. Type of Placement / Organisation; HSE, private and voluntary, other.
2. Structure of Service. Provide a short structure of the OT service. How many
therapists / staff / support staff? Do not name them but for example you might
indicate one Senior OT, hands, one Senior OT, stroke rehabilitation etc. Flow charts
or diagrams are acceptable here.
3. Services Network. Name or draw a diagram of the network of services that the OT is
working within. This might be General Practitioner (GP), Public health nurses and
home care services in a physical community setting, or the multi-disciplinary team
and community services in a mental health setting.
4. Communication pathways. Give a short description of how this network of services
communicates for the benefit of the service user. Flow charts or other diagrams are
acceptable here.
5. Referral to the service. Provide a summary of the scope of the service, any referral
systems in place. Identify who refers clients to the service, the type of referrals
accepted to the service and a summary of requests for occupational therapy
intervention.
Section 2: Summary of Client Conditions
Make a list of the conditions most commonly referred to the service. Choose 3 of the most
common conditions and record your learning about these conditions. Use the template
provided.
Section 3: Learning Resources on this Placement
Put your signed learning contract and supervision forms into the front of this section.
Summary of Assessments Used. Add in use of study time sheet here. List the main
assessments used. Create a table (example below).
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B.Sc. (Hons.) Occupational Therapy, NUI Galway
Assessment
used
Non standardized
or standardized
Practice Education Handbook 2014-2015
Authors
(Reference)
Key points of the assessment
Time to administer
What does it assess
Re-administration timeframe
Key learning points
Now choose no more than three but at least two assessment you used on this placement.
Complete the assessments template on assessments and add to your portfolio. Complete
one observation sheet and one services visited sheet in this section.
Summary of Range of Interventions Used
List the interventions in this service. Choose two interventions that you completed and use
the template provided to complete and add to your portfolio.
Equipment Available
Make a bullet point list of equipment available in the department. This may include
assessments (e.g. COPM), materials (e.g. splinting materials, splinting pans, heat guns etc.),
and adaptive equipment (e.g. wheelchairs, adapted cutlery).
Section 4: Reflection
Keep a reflective diary, this is private and can be handwritten. It does not need to be
included in your portfolio.
Complete the weekly reflection template. A minimum of eight reflections should be
included in your portfolio and they should relate to your learning and competency
development.
The reflections should be recorded chronologically. Any additional items you completed as
part of your learning objectives can be included chronologically.
Section 5: Summary of Learning Needs
The final section of the portfolio should contain a summary of your competency to date.
Review the competency standards and identify your strengths and weaknesses.
Section 6: General Resources
This section can include any hand outs that you have collected or been given. However,
every hand out must have a title page.
Please use the template provided.
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