FIELDWORK EDUCATION

Faculty of Health and Social Care Department of Allied Health Sciences OCCUPATIONAL THERAPY COMPETENT STUDENT PRACTICE PLACEMENT Practice Educators Report Forms Student Name: ………………………………………………………………………………...…………... Programme (please circle): MSc-PgDip / BSc (Hons) Full time / BSc (Hons) Part time Practice Placement Four Practice Placement Dates: from …………………….……….. to …………………..………………. Name of Practice Educator: …………………………….……………………………………………...... Address of Placement: …………………………….……………………………………………………… ………………………….……………………………………………….…...……………………………… Full Name of Organisation (e.g. Trust/Borough): ………………….………………………………….. Age Range: Paediatric Adolescent Adult NHS Social Services Charity/Private Placement Type: Physical Mental Health Learning Disabilities Type of Service: Acute Rehabilitation Palliative Care Community In-Patient Unit Out-Patient Funding Body: Location: Older People Other: ............................... Other:................................ Other: ............................... Other :............................. (Please circle above) Placement Speciality: ..……………………….………………………………………………..…………. Please Note: Where a student is absent for up to 5 days throughout the placement, the students progression should be discussed with the placement facilitators at LSBU prior to completing the final assessment Electronic Forms also available at: http://extranet.lsbu.ac.uk/practicelearning/ 1 PRACTICE PLACEMENT LEARNING CONTRACT This contract has been negotiated between:………………………….………… (Student) and………………………………. (Practice Educator), at ……………………………….. (placement setting), on …………………….…… (Date) (It is recommended that the learning contract section is completed within the first week of practice placement through initial discussion and negotiation between the practice educator and the student) Formal supervision It is agreed that we shall meet on each .................day at ........................... a.m./p.m. for .................................. (length of time) at ...................................................... (venue) A written record of supervision sessions must be kept and signed by both parties. Informal supervision will also take place as follows: ........................................................................................................................................................................ ........................................................................................................................................................................ Identified STUDENT needs: - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... Opportunities identified by PRACTICE EDUCATOR for learning on this placement: - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... - ..................................................……………….................................................................................... ..................................................……………….................................................................................... - ..................................................……………….................................................................................... 2 Please refer to placement aims and overall learning outcomes in Practice Handbook before completing individual placement learning outcomes AGREED LEARNING OUTCOMES FOR THIS STRATEGIES & RESOURCES PLACEMENT TO ACHIEVE THESE OUTCOMES Signature of Student: …………………………........................................................... Date:.................... Signature of Practice Educator: ............................................................................... Date:.................... 3 The progress the student is making needs to be reviewed on a weekly basis Record of Supervision Discussion Week One Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... Summary of Discussion (include areas of achievement, areas for development and any advice given) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ........................................................................................................................................................................ ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 5 Record of Supervision Discussion Week Two Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 7 Record of Supervision Discussion Week Three Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 9 Record of Supervision Discussion Week Four Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 11 Record of Supervision Discussion Week Five Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 13 Record of Supervision Discussion Week Six Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 15 Record of Supervision Discussion Week Seven Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 17 Record of Supervision Discussion Week Eight Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 19 Record of Supervision Discussion Week Nine Date:…………………………….. Agreed Agenda: (include review of student preparation and regular review of placement outcomes) ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... ......................................................................................................................................................................... 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Student…………………………………………… Date …………………………………. Educator………………………………………….. Date …………………………………. 21 MIDWAY AND FINAL ASSESSMENT INSTRUCTIONS PLEASE REFER TO PRACTICE PLACEMENT HANDBOOK FOR FULL INSTRUCTIONS An electronic version of the Practice Placement Handbook is available at: http://extranet.lsbu.ac.uk/practicelearning/Practice%20placement%20handbook/Forms/AllItems. aspx?PageView=Shared If you would like a hard copy of the handbook then please email HSC-OTAdmin@lsbu.ac.uk Assessment of Student Performance An overall Grade (in words) and an overall Mark (% figure) should be awarded to a student halfway through the practice placement (the Midway Report) and again at and at the end of the practice placement (the Final Report) taking into account the component descriptors given on the IPSAH Occupational Therapy Pre-registration Practice Placement marking Grid for this level of training. Grade Very Poor/Poor (Fail) Borderline/Adequate Pass Average Pass Good Pass Very Good Pass Excellent/Exceptional Pass Mark 0 - 39% 40 - 49% 50 - 59% 60 - 69% 70 - 79% 80 - 100% Component Codes There are nine components to the practice placement assessment report, and each of these has a three letter code, as follows  Communication (COM)  Personal and People Development (PPD)  Health, Safety and Security (HSS)  Service Improvement (SIM)  Quality (QUA)  Equality and Diversity (EQD)  Health & Wellbeing: Assessment and Treatment Planning (HWA)  Health & Wellbeing: Treatment and Intervention (HWT)  Health & Wellbeing: Evaluation (HWE) Please see the Marking Grid for descriptions of each component. Components and descriptors based on the NHS Knowledge & Skills Framework (DoH 2006). Fail Grades  Students are required to achieve an adequate pass standard (>40%) in every one of these nine components in order to achieve an overall pass on the placement.  Students may fail a single element within a component and still pass that component overall.  If a student is at risk of failing please contact the university.  If a student fails one or more components but their overall mark calculates at more than 40%, then please ensure you write “fail” clearly in the ‘grade awarded’ section on the front sheet. Within the mark section, please show the overall mark in the “mark awarded” section but ensure that you identify the “fail” component(s) in the section indicated, to demonstrate a clear fail. 22 IPSAH Occupational Therapy Pre-registration Practice Placement Marking Grid (Placement 4 Competent Level only) COMMUNICATION (COM) Communication includes all forms of communication (e.g. written records, IT, verbal, formal, informal). The assessment of the student’s performance in this area should be considered in the context of the legislation, policies and procedures relevant to this setting. Very Poor/Poor (FAIL) 0-39 Borderline/Adequate (PASS) 40-49 Average Good Very Good Excellent / Exceptional 50-59 60-69 70-79 80 - 100 Demonstrates good & consistent skills in informal & formal verbal/ written communication & reporting. Demonstrates accurate & concise informal & formal verbal/written communication & reporting. Demonstrates exceptional skills in informal & formal verbal/ written communication & reporting. Demonstrates a very good range of skills. Demonstrates an extensive range of skills. Consistently demonstrates full, reasoned, flexible & effective verbal/non-verbal communication & interaction skills. Consistently demonstrates exceptional, flexible & effective verbal/ non-verbal communication & interaction skills. MARKER’S ASSESSMENT MID FINAL Communication Skills In the context of the department and service setting, the student: Consistently requires support, guidance & feedback to be able to demonstrate understanding & skills required for accurate informal & formal verbal/ written communication & reporting. Demonstrates basic skills in informal & formal verbal/ written communication & reporting. Demonstrates consistent skills required for accurate informal & formal verbal/ written communication & reporting. Interaction Skills When communicating and establishing rapport with clients, carers and colleagues. the student: Consistently requires support, guidance & feedback to be able to:  demonstrate the need for & ability to use effective verbal/non-verbal communication & interaction skills  listen & respond appropriately Demonstrates basic but effective verbal/ non-verbal communication & interaction skills. Demonstrates consistent, flexible & effective verbal/ non-verbal communication & interaction skills. Consistently demonstrates full, reasoned, flexible & effective verbal/non-verbal communication & interaction skills. Critically reflects on potential Critically reflects on potential communication differences. communication differences & anticipates barriers to communication Roles & Relationships When discussing the role of the OT in the service setting, and collaborative working with teams and with users/carers, the student: Consistently requires support, guidance & feedback to be able to:  communicate an understanding of the OT role & the relevance of this to building & sustaining professional relationships.  build & sustain professional relationships Demonstrates basic ability to communicate the OT role & build & sustain professional relationships with minimal support. Demonstrates a consistent & sound ability to communicate the OT role & build & sustain professional relationships. Demonstrates good & consistent ability to communicate the OT role & build & sustain professional relationships. Demonstrates very good & confident ability to communicate the OT role & build & sustain professional relationships. Demonstrates exceptional & confident ability to communicate the OT role & build & sustain professional relationships. Reflects on how these skills can enhance collaborative working. Can reflect on & critically evaluate these skills to enhance collaborative working. TOTAL: COM SCORE: (divide total by three to get the score) 19 June 2007 LSM/TB/PS© 23 PERSONAL AND PEOPLE DEVELOPMENT (PPD) This section assesses how the student takes personal responsibility to develop the knowledge and skills necessary for a clear professional identity and evaluate their own strengths, limitations and learning needs. Consider whether the student has taken an active part in supervision, supervisory processes, CPD/learning opportunities, has acted on feedback given and can use reflection for self development. Very Poor/Poor (FAIL) 0-39 Borderline/Adequate (PASS) 40-49 Average Good Very Good Excellent / Exceptional 50-59 60-69 70-79 80 - 100 MARKER’S ASSESSMENT MID FINAL Learning with & from Others Development of Self (C P D) In the context of supervision and engaging with supervisory processes, CPD/learning opportunities and reflective practice, the student: Consistently requires support, guidance & feedback to be able to:  identify, assess & evaluate areas for personal development.  analyse knowledge & skills, strengths & limitations. Demonstrates basic ability to identify, assess & evaluate areas for personal development. Demonstrates consistent & sound ability to accurately assess & evaluate areas for personal development. Consistently requires support, guidance & feedback to be able to:  respond to or learn from others.  take responsibility for personal & professional development Demonstrates basic ability to Demonstrates consistent & respond to & learn from sound ability to respond to & others. learn from others. Demonstrates good ability to accurately assess & evaluate areas for personal development. Uses support & guidance to plan for future development. Demonstrates good ability to respond to & learn from others. Relates outcomes of learning Consistently relates outcomes Relates outcomes of learning to personal & professional of learning to personal & to personal & professional development with minimal professional development. development. support. Is proactive in seeking appropriate learning opportunities. Demonstrates very good ability to accurately assess & critically evaluates areas for personal development. Identifies ways to advance these. Demonstrates exceptional ability to accurately assess & critically evaluate areas for personal development. Identifies ways to advance these. Plans realistically for future development/preceptorship. Plans realistically for future development/preceptorship. Takes a creative & innovative approach to this. Demonstrates very good ability to respond to & learn from others. Demonstrates exceptional ability to respond to & learn from others. Relates outcomes of learning Actively engages in learning to personal & professional opportunities & relates development. outcomes of this to personal & professional development. Is proactive in seeking appropriate learning Is proactive in seeking opportunities. appropriate learning opportunities. Contributes to the learning of others where appropriate. Contributes to the learning of others & to service improvement where appropriate. TOTAL: PPD SCORE: (divide total by two to get PPD score) 19 June 2007 LSM/TB/PS© 24 HEALTH, SAFETY AND SECURITY (HSS) This section assesses the requirements for professional conduct (i.e. ethical judgment, safe practice, student’s awareness of their limits and when to seek advice, risk assessment, risk management and confidentiality). The student is expected to practice these areas consistent with the Code of Conduct, relevant legislation, policies and procedures. Very Poor/Poor (FAIL) 0-39 Borderline/Adequate (PASS) 40-49 Average Good Very Good Excellent / Exceptional 50-59 60-69 70-79 80 - 100 Demonstrates very good ability to assess risk & take action to establish & maintain the safety of self & others. Demonstrates exceptional ability to assess risk & take action to establish & maintain the safety of self & others. Critically explores issues around health & safety Critically explores issues around health & safety Consistently requires support, Demonstrates basic ability to Demonstrates sound ability to Demonstrates a good ability guidance & feedback to maintain confidentiality. maintain confidentiality. to maintain confidentiality. maintain confidentiality. Demonstrates very good ability to maintain confidentiality. Demonstrates exceptional ability to maintain confidentiality. May breach confidentiality if not supervised. Critically explores issues around confidentiality. Critically explores issues around confidentiality. Consistently requires support, Demonstrates basic ability to Demonstrates sound ability to Demonstrates good ability to guidance & feedback to maintain ethical practice & maintain ethical practice & maintain ethical practice & maintain ethical practice & duty of care to clients. duty of care to clients. duty of care to clients. duty of care to clients. Demonstrates very good ability to maintain ethical practice & duty of care to clients. Demonstrates exceptional ability to maintain ethical practice & duty of care to clients. May breach the Code of Conduct if not supervised. Critically explores ethical practice. Critically explores ethical practice. MARKER’S ASSESSMENT MID FINAL Professional Conduct & Ethics Confidentiality Safety & Security In the context of the placement setting, local and national policies and procedures, the student: Consistently requires support, guidance & feedback to assess risk & take action to establish & maintain the safety of self & others. Demonstrates basic ability to assess risk & take action to establish & maintain the safety of self & others. Demonstrates sound ability to assess risk & take action to establish & maintain the safety of self & others. Demonstrates good ability to assess risk & take action to establish & maintain the safety of self & others. May put self or others at risk of injury / harm if not supervised. TOTAL: HSS SCORE: (divide total by three to get HSS Score) 19 June 2007 LSM/TB/PS© 25 SERVICE IMPROVEMENT (SIM) This section assesses the student’s ability to identify and discuss the implications of EBP, research, audit and clinical governance for service improvement. Very Poor/Poor (Fail) 0-39 Borderline/Adequate (Pass) 40-49 Average Good Very Good Excellent / Exceptional 50-59 60-69 70-79 80 - 100 Demonstrates good understanding of the value of research & other scholarly activity in relation to the development of the profession & client care. Demonstrates very good understanding of the value of research & other scholarly activity in relation to the development of the profession & client care. Demonstrates exceptional understanding of the value of research & other scholarly activity in relation to the development of the profession & client care. Evaluates & makes constructive suggestions as to how to share/disseminate EBP & best practice. Critically evaluates & makes constructive suggestions as to how to share/disseminate EBP & best practice. Consistently demonstrates very good understanding of the role of audit & clinical governance in service improvement & can participate in quality assurance activities where required. Demonstrates an exceptional understanding of the role of audit & clinical governance in service improvement & can participate in quality assurance activities where required. MARKER’S ASSESSMENT MID FINAL Audit, Quality Control & Clinical Governance EBP & Research In the context of the service setting the student, through discussion and reflection Consistently requires support, guidance & feedback to demonstrate an understanding of the value of research & other scholarly activity & its relationship to the development of the profession & client care. Demonstrates basic understanding of the value of research & other scholarly activity in relation to the development of the profession & client care. Consistently requires support, guidance & feedback to demonstrate an understanding of the role of audit & clinical governance in service improvement & to participate in quality assurance activities where required. Demonstrates basic understanding of the role of audit & clinical governance in service improvement & a basic ability to participate in quality assurance activities where required. Demonstrates sound understanding of the value of research & other scholarly activity in relation to the development of the profession & client care. Demonstrates a sound understanding of the role of audit & clinical governance in service improvement & can participate in quality assurance activities where required. Demonstrates good understanding of the role of audit & clinical governance in service improvement & can participate in quality assurance activities where required. Makes constructive suggestions as to how services can work towards continual improvement. Understands the need to support others in the change process. Makes constructive suggestions as to how services can work towards continual improvement. Demonstrates potential to support others in this change process. TOTAL: SIM SCORE: (divide total by two to get SIM Score) 19 June 2007 LSM/TB/PS© 26 QUALITY (QUA): Here students are assessed in relation to their awareness of and compliance with quality directives, these include: COT Code of Conduct, HPC Standards, departmental policies, and procedures, legislation and cost effectiveness. Consider how a student prioritises their own workload and organises their own work to meet these priorities and reduce risks to quality. Consider how the student seeks and uses guidance & feedback to improve quality and effectiveness of their work (e.g. during supervision). Very Poor/Poor (FAIL) 0-39 Borderline/Adequate (PASS) 40-49 Average Good Very Good Excellent / Exceptional 50-59 60-69 70-79 80 - 100 MARKER’S ASSESSMENT MID FINAL Caseload Management & Prioritising Time & Resource Management In the context of time and resource management, the student: Consistently requires support, guidance & feedback to be able to:  demonstrate understanding of & compliance with quality systems & standards.  organise & prioritise time & workload to meet requirements. Demonstrates basic ability to Demonstrates sound ability to Demonstrates good ability to Demonstrates very good comply with quality systems & comply with quality systems & comply with quality systems & ability to comply with quality standards. standards. standards. systems & standards. Demonstrates exceptional ability to comply with quality systems & standards. Effectively organises & prioritises time & workload with minimal support. Applies these consistently & effectively to organisation & prioritisation of time & workload. Applies these consistently & effectively to organisation & prioritisation of time & workload. Proactively monitors the quality of their work. Consistently & proactively monitors the quality of their work. Applies these effectively to organisation & prioritisation of time & workload to ensure quality & effectiveness. Applies these consistently & effectively to organisation & prioritisation of time & workload. Critically explores time & resource management. In the context of managing and prioritising a small caseload (as appropriate to this setting), the student: Consistently requires support, Demonstrates basic ability to Demonstrates sound ability to Demonstrates good ability to guidance & feedback to be comply with quality systems & comply with quality systems & comply with quality systems & able to: standards. standards. standards.  demonstrate understanding of required Can manage & prioritise Can manage & prioritise Can manage & prioritise quality standards & the caseload with minimal caseload as required. caseload as required. systems for complying support. with them.  manage and prioritise a caseload Demonstrates very good ability to comply with quality systems & standards. Demonstrates exceptional ability to comply with quality systems & standards. Can manage & prioritise caseload as required. Can manage & prioritise caseload as required. Contributes to service quality Contributes to service quality & effectiveness. & effectiveness. Critically evaluates effectiveness of their work & impact of this on service quality. TOTAL: QUA SCORE (divide total by two to get the QUA score) 19 June 2007 LSM/TB/PS© 27 Equality & Diversity EQUALITY AND DIVERSITY (EQD): Within this section the student is required to practice in a non-discriminatory manner; they need to show an understanding of the complexity of equality and diversity issues and practice standards (with clients and staff). They should also demonstrate awareness and adherence to legislation, policies and procedures in relation to equality and diversity. Very Poor/Poor (FAIL) 0-39 Borderline/Adequate (PASS) 40-49 Average Good Very Good Excellent / Exceptional 50-59 60-69 70-79 80 - 100 Consistently requires support, guidance & feedback to understand & value equality, cultural & lifestyle diversity. Demonstrates basic ability to promote, support & value equality, cultural & lifestyle diversity. Demonstrates sound ability to promote, support & value equality, cultural & lifestyle diversity. Demonstrates good ability to promote, support & value equality, cultural & lifestyle diversity. Demonstrates very good ability to promote, support & value equality, cultural & lifestyle diversity. Demonstrates exceptional ability to promote, support & value equality, cultural & lifestyle diversity. Is unable to adapt practice accordingly. MARKER’S ASSESSMENT MID FINAL Supports people who need Supports people who need assistance in exercising their assistance in exercising their rights & choices. rights. Enables others to promote equality & diversity & a nondiscriminatory culture EQD SCORE: 19 June 2007 LSM/TB/PS© 28 HEALTH AND WELLBEING: Assessment and Treatment Planning (HWA): This section should be assessed in accordance with legislation, policies and procedures. It includes: selection and use of assessment, information gathering, observation skills, therapeutic use of self, analysis of activity and the components of functional performance, the impact of ill-heath/disability on occupational performance, planning (goals), problem-solving, client centredness. The student is required to discuss the relationship between OT theory and practice and therefore demonstrate the required level of clinical reasoning ability when undertaking the OT process (assessment and treatment planning) in the setting. Very Poor/Poor Borderline/Adequate Average Good Very Good Excellent / Exceptional 0-39 40-49 50-59 60-69 70-79 80 - 100 MARKER’S ASSESSMENT MID FINAL OT Theory & Assessment Selection In the assessment of occupational/functional performance and in accordance with local policies and procedures, the student: Consistently requires support, guidance & feedback to draw on theory from which to justify & select appropriate assessment(s) given the client’s needs. Demonstrates basic ability to draw on theory from which to justify & select appropriate assessment(s) given the client’s needs. Demonstrates sound ability to draw on theory from which to justify & select appropriate assessment(s) given the client’s needs. Demonstrates good ability to draw on theory from which to justify & select appropriate assessment(s) given the client’s needs. Demonstrates very good ability to draw on evidence based knowledge from which to justify & select appropriate assessment(s) given the client’s needs. Demonstrates exceptional evidence based knowledge from which to justify & select appropriate assessment(s) given the client’s needs. Assessment Skills & analysis & interpretation of assessment results Within the context of the setting, the student: Consistently requires support, guidance & feedback to:  demonstrate competent assessment skills  Use clinical reasoning to relate assessment data & outcomes to treatment planning Assessment skills are unacceptable / unsafe. Demonstrates independent & Demonstrates independent & Demonstrates independent & Demonstrates independent & Demonstrates independent & competent assessment skills competent assessment skills competent assessment skills competent assessment skills competent assessment skills With supervision uses clinical reasoning to relate assessment data & outcomes to treatment planning. With minimal supervision uses clinical reasoning to relate assessment data & outcomes to treatment planning. Independently uses clinical reasoning to relate assessment data & outcomes to treatment planning. Independently uses clinical reasoning to relate assessment data & outcomes to treatment planning. Independently uses clinical reasoning to relate assessment data & outcomes to treatment planning. Can adapt assessment skills to new / more complex situations Seeks opportunities to develop more complex/advanced clinical reasoning to develop assessment skills TOTAL: HWA SCORE: (divide total by two to get the HWA Score) 19 June 2007 LSM/TB/PS© 29 Intervention & Treatment Skills OT theory, Intervention Planning & Selection HEALTH AND WELLBEING: Treatment and Intervention (HWT): This section should be considered in accordance with legislation, policies and procedures. It includes: therapeutic use of self, problem-solving, client centeredness, treatment and/or intervention (use of activity and appropriate media). The student is required to discuss the relationship between OT theory and practice and therefore demonstrate the required level of clinical reasoning ability when undertaking the OT process (intervention) in the setting. Very Poor/Poor Borderline/Adequate Average Good Very Good Excellent / Exceptional 0-39 40-49 50-59 60-69 70-79 80 - 100 MARKER’S ASSESSMENT MID FINAL When addressing the occupational needs/goals/aims/objectives of planned intervention, the student (in accordance with OT theory, client- centred practice and local policies and procedures): Consistently requires support, Demonstrates basic ability to Demonstrates sound ability to Demonstrates good ability to Demonstrates very good Demonstrates exceptional guidance & feedback to draw justify & select appropriate justify & select appropriate justify & select appropriate ability to justify & select evidence based knowledge & on theory from which to justify intervention / treatment plan intervention / treatment plan intervention / treatment plan appropriate intervention / clinical reasoning to justify & & select appropriate to achieve stated goals, aims to achieve stated goals, aims to achieve stated goals, aims treatment plan to achieve select appropriate intervention intervention / treatment plan & objectives using & objectives using & objectives using stated goals, aims & / treatment plan to achieve to achieve stated goals, aims appropriate clinical reasoning. appropriate clinical reasoning appropriate clinical reasoning objectives using appropriate stated goals, aims & & objectives clinical reasoning objectives Clinical reasoning skills are weak/unacceptable When carrying out planned OT activities/intervention/treatment, the student: Consistently requires support, Demonstrates independent & Demonstrates independent & guidance & feedback to use, competent competent grade, manage & modify intervention/treatment skills, intervention/treatment skills, intervention/treatment. through the use of grading, through the use of grading, management & modification management & modification Unable to use clinical of intervention/treatment. of intervention/treatment. reasoning to explain management of the With supervision uses clinical With minimal supervision intervention process reasoning to manage the uses clinical reasoning to intervention process. manage the intervention Intervention skills are process. unacceptable / unsafe. Demonstrates independent & competent intervention/treatment skills, through the use of grading, management & modification of intervention/treatment. Demonstrates independent & competent intervention/treatment skills, through the use of grading, management & modification of intervention/treatment. Demonstrates independent & competent intervention/treatment skills, through the use of grading, management & modification of intervention/treatment. Independently uses clinical reasoning to manage the intervention process. Independently uses clinical reasoning to manage the intervention process. Independently uses clinical reasoning to manage the intervention process. Has a very good ability to adapt intervention skills to new / more complex situations Has exceptional ability to adapt intervention skills to new / more complex situations Seeks opportunities to explore best practice to develop intervention/treatment skills TOTAL: HWT SCORE: (divide by two to get the HWT Score ) 19 June 2007 LSM/TB/PS© 30 HEALTH AND WELLBEING Evaluation (HWE) This section should be considered in accordance with legislation, policies and procedures. It includes: monitoring and/or evaluation (of outcomes), identifying and discussing evidence based practice. The student is required to discuss clinical reasoning and apply OT theory to practice. Very Poor/Poor Borderline/Adequate Average Good Very Good Excellent / Exceptional Monitoring & Evaluation Skills OT Theory & Evaluation Methods 0-39 40-49 50-59 When considering the effectiveness of OT intervention, the student: Consistently requires support, Demonstrates basic ability to Demonstrates sound ability to guidance & feedback to draw use evidence/theory to justify draw on theory from which to on theory from which to justify & select appropriate justify & select appropriate & select appropriate evaluation methods given the evaluation methods given the evaluation methods given the client’s needs. client’s needs client’s needs When considering appropriate local policies and procedures the student: Consistently requires support, Independently demonstrates Independently demonstrates guidance & feedback to: competent evaluation skills to competent evaluation skills to monitor & evaluate OT  demonstrate ability to use monitor & evaluate OT intervention / treatment plans. intervention / treatment plans appropriate methods to monitor & evaluate OT With supervision uses clinical With minimal supervision uses intervention / treatment reasoning & reflective practice clinical reasoning & reflective plans.  evaluate & discuss the OT to evaluate & discuss the OT practice to discuss the OT process & therapy outcomes. process & therapy outcomes. process & outcomes Evaluation skills are unacceptable / unsafe. 60-69 70-79 80 - 100 Demonstrates good ability to draw on theory from which to justify & select appropriate evaluation methods given the client’s needs Demonstrates very good ability to draw on evidence based knowledge from which to justify & select evaluation methods given the client’s needs Demonstrates exceptional evidence based knowledge from which to justify & select appropriate evaluation methods given the client’s needs Independently demonstrates competent evaluation skills to monitor & evaluate OT intervention / treatment plans Independently demonstrates competent evaluation skills to monitor & evaluate OT intervention / treatment plans Independently demonstrates competent evaluation skills to monitor & evaluate OT intervention / treatment plans Independently uses clinical reasoning & reflective practice to discuss the OT process & therapy outcomes. Independently uses clinical reasoning & reflective practice to discuss the OT process & therapy outcomes. Independently uses clinical reasoning & reflective practice to discuss the OT process & therapy outcomes. Has a very good ability to use evaluation processes to evaluate effectiveness of current practice. Has exceptional ability to use evaluation processes to evaluate effectiveness of current practice & applies this to future service developments MARKER’S ASSESSMENT MID FINAL TOTAL: HWE SCORE (divide total by two to get the HWE Score) 19 June 2007 LSM/TB/PS© 31 SUMMARY OF MIDWAY ASSESSMENT GRADES Where a student is absent for up to 5 days throughout the placement, the students progression should be discussed with the placement facilitators at LSBU prior to completing the midway assessment Component Mark Grade Communication Personal and People Development Health, Safety and Security Service Improvement Quality Equality and Diversity Health and Wellbeing: Assessment and Treatment Planning Health and Wellbeing: Treatment and Intervention Health and Wellbeing: Evaluation MIDWAY ASSESSMENT COMMENTS: ......................................................................................................................................................................... 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Signature of Practice Educator: ……………………………………………………. DATE: ………………………………………….. 33 SUMMARY OF FINAL ASSESSMENT GRADES AND HOURS Where a student is absent for up to 5 days throughout the placement, the students progression should be discussed with the placement facilitators at LSBU prior to completing the final assessment. Total hours for the placement: Component Mark Grade Communication Personal and People Development Health, Safety and Security Service Improvement Quality Equality and Diversity Health and Wellbeing: Assessment and Treatment Planning Health and Wellbeing: Treatment and Intervention Health and Wellbeing: Evaluation Average Mark** **A mark below 40 (fail grade) in any component area would result in an overall Fail grade (please notify the university prior to awarding a fail grade) Grade Very Poor/Poor (Fail) Borderline/Adequate Pass Average Pass Good Pass Very Good Pass Excellent/Exceptional Pass Mark 0 - 39% 40 - 49% 50 - 59% 60 - 69% 70 - 79% 80 - 100% FINAL ASSESSMENT COMMENTS: ......................................................................................................................................................................... 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The student’s performance has been assessed against the component descriptors for this level of training, as detailed in the Occupational Therapy Pre-registration Practice Placement marking grid. All details entered on this assessment report have been completed and discussed by Practice Educator(s) and Student as signed below – Signature of Practice Educator: ………………………………. Position: …………………………….. Supported by (Name)**: ……………………………………….. Signed: …………………………….. Date: ……………………………………………………………… **Where possible it is good practice to seek input from / consult with another team member / supervisor to see if the grade/mark you are giving coincides with their judgement of the student’s abilities. STUDENT. Has this feedback been discussed with you Signature of Student: ......................…………. Yes / No Date: ........…………………… 35 CONTINUED PROFESSIONAL DEVELOPMENT Student’s Name: ___________________________________________ Practice Placement: ________________________________________ Student’s should participate in the process of assessment of their performance during each Practice Placement experience and acknowledge the grade that has been awarded. On completing the final report, please list the student’s areas of strengths and development needs for their Professional Development Portfolio and to consider for their future as a qualified occupational therapist. This list should be agreed between practice educator and the student. Areas of Strength are identified as: 1. 2. 3. 4. 5. 6. Areas of Development are identified as: 1. 2. 3. 4. 5. 6. I agree this information can be sent to the student’s next placement Signed……………………………………….. (Practice Educator) I agree this information can be sent to my next placement Signed……………………………………….. (Student) STUDENTS SHOULD KEEP A COPY OF THIS FORM TO SEND ON TO THEIR NEXT PLACEMENT ALONG WITH THEIR CV 36

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