Faculty of Science & Technology
School of Biomedical & Biological Sciences
BIOM1001 Foundations of Healthcare Science Practice &
Workplace Learning
PRACTICE PORTFOLIO – 2012
Students name:
Registration No.:
Work Placement Location:
Workplace Educator(s):
1
Introduction
The practice portfolio is the final assessment for the BIOM1001 module and is
designed to assess a student’s performance in the year one work placement. The
portfolio is to be completed and submitted before the end of the placement period.
The work placement is a key component of the Healthcare Science Practitioner
Training Programme (PTP) and is designed to give students a real experience of
work as a healthcare scientist in the NHS and an opportunity for students to
demonstrate some basic competencies as required by the PTP Training Manuals.
Assessment of competency in the workplace is not just an assessment of a scientific
knowledge and understanding as applied to a career in healthcare science, but also
an assessment of a student’s practical skills and professionalism.
The practice portfolio consists of four elements, for which templates are provided in
this document:
1. A Placement Learning Agreement between the student and their workplace
educator(s)
2. A Competency Log, accompanied by evidence selected to demonstrate a
student’s meeting of the 2 learning outcomes associated with the year one work
placement
3. A Reflective Journal/Log, that both captures the work placement experience and
the learning that has occurred as a result of such experience.
4. A student evaluation of the work placement
In addition to this document, students are asked to familiarise themselves with the
Workplace Learning Handbook and other documentation as it appears on the
Plymouth Online Practice Placement Information (POPPI) website. It is the student’s
responsibility to ensure that they have read all relevant documentation and to
organise and submit their own assessments.
Dr Andy Evenden – Programme Lead, Healthcare Science
May 2012
2
CONTENTS
Introduction
The Placement Learning Agreement
Learning Agreement Template
Assessment of Competency in the Workplace
Competency Log
Collection & Collation of Evidence
Indexing of Evidence
DOPS Templates
CBD Templates
Reflective Journal
Reflective Journal Template
Placement Evaluation Template
Submitting Your Portfolio
Page 2
Page 4
Page 5
Page 6
Page 7
Page 10
Page 11
Page 13
Page 21
Page 25
Page 26
Page 27
3
The Placement Learning Agreement
The placement learning agreement is a formal written agreement between a student and their workplace educator. This agreement
is an important tool to focus the student’s and educator’s minds on the placement ahead and to “frame” induction to the placement
area. The agreement is completed usually within the first two weeks of the placement. The learning agreement is also an important
learning tool in that it allows students to identify/clarify opportunities for learning and sources of assistance available to them.Used
properly, it can provide students a better understanding of their own approach to placement learning. In collaboration and
discussion with their workplace educator, the following key information is collected and entered in to the form:
Learning objectives for the placement: Enter the placement learning outcomes and their component competencies – as
documented in the relevant Healthcare Science Practitioner Training Manual. But also any other learning objectives that the student
may wish to meet during the placement (developing personal skills such as communication and presentation etc).
How will these be achieved? : In this column, the student should summarise the various locations (lab, clinic, ward etc.) The
student should also document where their learning will take place and the resources available to assist their learning. These
resources will include; the people who will supervise and instruct them in these locations, and any reference or instructional
materials available (manuals, protocols, reference books/publications, computer facilities etc.)
What evidence will be presented to demonstrate achievement? : Evidence is vital to demonstrate that learning has taken place
and to demonstrate the achievement of any outcomes and gaining of competence. Whilst a minimum of two pieces of evidence is
required for each competence demonstrated for formal assessment, students should be encouraged to collect as much as possible
evidence in as many forms as possible. Types of evidence accepted are: direct observation, questioning (written/oral), reports from
others in the placement area, products of the student’s work and reflective writing. A number of specific assessment tools for
Healthcare Science practice have been developed: the Direct Observation of Practical Skills (DOPS) and Case Based Discussions
(CBD). The use of these assessment tools should be documented here. Note that a minimum of 2x DOPS and 1 x CBD are to be
used in the year one placement assessment)
Review Date(s): It is good practice to review progress during the placement, please consider the most appropriate time period for a
particular task to be completed and set realistic review dates to check on progress.
4
Placement Learning Agreement
Student Name:
Placement Location:
Learning Objectives for
Placement
Include learning outcomes and
competencies to be assessed
Date Completed:
/ /2012
Reg.No:
Workplace Educator(s):
Dates
From: / /2012
How will these be achieved?
Include details of where & how learning
will take place and the resources
available
To: / /2012
What evidence will be presented to
demonstrate achievement? Which
assessment tool will be used?(DOPS,
CBD etc) What type of evidence will be
gathered and presented?
Review
Date(s)
Note: This table can be extended by continuing to type in the appropriate columns
5
Assessment of Competency in the Workplace
Workplace learning in the Healthcare Science (PTP) is based on a competencybased education (CBE) model. Daily training in the workplace is used for the
development of professional practice through the acquisition of knowledge, skills and
behaviours necessary for a specific role and/or profession. CBE is common in
healthcare education and training, with curricula in use for students of Medicine,
Dentistry, Nursing and the Allied Health Professions (AHP). A key feature of CBE is
that it is the student that drives their own learning and the educator acts as a “guide”
in the process. In year one of the Healthcare Science PTP, students use the CBE
model to meet two learning outcomes before they can progress to the next stage of
their degree programme. Each of these learning outcomes is further broken down
into a number of competencies, covering the domains of knowledge, practical skills
and professional behaviour (full details of the competencies required by the PTP can
be seen in the Training Manuals).
Competency can be assessed in a number of ways, and this is seen as strength of
this model of education. As you will see in the competency log below, assessment is
possible via a range of methods such as observation, questioning and reports from
reliable observers in the workplace. In the PTP, there are also two specific
assessment tools to be used; the direct observation of practical skills (DOPS) and
the case base discussion (CBD). For the year one placement, the PTP training
manuals suggest a minimum of 2 x DOPS and 1 x CBD. For each competency
assessed, the student must provide two pieces of evidence to support their claim of
competence. Whilst two pieces of evidence is a minimum for assessment, students
are advised to collect as much evidence as possible. This is suggested not only to
allow students to practice evidence gathering, but also to maximise the possibility of
gathering evidence that may be later be used for other competencies in the PTP, so
students are encouraged to get in to the habit of gathering evidence of their
knowledge, practical skills and professionalism throughout their time in placement.
Students are advised that competency is developed over time, through rehearsal
and practice in the workplace. Feedback from educators on performance is used to
plan subsequent learning and improve such performance until competence is finally
achieved. It is a fact that some students will reach competence sooner than others,
utilising fewer cycles of practice, performance and feedback, but the general
principle applied is that competency is signed off only after a suitable amount of
practice has taken place and that the competency is consistently demonstrated. In
the case of the year one placement, a general rule of thumb is that signing off of
workplace competencies should only take place after 25 days of training have
elapsed. For some competencies, it is better to wait until the end of the placement
before committing to sign off a student’s competence (e.g. behaviours, safety,
communication).Endnote : The process of assessment is to be driven by the
student under advice and guidance only. It is the student’s responsibility to
arrange their own assessments and not that of the workplace educator.
6
Competency Log
Learning Outcome 1 : Performs the generic skills demonstrates adherence to
health and safety, professional behaviour and the knowledge and
understanding defined in the work-base module for Year 1.
Competency
1.1 Demonstrate the six
stage hand-washing
technique.
1.2 Demonstrate basic life
support skills.
1.3 Demonstrate effective
communication skills
within the healthcare
environment.
Assessor
Date
Comments/Evidence#
University
May
2012
University-based-skills
training
University
March
2012
University-based-skills
training
/ /2012
1.4 Demonstrate safe
working practice in the
workplace.
/ /2012
1.5 Demonstrate the
standards of dress and
professional behaviour
required in the workplace.
/ /2012
#
a minimum of two pieces of evidence are required for all competencies assessed on
placement – a brief description of the evidence submitted is required and the following codes
may be utilised: DOPS, CBD, SW (Students Work), Q (Evidence from Questioning) RO
(Reports from Others) DO (Direct observation), R (Evidence in Reflective Writing)
7
Competency Log
Learning Outcome 2 (Cardiac, Respiratory & Sleep Physiology) : Demonstrate
the ability to perform, under direct supervision, basic investigations in
accordance with local health & safety regulations
Competency
2.1 Routine
electrocardiogram in an
adult patient
Assessor
Date
Comments/Evidence#
/ /2012
2.2 Measurement of blood
pressure in an adult
patient using an automatic
device.
/ /2012
2.3 Dynamic Lung
Volumes (spirometry) in an
adult patient.
/ /2012
2.4 Measurement of
oxygen saturation (SpO2)
/ /2012
#
a minimum of two pieces of evidence are required for all competencies assessed on
placement – a brief description of the evidence submitted is required and the following codes
may be utilised: DOPS, CBD, SW (Students Work), Q (Evidence from Questioning) RO
(Reports from Others) DO (Direct observation), R (Evidence in Reflective Writing)
8
Competency Log
Learning Outcome 2 (Life Sciences) : Demonstrate the ability to perform, under
direct supervision, basic procedures in accordance with local health & safety
regulations and quality requirements
Competency
2.1 Undertake key
practical skills relevant to
division
Assessor
Date
Comments/Evidence#
/ /2012
2.2 Demonstrate the ability
to undertake a Health and
safety Risk assessment of
a defined area..
2.3 Perform basic
specimen receipt and
preparation. (Refer to yr 2
specimen receipt
competencies as a guide)
2.4 Use a range of basic
laboratory equipment
appropriate to the
placement environment eg
centrifuges, pipettes,
microscopes. (Refer to yr
2 equipment use
competencies as a guide)
2.5 Observe and assist in
a limited range of core
methods and techniques
(Refer to yr 2 core method
competencies as a guide)
/ /2012
/ /2012
/ /2012
#
a minimum of two pieces of evidence are required for all competencies assessed on
placement – a brief description of the evidence submitted is required and the following codes
may be utilised: DOPS, CBD, SW (Students Work), Q (Evidence from Questioning) RO
(Reports from Others) DO (Direct observation), R (Evidence in Reflective Writing)
9
Collection & Collation of Evidence
For each competency being assessed, student’s should also collect and submit a
minimum of two pieces of supporting evidence. As in all assessment portfolios, this
evidence should be carefully annotated and indexed for easy access by
reviewers/markers. To aid students in this task, we have provided an indexing tool
for each outcome/competency being assessed.
This tool takes the form of a table (below) where each learning outcome and
associated competency is numbered (1 & 2, 1.1, 2.1… etc.). This number code
should be applied to each piece of evidence. In addition, for each piece of evidence,
please provide a description to explain how the evidence supports the competency
being assessed. This description can then be used as annotation for the evidence.
WARNING: STUDENTS ARE TO MAINTAIN PATIENT CONFIDENTIALITY AT
ALL TIMES BY PHYSICALLY REMOVING PATIENT NAMES AND ANY
IDENTIFYING DATA.
WHERE POSSIBLE ON ELECTRONIC DOCUMENTS, THE PATIENT NAME
SHOULD BE DELETED. ON PAPER DOCUMENTS, THE NAME SHOULD BE
REMOVED BY EXCISION.
STUDENTS SHOULD ALSO CONSULT THEIR WORKPLACE EDUCATORS
BEFORE INCLUDING ANY PATIENT-BASED EVIDENCE
10
Indexing of Evidence
The evidence used to support your achievements in workplace learning should be
clearly labelled/annotated prior to submission with your portfolio. To aid you in this
task, please complete the following table. You may then add the appropriate code to
your evidence to index the evidence for viewing by any reviewers/assessors.
Competency
Evidence
Code
1.1.1
1.1
1.1.2
1.2.1
1.2
1.2.2
Description (to include type of evidence and
how it addresses the competency)
n/a
n/a
n/a
n/a
1.3.1
1.3
1.3.2
1.4.1
1.4
1.4.2
1.5.1
1.5
1.5.2
11
Indexing of Evidence (continued)
Competency
Evidence
Code
Description (to include type of evidence and
how it addresses the competency)
2.1.1
2.1
2.1.2
2.2.1
2.2
2.2.2
2.3.1
2.3
2.3.2
2.4.1
2.4
2.4.2
2.5.1
2.5#
2.5.2
#
not necessary for cardiac, respiratory & sleep physiology students
12
Direct Observation of Practical/Procedural Skills – Cardiac
Physiology / Respiratory & Sleep Physiology
DOPS#1
HIGH
1-4
5-9
>10
Above
expectations
AVERAGE
Meets
expectations
LOW
Below
expectations
No. of times performed
by student (enter X)
Assessor Position:
Borderline
Difficulty: (enter X)
Assessor:
Unable to
comment / n/a#
Student Name:
Reg.No:
Placement Location:
Description of Procedure/Investigation:
1. Understands scientific principles of procedure
including basic science underpinning it
2. Has read, understands and follows the
appropriate SOP’s, risk and COSHH assessments,
and any other relevant Health & Safety
documentation
3. Understands and applies the appropriate
associated quality control procedures
4. Understands the risks associated with items of
equipment and uses them appropriately
5. Accurately completes associated documentation
6. Output meets accepted laboratory/professional
standards
7. Carries out the procedure within the appropriate
time frame
8. Is aware of any limitations of procedure/test
9. Demonstrates awareness of the limits of
responsibility and when to seek advice
10. Professionalism
#please
indicate here if you have not observed this behaviour or it is not applicable to the
procedure being assessed
13
Direct Observation of Practical/Procedural Skills – Cardiac
Physiology / Respiratory & Sleep Physiology
DOPS#1 (continued)
Feedback (to include
documentation of learning needs)
Agreed Action Plan
Outcome:
Satisfactory
Unsatisfactory
Date of Assessment: / /2012
Time taken for Assessment:
Time taken for Feedback:
14
Direct Observation of Practical/Procedural Skills – Cardiac
Physiology / Respiratory & Sleep Physiology
DOPS#2
HIGH
1-4
5-9
>10
Above
expectations
AVERAGE
Meets
expectations
LOW
Below
expectations
No. of times performed
by student (enter X)
Assessor Position:
Borderline
Difficulty: (enter X)
Assessor:
Unable to
comment / n/a#
Student Name:
Reg.No:
Placement Location:
Description of Procedure/Investigation:
1. Understands scientific principles of procedure
including basic science underpinning it
2. Has read, understands and follows the
appropriate SOP’s, risk and COSHH assessments,
and any other relevant Health & Safety
documentation
3. Understands and applies the appropriate
associated quality control procedures
4. Understands the risks associated with items of
equipment and uses them appropriately
5. Accurately completes associated documentation
6. Output meets accepted laboratory/professional
standards
7. Carries out the procedure within the appropriate
time frame
8. Is aware of any limitations of procedure/test
9. Demonstrates awareness of the limits of
responsibility and when to seek advice
10. Professionalism
#please
indicate here if you have not observed this behaviour or it is not applicable to the
procedure being assessed
15
Direct Observation of Practical/Procedural Skills – Cardiac
Physiology / Respiratory & Sleep Physiology
DOPS#2 (continued)
Feedback (to include
documentation of learning needs)
Agreed Action Plan
Outcome:
Satisfactory
Unsatisfactory
Date of Assessment: / /2012
Time taken for Assessment:
Time taken for Feedback:
16
Direct Observation of Practical/Procedural Skills – Life Sciences
DOPS#1
HIGH
1-4
5-9
>10
Above
expectations
AVERAGE
Meets
expectations
LOW
Below
expectations
No. of times performed
by student (enter X)
Assessor Position:
Borderline
Difficulty: (enter X)
Assessor:
Unable to
comment / n/a#
Student Name:
Reg.No:
Placement Location:
Description of Procedure/Investigation:
1. Understands scientific principles of procedure
including basic science underpinning it
2. Has read, understands and follows the
appropriate SOP’s, risk and COSHH assessments,
and any other relevant Health & Safety
documentation
3. Understands and applies the appropriate
associated quality control procedures
4. Understands the risks associated with items of
equipment and uses them appropriately
5. Accurately completes associated documentation
6. Output meets accepted laboratory/professional
standards
7. Carries out the procedure within the appropriate
time frame
8. Is aware of any limitations of procedure/test
9. Demonstrates awareness of the limits of
responsibility and when to seek advice
10. Professionalism
#please
indicate here if you have not observed this behaviour or it is not applicable to the
procedure being assessed
17
Direct Observation of Practical/Procedural Skills – Life Sciences
DOPS#1 (continued)
Feedback (to include
documentation of learning needs)
Agreed Action Plan
Outcome:
Satisfactory
Unsatisfactory
Date of Assessment: / /2012
Time taken for Assessment:
Time taken for Feedback:
18
Direct Observation of Practical/Procedural Skills – Life Sciences
DOPS#2
HIGH
1-4
5-9
>10
Above
expectations
AVERAGE
Meets
expectations
LOW
Below
expectations
No. of times performed
by student (enter X)
Assessor Position:
Borderline
Difficulty: (enter X)
Assessor:
Unable to
comment / n/a#
Student Name:
Reg.No:
Placement Location:
Description of Procedure/Investigation:
1. Understands scientific principles of procedure
including basic science underpinning it
2. Has read, understands and follows the
appropriate SOP’s, risk and COSHH assessments,
and any other relevant Health & Safety
documentation
3. Understands and applies the appropriate
associated quality control procedures
4. Understands the risks associated with items of
equipment and uses them appropriately
5. Accurately completes associated documentation
6. Output meets accepted laboratory/professional
standards
7. Carries out the procedure within the appropriate
time frame
8. Is aware of any limitations of procedure/test
9. Demonstrates awareness of the limits of
responsibility and when to seek advice
10. Professionalism
#please
indicate here if you have not observed this behaviour or it is not applicable to the
procedure being assessed
19
Direct Observation of Practical/Procedural Skills – Life Sciences
DOPS#2 (continued)
Feedback (to include
documentation of learning needs)
Agreed Action Plan
Outcome:
Satisfactory
Unsatisfactory
Date of Assessment: / /2012
Time taken for Assessment:
Time taken for Feedback:
20
Cardiac Physiology / Respiratory & Sleep Physiology
Case Based Discussion
1-4
5-9
>10
Above
expectations
HIGH
Meets
expectations
AVERAGE
Below
expectations
No. of times performed
by student (enter X)
LOW
Borderline
Difficulty: (enter X)
Unable to
comment / n/a#
Student Name:
Assessor:
Reg.No:
Placement Location:
Assessor Position:
Brief Description of Focus of Scenario/Discussion:
1. Understands clinical and/or scientific principles
relevant to scenario
2. Can discuss relevant Health & Safety Issues
3. Can discuss the procedures used to obtain any
results
4. Can discuss the quality control procedures used
to ensure any result is accurate
5. Demonstrates a knowledge of relevant “best
practice” guidelines and policies relevant to the
scenario
6. Can discuss the significance of routine patient
results with reference to the reason for referral
7. Is aware of, and can use as required, appropriate
resources to aid in the interpretation of results
8. Is aware of importance of audit trail and can
complete audit trail accurately
9. Demonstrates awareness of the limits of
responsibility and when to seek advice
10. Professionalism
#please
indicate here if you have not observed this behaviour or it is not applicable to the
procedure being assessed
21
Cardiac Physiology / Respiratory & Sleep Physiology
Case Based Discussion (continued)
Feedback (to include
documentation of learning needs)
Agreed Action Plan
Outcome:
Satisfactory
Unsatisfactory
Date of Assessment: / /2012
Time taken for Assessment:
Time taken for Feedback:
22
Life Sciences
Case Based Discussion
1-4
5-9
>10
Above
expectations
HIGH
Meets
expectations
AVERAGE
Below
expectations
No. of times performed
by student (enter X)
LOW
Borderline
Difficulty: (enter X)
Unable to
comment / n/a#
Student Name:
Assessor:
Reg.No:
Placement Location:
Assessor Position:
Brief Description of Focus of Scenario/Discussion:
1. Understands clinical and/or scientific principles
relevant to scenario
2. Can discuss relevant Health & Safety Issues
3. Can discuss the procedures used to obtain any
results
4. Can discuss the quality control procedures used
to ensure any result is accurate
5. Demonstrates a knowledge of relevant “best
practice” guidelines and policies relevant to the
scenario
6. Can discuss the significance of routine patient
results with reference to the reason for referral
7. Is aware of, and can use as required, appropriate
resources to aid in the interpretation of results
8. Is aware of importance of audit trail and can
complete audit trail accurately
9. Demonstrates awareness of the limits of
responsibility and when to seek advice
10. Professionalism
#please
indicate here if you have not observed this behaviour or it is not applicable to the
procedure being assessed
23
Life Sciences
Case Based Discussion (continued)
Feedback (to include
documentation of learning needs)
Agreed Action Plan
Outcome:
Satisfactory
Unsatisfactory
Date of Assessment: / /2012
Time taken for Assessment:
Time taken for Feedback:
24
Reflective Journal
The purpose of the student’s reflective journal is to capture all aspects of the
placement experience and to document their own learning as it occurs. The reflective
journal should be written throughout the placement period. The reflection does not
need to be on a daily basis, but at a minimum we would suggest weekly entries. In
the journal, the student will document the experiences of placement as well as
evaluating and analysing their own perspective on these experiences. Students
should attempt to document what they have learnt, what they need to learn and how
they intend to learn this in the future. Capturing the placement experience in this
manner is an excellent way to accumulate evidence of one’s own learning, and as
such, reflection can be used as evidence, either for this portfolio or for future
portfolios.
Your reflective journal will be maintained on the University’s e-portfolio system
PebblePad as a blog. For submission in this portfolio, you should copy the text from
your blog and paste it into the box below. You should share your blog with both your
personal tutor and your workplace educator, so that they can monitor your progress
during placement.
Instructions
1. Go online and log on to http://e-portfolio.plymouth.ac.uk using your university username and
password. You will also find user guides on this log-in page
2. On the front page, click on the icon (pebble) called create new. A list will appear and you should
select more… then “blog”
3. For the title, add your name, the placement location and the month/year (i.e. Joe Bloggs –
Torbay Hospital May 2012). In the description, enter “My First Year Placement at X” – click button 2
and choose a template – click button 3.
4. Click Send to then click Person. You will then see the My Community dialog box. Click Add a
Contact.
5. For your personal tutor, you should click the button PebblePad User and you can then add either
Andrew Evenden or Kathryn Yuill as appropriate. Click the green tick and the system should find
your tutor’s details. Double click your tutor’s details and they should be added to the Sharees List.
For your workplace educator, you should click the button External User and then add the name and
e-mail details of your educator. Again click the green tick to add to the shares list
6. Click button 2 to set permissions by clicking view, OR ongoing and comment. Click the green
arrow as before. Close all boxes by clicking green arrows.
7. You can access and add to your blog each time, by logging on to PebblePad, clicking view and
then my assets. Then select your blog and you can view and post to it as needed.
25
Reflective Journal
At the end of your placement, you should open PebblePad and view your Blog for
the placement period. You can then copy the text and paste it as text only into the
box below prior to submission
26
Placement Evaluation
Feedback is vital to improve the organisation and operation of your work placements.
At the end of your placement, you should complete an evaluation of the placement
experience in the box below. All feedback on the placement is welcome, but please
be constructive in any criticism. NOTE – any feedback will be anonymous and
generalised to avoid identification of placement area.
27
Submitting Your Portfolio
To submit this portfolio for your assessment, firstly you have to save this document
with the title “practice portfolio – your name – your reg.no.” (e.g. Practice Portfolio
Andy Evenden 1020304)
The portfolio is to be submitted electronically via the Tulip site for the BIOM1001
module, using a system called SCOLAR (Submitting Coursework OnLine and
Remotely).
https://tulip.plymouth.ac.uk/Module/BIOM1001/SitePages/Home.aspx
Submitting work online is subject to the same rules and regulations as submitting a
copy of an assignment to an admin office. Details of the submitted online
assignment, such as the date and time you submit or resubmit an assignment will be
recorded automatically in the coursework receipting system.
Your submission will be this document, as well as any files containing evidence. The
accepted file formats are .doc, .docx, .pdf, .ppt, .pptx, .jpg, .png, and .tif. Please
ensure that evidence is in one of these file formats or they will not be uploaded
The SCOLAR system allows you to resubmit work right up to the due date/time. The
user guide for student submission of coursework using SCOLAR is to be found and
can be downloaded from
https://student.plymouth.ac.uk/ithelp/SCOLAR/SitePages/Home.aspx
Make sure you know how to submit your work well before the submission date. The
submission deadline for your practice portfolio is midnight on 30th July
28
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