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BSc(Hons) Occupational Therapy
Practice Educators Handbook
(Version 12 - February 2010)
University of the West of England, Bristol
Page 1
PRACTICE EDUCATORS HANDBOOK 2008/9 version 11
CONTENTS
Page
Introduction................................................................................................................... 3
Programme Philosophy and Aims ............................................................................ 4
Philosophy of the Programme ...............................................................................................4
Aims of the Programme ..........................................................................................................6
Programme Structure and Outline............................................................................ 7
Programme Structure..............................................................................................................7
Module Outlines .......................................................................................................................9
Level 1 Modules.............................................................................................................................. 9
Level 2 Modules.............................................................................................................................. 9
Level 3 Modules............................................................................................................................ 11
Practice Education .................................................................................................... 13
Philosophy...............................................................................................................................13
Practice Hours ........................................................................................................................13
Practice Assessment.............................................................................................................14
Sample Practice Front Sheet ......................................................................................................... 16
Support for Practice Educators ............................................................................... 17
Practice Educator Education................................................................................................17
Practice Tutorials with UWE lecturer ..................................................................................17
Additional support ..................................................................................................................18
The Learning Contract .............................................................................................. 19
Use of the learning contract .................................................................................................19
The Learning Contract and Supervision ............................................................................19
Learning Outcomes for Practice Modules ............................................................. 24
Professional Practice 1 Learning Outcomes .....................................................................24
Professional Practice 2 Learning Outcomes .....................................................................24
Professional Reasoning in Practice Learning Outcomes ................................................25
Guidelines for Writing Your Practice Placement 1 Learning Contract ..........................27
Guidelines for Writing Your Practice Placement 2 Learning Contract ..........................31
Guidelines for Writing Your Professional Reasoning in Practice Learning Contract ..36
The Practice Portfolio ............................................................................................................42
Sample Weekly Reflective Log .............................................................................................43
Sample Record of Personal Goals ........................................................................................45
The Significant Learning Experience Report.....................................................................47
Use Of The Report ........................................................................................................................ 47
Sample........................................................................................................................................... 47
Administration .........................................................................................................................49
Placement Learning Unit (PLU) .............................................................................. 51
Useful Contacts ......................................................................................................... 52
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Introduction
This handbook has been prepared to provide practice educators with the
necessary information to supervise students on practice placements.
It is hoped that it will be useful. Feedback to [email protected]
concerning any ways in which it could be improved would be welcomed.
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Programme Philosophy and Aims
Philosophy of the Programme
The programme aims to strike a balance between academic learning and
practice based learning, which not only satisfies the requirements of the
professional and regulatory organisations, but which offers high quality
learning experiences to students both within the university and in clinical
practice. Practice placement experiences are provided to students in a wide
range of established generic and specialist fields, provided by statutory and
non-statutory services across the region. There are also placements in ‘role
emerging’ settings, in which students have the opportunity to pioneer the
concept of occupational therapy in services where the profession has not
previously had a presence. Practice placements need to relate closely to
academic progression and for this reason students undertake a practice
placement at each level of the programme, the learning outcomes of which
correlate closely with the themes of each level.
The themed progression of the programme has its basis in occupational
science in that pre-registration practitioners need to understand the
relationship between occupation and health and well-being before considering
challenges to occupations. These challenges could take the form of disease,
ill-health, impairment or barriers to participation.
Thus the above philosophy develops thematically through the three levels
which constitute the academic structure of the undergraduate curriculum, as
follows:
•
Level 1 – Exploring Occupation
Therefore, the social, institutional, cultural and physical contexts which affect
people’s health and well-being through their impact on their occupations are
considered alongside integral human factors.
•
•
•
•
Introduces the student to the concepts of occupational science, the
disciplines of anatomy & physiology, psychology and human factors
These subjects lay the foundations for the study of occupation and its
therapeutic use
The level culminates in the student being able to demonstrate
evidence of how occupation supports health and well-being
•
Level 2 – Valuing Occupation
•
•
•
Considers how occupational therapy can ameliorate the impact of
congenital or acquired health challenges on a person’s occupations
Explore a range of conditions and appropriate occupational therapy
interventions based different approaches, and the media utilised and
their application.
The professional practice experience allows the student to focus on
interventions used by occupational therapists, their evidence base,
and the unique contribution of occupational therapy
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•
•
•
Students are encouraged to develop evidence based practice skills
to justify interventions
The level will conclude with the student being able to discuss how
occupational therapy can transform the lives of people with complex
and multiple challenges to occupation and enable occupational
performance
Level 3 – Promoting Occupation
•
•
•
•
•
Further develop the student’s clinical reasoning skills particularly in
the unique contribution of occupational therapy in the context of
public health and health promotion
The student develops research skills, as well as how to apply
evidence to support and change practice
The practice placement allows the student to consolidate their
professional skills and reflect on how theory and practice interlink
Completion of this level will culminate in the student being able to
critically evaluate how occupational therapists enable occupation
Understanding the skill set of an occupational therapist and how it
can be applied in practice with service users in a diverse range of
settings, as well as individual service users with complex/multiple
occupational challenges
The Occupational Therapy Programme is designed to include a wide variety
of learning opportunities for students, in recognition of the life experience and
learning styles that the students bring with them in to Higher Education.
These learning opportunities include case study groups, task orientated group
work, discussion groups, service learning, as well as more traditional forums
such as lectures and seminars. Students must also demonstrate a
commitment to independent study in addition to all the formal learning
opportunities presented to them on the programme. This allows for an
increased focus on the application of theory to practice, in the learning
environments on offer.
Theory - Practice Link
The thematic content of each level includes the Practice Placement
module(s). The learning outcomes for each placement include components
from each of the modules that will be enhanced and demonstrated in practice.
Additionally level 2 and 3 placements have written assignments, based on the
theme for that level. In completing the practice assignment the student will
draw on learning from each of the modules studied. Throughout the
theoretical modules students are encouraged to reflect on learning and its
practical application. They are encouraged to keep supporting evidence in a
continuing Professional Practice Portfolio.
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Aims of the Programme
The main aim of the programme is to ensure that occupational therapists
qualifying from the University of the West of England are reflective practitioners,
who take responsibility for their own professional development, and are able to
contribute to the safe, ethical and effective delivery of occupational therapy
services in a wide variety of interprofessional and multicultural contexts.
The programme aims to enable students to:
 Fulfil the requirements to be eligible to apply for registration as an
occupational therapist with the Health Professions’ Council
 Appreciate the broader context of health and social care activities
 Be self aware, self directed and sensitive to the needs of others
 Evaluate knowledge and practice in relation to theory
 Develop the key skills necessary to practice competently and safely as an
occupational therapist
 Develop effective and appropriate relationships with service users and
carers in line with the College of Occupational Therapists’ (COT) Code of
Ethics and Professional Conduct (COT 2005)
 Function effectively within an interprofessional team, with colleagues and
other agencies
 Develop and promote a value base in practice that respects equality and
diversity
 Develop leadership qualities and skills
 Develop and promote evidence based practice, and personal commitment
to lifelong learning
 Engage in the critical analysis of academic discourse in order to continually
develop practice

Understand the purpose and processes involved in ensuring quality in
service delivery
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Programme Structure and Outline
Programme Structure
The structure reflects the primacy of occupational therapy as a discipline but
also reflects the interprofessional nature of professional practice and seeks to
acknowledge other disciplines that inform and enhance occupational therapy
education. Emphasis is placed on integrating theory with practice, clinical
reasoning and problem solving in order to provide the best possible education
for the student and health and social care for the individual. The award has
potential for both full time and part time routes.
The three academic levels equate to the three academic years of study. Level
1 studies conclude with the first full practice experience, which takes place at
the end of the year one. The second period of practice occurs after Christmas
in year two. Level 3 studies commence at the end of year two, with Promoting
Occupation. The final practice placement – Professional Reasoning in Practice
take place between October-December of the final year.
Although the levels build upon one another, progress through each module of
the award is perceived to be dynamic; the various components being
interrelated and interdependent.
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The modules that make up the programme are: LEVEL
Level 1
MODULE TITLE
CREDITS
Occupation, Health & Well-being
Human Performance for Occupation
Foundations of Occupational Therapy
Professional Practice 1
40
40
20
20
Interprofessional Module - A
Occupational Therapy and Physical Challenges
Occupational Therapy and Psychosocial
Challenges
Complex Occupational Needs
Skills and Evidence for Practice
Professional Practice 2
20
20
20
Interprofessional Module – B
Promoting Occupation
Evidence and Research in Occupational
Therapy
Professional Reasoning in Practice
20
20
40
Level 2
20
20
20
Level 3
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40
Module Outlines
The following paragraphs briefly outline the aims of each of the modules.
Practice modules are emphasised by bold text.
Level 1 Modules
Occupation, Health and Well-being seeks to lay out the elementary theoretical
frameworks of occupational therapy - the influence of occupation on health and
well-being. The complexities of occupation and perspectives on health are
explored and researched, with sociological perspectives and social contexts
being introduced. Models of occupation and occupational therapy are
considered with a view to integrating this in Foundations for Occupational
Therapy and the Professional Practice 1 Modules, as well as Level 2 modules.
Human Performance for Occupation introduces the student to the anatomy and
physiology of the human body along with behaviour and cognitive processes.
Normal development is considered as a basis for future modules. The
sociology of the family, ageing and the human body will be explored.
Foundations for Occupational Therapy introduces the students to practical skills
and theories related directly to practising as an occupational therapist. This will
include skills such as manual handling, basic life support, infection control,
group-work, assessment and clinical reasoning at a basic level. The module
allows the student to develop an understanding of methods of enquiry and their
application through an introduction to critical appraisal of research publications.
Practice 1 concludes Level 1 studies. The module provides the students
with the opportunity to apply level 1 learning to occupational therapy
practice and develop basic occupational therapy skills in a variety of
settings.
Level 2 Modules
Occupational Therapy and Physical Challenges. This module develops the
student’s theoretical knowledge of the components of human performance and
how health issues impact on these. A variety of health issues are studied
across the age range from child through to older adult. Psychological and
social aspects of physical health and illness issues are explored. The
complexity of occupation is considered, especially in the context of choice and
the form of meaningful occupations. A strong emphasis is placed on the
student developing a client-centred approach in the construction of hypothetical
intervention packages. The student begins to develop an understanding of the
role of the occupational therapist in a rehabilitation setting as well as the roles
of the other professionals. The student is encouraged to consider a wide range
of approaches to intervention. The use of models of practice to guide clinical
reasoning is expected. This develops integration with level 1 modules –
Occupation, Health and Well-being and Foundations for Occupational Therapy.
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Occupational Therapy and Psychosocial Challenges. This module develops
the student’s knowledge of occupational issues for service users who have
mental health problems as well as those who have learning disabilities. A
variety of mental health issues are studied and a range of learning disabilities
are also considered. The age range studied is similar to that for the physical
challenges module. The stigma of mental health and learning disability is
studied, along with the social and cultural aspects. The complexity of
occupation is emphasised, as is client-centredness. The student is
encouraged to consider a wide range of approaches to intervention such as
behavioural and cognitive-behavioural approaches, and the significance of
medical and social models of disability. Again, the use of models of practice
is expected, reinforcing links with level 1 modules.
Skills and Evidence for Practice. This module consolidates previous teaching
and learning on the programme regarding the occupational nature of humans,
the role of occupation in promoting health and well-being, and the principles
and processes of occupational therapy intervention in individuals’ and
communities’ lives. The theme of level 2 is Valuing Occupation, which this
module has at its core in its requirement that students learn a new
occupation, identify its therapeutic potential, and demonstrate how they can
apply that as occupational therapy. This module also has an emphasis on
quality assurance in health and social care and working within an evidence
based/evidence informed framework
Complex Occupational Needs. Sitting alongside the Skills and Evidence for
Practice module, this module explores interventions for people with complex
or multiple needs. It examines the nature of complexity in occupational
therapy and explores the rationale for working with people with
complex/multiple needs from an occupational therapy perspective at various
stages of the life cycle. It investigates current ‘best practice’ in this area and
through the use of case studies frames occupational therapy assessment and
interventions using models of practice and approaches to practice.
Together these modules will provide the culmination in the learning of
intervention skills at level 2, ranging from simple, condition specific
occupational therapy to multifarious, interprofessional, occupational therapy
which is person-centred and evidence-based.
Interprofessional Module A
This module is run as a two day conference, where students work as part of
an interprofessional group, exploring issues related to interprofessional
working. Students choose as a group which particular interprofessional
related area they are going to explore, and then attend various presentations,
which they feedback to each other. Their learning is assessed by a written
piece of work which requires them to communicate after the conference has
finished, through UWEonline.
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Practice 2 gives students the opportunity to consider in detail, the
impact and challenge of ill-health on the service user’s occupations and
how this disruption affects the service user. Much of what is
experienced in this placement is integrated in the other level 2 modules.
The module provides the students with the opportunity to apply level 2
uniprofessional and interprofessional learning to occupational therapy
practice and continue to develop occupational therapy skills in a variety
of settings. The influence of professional power and user control will be
highlighted.
Level 3 Modules
Promoting Occupation
This module enables the students to explore and critically evaluate the unique
contribution of occupational therapy in the context of public health and health
promotion. The students work together in groups to identify an area of roleemerging practice and investigate how an occupational therapist could
develop occupational therapy roles within that setting. This gives the
students the unique opportunity to consider the future of the profession and
their role within this and to clearly articulate occupational therapy core skills.
The module is assessed through a group presentation of their service
proposal.
Evidence and Research in Occupational Therapy enables the student to
develop their understanding of the research process and deepen his/her
awareness of different methods of research, data analysis and related ethical
issues pertinent to occupational therapy and occupational science. By the end
of the module, the student is able to formulate a research proposal for a
literature review/research project, which reflects critical understanding of
research processes and related issues, and leading on from this, enable the
student to experience the research project/literature review process by
undertaking a substantial piece of self-directed study culminating in a report
written in a format appropriate for publication.
Interprofessional Module B
This module is delivered entirely through web-based resources. The students
have an introductory lecture and seminar. Following this they engage in
problem based learning. Identified interprofessional student groups work within
a shared virtual learning environment (UWEonline) to critically investigate
current issues and challenges to interprofessional working. The module is
assessed by a 4000 word written assignment submitted electronically.
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Professional Reasoning in Practice enables the student to complete
their practice education and consolidate their occupational therapy
skills. The student is expected to critically evaluate their own practice
and modify it as necessary, critically evaluating all aspects of service
delivery and its social context. The student is also expected to manage
his or her own caseload in preparation for practice as a state registered
occupational therapist. The content includes evidence-based practice
and management of change. The student is expected to appraise the
interagency service delivery and critically analyse the skills
demonstrated by occupational therapists in the setting. The module
outcomes reflect the need to ensure that students make clear links
between theory and its application in the practice setting, the
assignment reflects that dual need.
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Practice Education
Philosophy
Practice education is an indispensable and integral part of the programme.
Changes in health and social care provision have resulted in a widening range
of work environments and increasing autonomy for the occupational therapist. It
is therefore essential that the practice modules and their associated outcomes
reflect this trend while providing the 1000 hours required for qualification in a
diverse variety of settings.
Emphasis is placed upon the student meeting the HPC standards of proficiency
for Occupational Therapists and the outcomes of the Curriculum Framework
Guidance of the College of Occupational Therapists. A personal Practice
Portfolio enables the student, faculty and clinical staff to work together to
ensure each student attains an appropriate level and breadth of professional
practice prior to qualification.
The student is enabled to develop his/her awareness of opportunities offered
by the range of practice settings available. The student will be guided by the
module outcomes and the learning contract in searching for, and capitalising
on, practice learning resources. The ability to transfer skills from one setting to
another is seen as vital in health and social care today.
Each practice module facilitates the integration of theory into practice. It is
anticipated that the student will develop new knowledge and skills in the
practice environment, rather than merely consolidating what has previously
been learnt in the University setting.
Learning outcomes that are achieved at Level 1 initially are further developed
and added to in Level 2 prior to reaching the higher levels of learning by the
end of Level 3. The learning process is seen to follow a spiral pathway; the
transfer of professional skills from one level to the next reinforcing and
enhancing previous learning whilst the student adds further skills as he/she
"travels" from one practice experience to another.
By the end of the practice modules the student will be able to demonstrate,
within the context of occupation as the primary focus, the ability to: 






adapt therapeutic and social skills to different practice
environments
make independent decisions with appropriate justification
manage a caseload
work as part of a team
recognise the role of other health and social care professions
recognise the scope and limitations of their skills
engage in continuing professional development
Practice Hours
Practice experience is gained through three practice modules. Students will be
placed in a wide variety of settings where they can achieve the module learning
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outcomes. These placements are not chosen by the student but are managed
through the Practice Learning Unit, guided by the entries in the individual
student’s Practice Portfolio.
Students complete thirty weeks of practice (a minimum of thirty six hours per
week), and are supervised in practice by accredited Practice Educators. Start
and finish times are to be arranged at the discretion of the Practice Educator
and, subject to the demands of patient care and departmental organisation, in
negotiation with the student. The 36 hours per week of student practice
should include time for reflection and study.
Students must inform Practice Educators and the AHP admin office on 0117
3288416 or 0117 3288893 of any sick leave. Hours worked and sick leave
must be recorded on the Practice Hours form.
If for any reason a student does not achieve the minimum hours, the hours
could be extended by increasing the final placement.
Professional Practice 1 will normally be 9 weeks in duration, Professional
Practice 2 – 10 weeks and Professional Reasoning in Practice – 11 weeks.
Practice Assessment
The assessment is based on the Learning Contract negotiated and constructed
in collaboration between the Practice Educator, the student and the midway
tutor. It must incorporate the module learning outcomes and any personal
goals outstanding from a previous placement or identified during the current
placement.
The ‘criteria for evaluation’ provide the assessment of the learning on the
placement. The assessment is done by the practice educator, and is usually
undertaken at or towards the end of the placement.
Marking of Assessments
All Practice Placements are marked pass/fail i.e. they do not produce a mark
for the purposes of calculating the degree classification.
There is a written assignment related to level 2 and 3 placements – the
results of this contribute towards the student’s degree classification. This
assignment is marked by academic staff.
Practice Front Sheet (see over page)
This will need completing at the end of the placement. It must be signed.
The ‘comments’ section allows the Practice Educator to give feedback on the
student’s abilities. This can be very useful for the University and the student.
If the Practice Educator wants to write in more detail or elsewhere, such a
report can be attached to the signed front sheet. This form will be given to
the Practice Educator during the tutorial visit halfway through the placement
(or posted to the Practice Educator where tutorial support is by telephone).
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It is the student’s responsibility to return 2 copies of the learning contract,
their personal goals record and the correct copies of the practice front sheet,
duly completed and signed by the Practice Educator(s) by the published date
and time. Failure to hand in this by the expected date will result in the
placement being marked as a non-submission – if this is without extenuating
circumstances the student will be required to withdraw from the programme
and will not qualify as an occupational therapist. The practice educator keeps
the bottom yellow copy of the front sheet. The student is advised to make an
extra photocopy of the learning contract and personal goals record before
submitting it, for their practice portfolio.
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Sample Practice Front Sheet
Professional Practice Front Sheet
BSc (Hons) Occupational Therapy
Student Name and Registration Number
Module Code
Module Title
Date Submitted
Site:(please circle)
Glenside
Hartpury
Swindon
Bath
Attach the original learning contract and one additional copy to this front sheet
PRACTICE EDUCATOR’S COMMENTS
Please comment on achievement of learning outcomes
Overall attitude and proficiency of student
Any other issues relating to the placement
Learning outcomes achieved:
(please circle)
Name of practice educator:
Mark given
Pass
Fail
(please circle)
Signature of practice
educator:
PLEASE NOTE: Students are reminded that the mark shown on this sheet when returned to you with feedback is
PROVISIONAL ONLY, until ratified by the Examining Board
Yes
No
Practice Educator to keep yellow copy, student to keep blue copy. White and pink copies submitted
with learning contract. Pink copy to Programmes Office, white copy filed in student’s university record.
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Support for Practice Educators
Practice Educator Education
We recommend that all Practice Educators are accredited with the College of
Occupational Therapists (COT) through the Accreditation of Practice
Placement Learning Experience (A.P.P.L.E) Programme. Educators can
obtain this accreditation by either submitting a portfolio of experiential learning
or by attending a taught module. The module run by UWE is called
Facilitating Learning & Assessment in Practice. The occupational therapy
specific content of this module is also offered as a one day update session to
Educators who have already achieved APPLE accreditation. Further
information about this training and an online copy of this Practice Educator’s
Handbook online are available on line Practice Support Net;
http://hsc.uwe.ac.uk/practicesupport/Default.aspx?pageid=77
Practice Tutorials with UWE lecturer
All students have a tutorial at least once during the placement, usually half
way through. The purpose of the tutorial is to develop the communication
and understanding between university staff and the practice educators and to
maintain the student’s contact with the university. In addition there is an aim
to maximise, where possible, the integration of theoretical knowledge and
practical skills learnt at the university with the fieldwork setting. The tutorial
may be an onsite visit or a telephone call.
Practice Educators will have the opportunity to:
 Discuss the placement and the programme being offered.
 Discuss the learning outcomes and learning contract
 Describe the student’s progress and discuss any concerns
 Gain further information about the university-based studies
 Gain support and help, if needed, to facilitate the students’ learning.
Students will have the opportunity to:  Relate practice experience to university-based studies
 Discuss student role, own performance, personal and professional
development and any concerns and anxieties
 Gain support and guidance as appropriate.
 Discuss the written assignment attached to the placement.
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Lecturers will have the opportunity to:
 Maintain contact with the student
 Discuss the learning objectives, learning contract and PPP with the
student and practice educator
 Offer advice and support to student and/or practice educator as
appropriate.
 Increase her/his awareness of opportunities offered by the placement.
Additional support
If at any time there is concern about a student’s ability, progression or
behaviour, or any other aspect of the placement, it is important that contact is
made with the University. Contact can be via any of the occupational therapy
teaching team, email addresses and telephone numbers are on page 52.
Extra visits may be appropriate or sometimes discussion can alleviate a
problem or assist with a solution.
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The Learning Contract
Use of the learning contract
Learning for each placement is managed using a learning contract, which is
the practical agreement between the practice educator and the student.
Students must incorporate all of the learning outcomes of the module
identified as essential into the learning contract, alongside any personal goals
carried forward from a previous placement. The contract must overtly include
the need for professional conduct throughout the placement. The student will
negotiate with the practice educator for the ‘right’ level and wording for the
particular module, as well as for the resources to support the student’s
learning. The criteria for evaluating that the learning has been achieved must
also be negotiated. The learning contract is used to ensure that maximum
learning occurs on the placement and that both the practice educator and the
student know:  what is to be learned
 how it can be learned
 how both the practice educator and the student will know when it
has been achieved, so that an assessment of learning and
professional competence can be made.
Each learning contract is unique and a new one is drawn up for each
placement. The student is responsible for writing up the contract resulting
from the negotiation between the practice educator and the student. It is
recognised that the learning contract needs time to establish and should not
be drawn up on the first day, but must be completed by the end of the second
week. It requires the practice educator and the student to spend time
together discussing the programme for the placement and the learning
resources available. Investment of time at this point in the placement should
prevent misunderstandings or duplication of efforts later on. A well used and
documented learning contract will mean that both the practice educator and
the student are fully aware of each other’s aims and expectations of the
placement and can find evidence to support any assessment of the learning.
The learning contract must be sent, by the student, to the module leader by
the first working day of the 3rd week of each placement, so it can be
moderated and the consistency of the assessment tools across the cohort
can be established.
The Learning Contract and Supervision
The learning contract provides a focus for feedback and discussion of the
student’s performance and it means shared responsibility for the placement’s
success between student and practice educator. The contract should be
used continuously to structure ongoing discussion of the student’s strengths
and needs. Negotiation, discussion and feedback should occur regularly
throughout the placement. There must be a formal meeting to discuss the
student's progress of at least an hour on a weekly basis. The student should
come to these meetings prepared with evidence of how learning needs are
being met, a supervision preparation proforma is available for this.
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The practice educator has the responsibility of assessing that the student’s
competence and professional behaviour is of the expected standard for a
student at that point in their programme. To ensure that any issues leading to
a student failing a placement are transparent and have been well recorded it
is vital that both the practice educator and student keep supervision notes.
These need to contain what was discussed, agreed action, by whom, and any
concerns that were voiced, and what was to be done about them. A proforma
for this is provided here. If difficulties arise, these records can help to track
what occurred and what measures were taken to address the problems.
If extra learning needs are identified, how these are to be undertaken and
evaluated should to be negotiated between the student and practice
educator. If new learning needs are identified post-moderation of the learning
contract, then the university must also be party to these negotiations to
ensure the continuing validity of the assessment tool.
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BSc (Hons) OCCUPATIONAL THERAPY COURSE
Supervision Preparation Form.
Student to complete form prior to supervision where it will be used as a basis
for discussion between student and practice educator.
Student’s Name.
Practice Educator’s name
Date.
What went well this week?
Why was this?
What did not go so well?
Why was this?
Give examples of when you have received positive feedback this week.
Are there areas you would like to receive feedback on?
Do you feel you have had enough responsibility this week? Discuss in
supervision, and record here.
Have you had sufficient opportunities to develop your skills since your last
supervision meeting. Discuss in supervision and record here.
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Supervision Proforma
Please ensure this is used in weekly supervision sessions and signed by
supervisor and student
Date of supervision session..……………………..
Practice Educator………………….
Student ………………………….
Please note who is recording
Caseload
Teamwork/Professional behaviour/Communication
Work done with people other than PE
Other issues/points
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Action Plan
Actions
By
whom
Signed Practice Educator…………………….
Signed Student ……………………….
Date and venue of next supervision session
…………………………………
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Time
Scale
Learning Outcomes for Practice Modules
Professional Practice 1 Learning Outcomes
By the end of the module the student will be able to: 1. Complete a basic and appropriate assessment of a service user’s
occupational needs
2. Analyse an occupation used in professional practice setting
3. Demonstrate basic skills in using a client-centred approach
4. Demonstrate safe and effective use of occupational therapy skills
5. Demonstrate basic clinical reasoning and problem solving skills
6. Present a professional approach, demonstrating awareness of the
ethical and legal issues of professional practice including COT Code of
Conduct
7. Understand the roles of the interprofessional (multidisciplinary) team
8. Take account of the physical and psychological impact of ill-health
9. Demonstrate safe and effective professional practice when working in
a health or social care setting
10. Demonstrate appropriate verbal and written communication skills with
all colleagues, service users and their carers and other services
11. Negotiate and agree learning objectives with professional practice
educator
Students must incorporate all of these ‘Essential’ components into their learning
contract.
Professional Practice 2 Learning Outcomes
By the end of the module the student will be able to: 1. Discuss the impact of ill-health for service users in the given setting
2. Evaluate different approaches and media used in occupational therapy
3. Identify assessment tools used and discuss their effectiveness in
assessing occupational performance
4. Conduct assessments of service-users and document these in line with
the placement’s system
5. Demonstrate the ability to utilise data from assessment to construct an
intervention plan for a service user
6. Demonstrate safe and effective professional practice when working in
a health, social care or role-emerging setting
7. Reflect upon social and cultural contexts and their impact on
professional practice.
8. Work effectively as a team member throughout the professional
practice experience
9. Reflect upon professional practice and identify areas for further
development.
10. Demonstrate a client-centred approach
11. Utilise appropriate verbal and written communication skills with all
colleagues, service users and their carers and other services
Students must incorporate all of these ‘Essential’ components into their learning
contract.
Page 24
Professional Reasoning in Practice Learning Outcomes
By the end of the module the student will be able to: 1. Identify the unique core skills of occupational therapy and justify their
use
2. Use knowledge of research findings and apply these to practice
3. Critically analyse skills utilised by occupational therapists
4. Appraise the interagency links both within and external to the practice
setting
5. Appraise evidence of effective intervention in this setting
6. Critically evaluate service delivery in the practice setting
7. Appraise the role of management in service delivery
8. Discuss the impact of sociological and technological developments and
legislative changes on practice
9. Manage own caseload within the parameters of available resources,
demonstrating a client centred approach, independent judgement and
fluency of skill in all aspects
10. Critically evaluate own practice to identify aspects requiring
modification and to identify personal development needs
11. Demonstrate safe and effective professional practice when working in
a health or social care setting
12. Demonstrate ability to effectively function as a team member in an
interprofessional team
13. Accept and respond to constructive feedback on own performance
14. Demonstrate competence in working with the organisational policies,
procedures and administrative frameworks in practice
15. Demonstrate ability to work with change
Overleaf is a blank Learning Contract followed by guidelines and draft
examples of Learning Contracts for each placement. These are for
guidance only.
Page 25
Negotiated between you and your Practice Educator.
MODULE…………………………
Learning Needs
What do I need to learn?
Identify
related
L.O.s by
number
PRACTICE PLACEMENT
Learning Resources and Strategies
How can I best learn and integrate this?
What resources are available to me?
Pass/Fail
Practice Educator Signature
Pass/Fail
Practice Educator Signature
Pass/Fail
Practice Educator Signature
Pass/Fail
Practice Educator Signature
Page 26
Criteria for evaluation.
How will we know when I have learned what I have
needed to learn?
What will I be able to do that I can’t do now?
Supporting
Evidence
(location and
type)
Guidelines for Writing the Practice Placement 1 Learning Contract
1. Learning Outcomes
The Learning Outcomes to incorporate in the learning contract for this
Placement are:
1. Complete a basic and appropriate assessment of a service user’s
occupational needs
2. Analyse an occupation used in professional practice setting
3. Demonstrate basic skills in using a client-centred approach
4. Demonstrate safe and effective use of occupational therapy skills
5. Demonstrate basic clinical reasoning and problem solving skills
6. Present a professional approach, demonstrating awareness of the
ethical and legal issues of professional practice including COT Code of
Conduct
7. Understand the roles of the interprofessional (multidisciplinary) team
8. Take account of the physical and psychological impact of ill-health
9. Demonstrate safe and effective professional practice when working in
a health or social care setting
10. Demonstrate appropriate verbal and written communication skills with all
colleagues, service users and their carers and other services
An example learning contract is attached for guidance purposes. It is
important to emphasise that this is a general example without detail
specific to any particular placement. It uses the learning outcomes to
strongly influence learning needs. However, students and clinicians
may, in the context of the placement, find more appropriate ways to
express particular learning needs that they have identified while still
incorporating all of the learning outcomes above.
All aspects of the learning contract should be developed through negotiation
between the student and the PE. This will be particularly important for the
criteria for evaluation and the learning resources and strategies.
It should also be emphasised that the learning contract is a flexible document
and can be adapted to incorporate more specific learning needs should this
become necessary during the placement. For example, if issues arise in
terms of safe and effective working (learning outcome 9) the criteria for
evaluation might be expanded/defined – see example below:
Demonstrated safe and effective professional practice to an appropriate
standard
1. maintained confidentiality at all times
2. appropriately followed protocols and procedures
3. demonstrated appropriate communication with staff and
clients
4. maintained appropriate documentation
Significant changes should not be made after the university has
moderated the learning contract without reference to a lecturer from
the university.
Page 27
2. Writing the Learning Contract
Below are listed some points which should help ease the process of writing a
learning contract which is easy to follow and an appropriate assessment tool:

When writing the ‘Learning Needs’ think – ‘what do I need to learn in
order to meet the learning outcomes?’ Thus an example might be ‘I
need to learn to understand the roles of the multidisciplinary team’.
The words in bold could then become a learning need.

When considering the criteria for evaluation think ‘what will I have
done or what will I now be able to do in order to demonstrate the
learning has occurred?’ There are many ways to demonstrate that the
learning has occurred these may include doing something practical
such as an assessment, providing written evidence of knowledge or
demonstrating a level of knowledge through formal discussion.
The criteria for evaluation must be specific to the placement setting. You
can have more than one criterion for evaluation for each learning need.

Ensure the Criteria for Evaluation has a quality and if possible a
quantity element. Thus use a phrase such as ‘to a competent
standard’ to imply that the criteria have been evaluated to the
satisfaction of the practice educator. Where possible identify the
minimum number of assessments, clients, issues, etc that should be
evidenced or give specific detail e.g. ‘Described competently in
formal supervision with my PE the role of the social worker, the
physiotherapist, the consultant and the nurse’ or ‘Described
competently in formal supervision with my PE the role of 3+
members of the interdisciplinary team’. This might be the only or
one of a number of criteria for evaluation of a particular learning need.

There should always be a direct link between evaluation criteria and
learning needs and thus the learning outcomes.

Items such as ‘Supervision records’, client notes’, ‘student notes’,
‘reflective log’, ‘mini case studies’ and ‘formal case study report’
can provide supporting evidence
Page 28
BSC (HONS) OCCUPATIONAL THERAPY PROFESSIONAL PRACTICE LEARNING CONTRACT
Negotiated between you and your Practice Educator.
Learning Needs
What do I need to learn?
To be able to complete an
assessment of a service
user’s occupational needs
Related
L.O.s
by no.
Pass/Fail
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Completed, using an appropriate client centred
approach 2+ of the following:
 An initial assessment
 A COPM
 A kitchen assessment
to a competent standard
Supporting
Evidence
(location and type)
Supervision
records
Examples of
completed
paperwork
Practice Educator Signature
Assisted in planning and running 2+Occupational
Therapy interventions* showing competent
occupational therapy skills*
Demonstrated through formal discussion in
supervision an appropriate level of clinical
reasoning regarding 2+ service users and their
treatments.
3,4,5,6
, 10
Pass/Fail
To be able to analyse an
occupation
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
1, 3,
4,6, 10
Pass/Fail
To use basic occupational
therapy skills including
clinical reasoning
STUDENT NAME …General Example Practice Placement 1……………..
Supervision
records
Student notes
for supervision
Practice Educator Signature
Written notes providing a competent analysis of
tea making
Competently justified this as an occupation or
part of an occupation in relation to a specified
service user in formal discussion.
2, 5, 8
Practice Educator Signature
Page 29
Supervision
records
Student notes
for prep for
supervision
Activity analysis
BSC (HONS) OCCUPATIONAL THERAPY PROFESSIONAL PRACTICE LEARNING CONTRACT
Learning Needs
What do I need to learn?
To be able to take account of
the physical and
psychological impact of ill
health on service users
Related
L.O.s
by no.
8, 5,
Pass/Fail
To understand the roles of
the interprofessional team
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Formally discussed physical and psychological
impacts of ill health on the occupational
performance of 1+client to a competent standard
Supporting
Evidence
(location and type)
Supervision
notes
Student notes
Practice Educator Signature
7
Pass/Fail
To be able to work in a safe
and professional manner
working within policies and
procedures and show an
awareness of ethical and
legal issues
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
Described competently in formal discussion the
role of 3+ members of the interdisciplinary team
Supervision
notes
Student notes
Practice Educator Signature
6,9, 10
Throughout placement worked in an appropriate
manner.
Appropriately identified 3+ ethical or legal issues
that have influenced the occupational therapy
provided for 2+ clients in formal discussion.
Page 30
Student notes
Supervision notes
Guidelines for Writing Your Practice Placement 2 Learning Contract
1. Learning Outcomes
The Learning Outcomes for this Placement are:
1. Demonstrate a client-centred approach
2. Discuss the impact of ill-health for service users in the given setting
3. Identify assessment tools used and discuss their effectiveness in assessing
occupational performance
4. Conduct assessments of service-users and document these in line with the
placement’s system
5. Demonstrate the ability to utilise data from assessment to construct an intervention
plan for a service user
6. Evaluate different approaches and media used in occupational therapy
7. Reflect upon social and cultural contexts and their impact on professional practice.
8. Work effectively as a team member throughout the professional practice experience
9. Reflect upon professional practice and identify areas for further development.
10. Demonstrate safe and effective professional practice when working in a health, social
care or role-emerging setting
11. Utilise appropriate verbal and written communication skills with all colleagues, service
users and their carers and other services
An example learning contract is attached for guidance purposes. It is important to
emphasise that this is a general example without detail specific to any particular
placement. It uses the learning outcomes to strongly influence learning needs.
However, students and clinicians may, in the context of the placement, find more
appropriate ways to express particular learning needs that they have identified while
still incorporating all of the learning outcomes above.
All aspects of the learning contract should be developed through negotiation between the
student and the PE. This will be particularly important for the criteria for evaluation and the
learning resources and strategies.
It should also be emphasised that the learning contract is a flexible document and can be
adapted to incorporate more specific learning needs should this become necessary during
the placement. For example, if issues arise in terms of safe and effective working (learning
outcome 10) the criteria for evaluation might be expanded/defined – see example below:
Demonstrated safe and effective professional practice to an appropriate standard
1. maintained confidentiality at all times
2. appropriately followed protocols and procedures
3. demonstrated appropriate communication with staff and clients
4. maintained appropriate documentation
Significant changes should not be made after the university has moderated the
learning contract without reference to a lecturer from the university.
Page 31
2. Writing the Learning Contract
Below are listed some points which should help ease the process of writing a learning
contract which is easy to follow and an appropriate assessment tool:

When writing the Learning Need think – ‘what do I need to learn in order to meet the
learning outcomes?’ Thus an example might be ‘I need to learn to be able to work as
a multidisciplinary team member’. The words in bold could then become a learning
need.

When considering the criteria for evaluation think ‘what will I have done or what will I
now be able to do in order to demonstrate the learning has occurred?’ There are many
ways to demonstrate that the learning has occurred these may include doing something
practical such as an assessment, providing written evidence of knowledge or
demonstrating a level of knowledge through formal discussion.
The criteria for evaluation must be specific to the placement setting. You can have more
than one criterion for evaluation for each learning need.

Ensure the Criteria for Evaluation has a quality and if possible a quantity element. Thus
use a phrase such as ‘to a competent standard’ to imply that the criteria have been
evaluated to the satisfaction of the practice educator. Where possible identify the
minimum number of assessments, clients, issues, etc that should be evidenced or give
specific detail e.g. ‘Have contributed to 2 ward rounds about 2+ more clients to a
competent standard’. This might be the only or one of a number of criteria for
evaluation of a particular learning need.

There should always be a direct link between evaluation criteria and learning needs and
thus the learning outcomes.

Items such as ‘Supervision records’, client notes’, ‘student notes’, ‘reflective log’,
‘mini case studies’ and ‘formal case study report’ can provide supporting evidence.
NB. You must remember to incorporate either within one of the above learning needs
or as a separate one, any relevant personal goals identified on your last placement.
Page 32
BSC (HONS) OCCUPATIONAL THERAPY PROFESSIONAL PRACTICE LEARNING CONTRACT
Negotiated between you and your Practice Educator.
STUDENT NAME …General Example Practice Placement 2……………..
PLACEMENT No.2……
Learning Needs
What do I need to learn?
To be able to discuss the
impact of ill health for service
users in this setting
Related
L.O.s
by no.
2, 11
Pass/Fail
To identify and discuss the
effectiveness of assessment
tools used for assessing
occupational performance
deficits.
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Identified in formal discussion the impact of 3
conditions on the occupational performance of 3
named service users to a competent standard.
Prepared notes and discussed (formally) 5 main
agreed conditions and their general impact on
service users to a competent standard.
Supporting
Evidence
(location and
type)
Supervision
record
Mini case
studies
Student
notes on
conditions
Practice Educator Signature
Prepared notes and discussed (formally) the
effectiveness of
 Home assessment checklist*
 Initial assessment*
 AMPS*
 MEAMS*
 Plus any 3 other assessments seen
to a competent standard.
3, 1,
11
Pass/Fail
To select, carry out &
document key assessments
used in this setting
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
Supervision
record
Student
notes on
assessments
Practice Educator Signature
4,1,3,
10, 11
Selected and carried out 3 key assessments to a
competent standard
1. Interests checklist*
2. COPM initial assessment*
3. Kitchen assessment*
Documented above to a competent standard
Page 33
Client notes
Supervision
record
Learning Needs
What do I need to learn?
Related
L.O.s
by no.
Pass/Fail
To formulate an intervention
plan from assessment data
1,5,7,8
Planned intervention for one service user to a
competent standard.
Justified clinical reasoning behind planned
intervention with one service user in formal
discussion to a competent standard
6,7,
(location and
type)
Client notes
Supervision
record
Prepared notes on and formally discussed
 Dressing practice*
 Splint making*
 One intervention resulting from a home
assessment*
competently evaluating the media and or
approaches used in each of above
Supervision
record
Student
notes
Practice Educator Signature
7,9
Pass/Fail
To develop ability to reflect
on own practice and identify
areas for further
development
Supporting
Evidence
Practice Educator Signature
Pass/Fail
To be able to reflect upon
social context factors and the
social model of disability and
their impact on practice
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Practice Educator Signature
Pass/Fail
To evaluate approaches and
media used in Occupational
Therapy interventions
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
Discussed (formally) the social context factors in
relation to 2+service users and their intervention to
a competent standard
Reflected using a Gibbs reflective cycle proforma
on the potential relevance of the social model of
disability to this Occupational Therapy service to a
competent standard.
Supervision
record
Student
notes
reflections
Practice Educator Signature
9, 11
Identified and described appropriately 2 areas for
further personal development using personal goal
sheets
Page 34
Supervision
record
Reflective
logs
Supervision
preparation
notes
Learning Needs
What do I need to learn?
Related
L.O.s
by no.
Pass/Fail
To develop an ability to work
as a team member
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
Supporting
Evidence
(location and
type)
Practice Educator Signature
10,8,
11
Pass/Fail
Contributed the Occupational Therapy input to a
ward round regarding 3 patients to a competent
standard
Documented treatment plans for OTAs to
implement to a competent standard
Supervision
record
Service user
notes
Practice Educator Signature
To develop safe and effective 10,9
professional practice
Pass/Fail
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Demonstrated safe and effective professional
practice to an appropriate standard throughout the
placement
Demonstrated ability to adapt approach following
constructive feedback to an appropriate standard
Practice Educator Signature
Page 35
Supervision
record
Guidelines for Writing Your Professional Reasoning in Practice Learning Contract
1. Learning Outcomes
The Learning Outcomes for this Placement are:
1. Identify the unique core skills of occupational therapy and justify their use
2. Use knowledge of research findings and apply these to practice
3. Critically analyse skills utilised by occupational therapists
4. Appraise the interagency links both within and external to the practice setting
5. Appraise evidence of effective intervention in this setting
6. Critically evaluate service delivery in the practice setting
7. Appraise the role of management in service delivery
8. Discuss the impact of sociological and technological developments and legislative
changes on practice
9. Manage own caseload within the parameters of available resources, demonstrating a
client centred approach, independent judgement and fluency of skill in all aspects
10. Critically evaluate own practice to identify aspects requiring modification and to
identify personal development needs
11. Demonstrate safe and effective professional practice when working in a health or
social care setting
12. Demonstrate ability to effectively function as a team member in an interprofessional
team
13. Accept and respond to constructive feedback on own performance
14. Demonstrate competence in working with the organisational policies, procedures and
administrative frameworks in practice
15. Demonstrate ability to work with change
An example learning contract is attached for guidance purposes. It is important to
emphasise that this is a general example without detail specific to any particular
placement. It uses the learning outcomes to strongly influence learning needs.
However, students and clinicians may, in the context of the placement, find more
appropriate ways to express particular learning needs that they have identified while
still incorporating all of the learning outcomes above.
It should also be emphasised that the learning contract is a flexible document and should be
adapted to incorporate more specific learning needs should this become necessary by the
midway point of the placement. For example, if issues arise in terms of safe and effective
working (learning outcome 10) this might be expanded to specify particular criteria – see
example below:
Demonstrated safe and effective professional practice to a competent standard
1. maintained confidentiality at all times
2. appropriately followed protocols and procedures
3. maintained appropriate documentation
* You may want to consider the components of learning outcome 5 such as occupational
therapy process skills, case management/prioritisation skills, client centred practice etc
separately. This may be done either within the learning needs or within the criteria for
evaluation. See sample learning contract. Significant changes should not be made after the
university has moderated the learning contract without reference to a lecturer from the
university.
Page 36
2. Writing the Learning Contract
Below are listed some points which should help ease the process of writing a learning
contract which is easy to follow and an appropriate assessment tool:

When writing the Learning Need think – ‘what do I need to learn in order to meet the
learning outcomes?’ Thus an example might be ‘I need to learn to be able to appraise
the interagency links’. The words in bold could then become a learning need.

When considering the criteria for evaluation think ‘what will I have done or what will I
now be able to do in order to demonstrate the learning has occurred?’ There are many
ways to demonstrate that the learning has occurred these may include doing something
practical such as an assessment, providing written evidence of knowledge or
demonstrating a level of knowledge through formal discussion.
The criteria for evaluation must be specific to the placement setting. You can have more
than one criterion for evaluation for each learning need.

Ensure the Criteria for Evaluation has a quality and if possible a quantity element. Thus
use a phrase such as ‘to a competent standard’ to imply that the criteria have been
evaluated to the satisfaction of the practice educator. Where possible identify the
minimum number of assessments, clients, issues, etc that should be evidenced or give
specific detail e.g. ‘Have competently appraised 3 aspects of the interagency team’.
This might be the only or one of a number of criteria for evaluation of a particular
learning need.

There should always be a direct link between evaluation criteria and learning needs and
thus the learning outcomes.

Items such as ‘Supervision records’, client notes’, ‘student notes’, ‘reflective log’,
‘mini case studies’ and ‘formal case study report’ can provide supporting evidence.
NB. You must remember to incorporate either within one of the above learning needs
or as a separate one, any relevant personal goals identified on your last placement.
Page 37
Negotiated between you and your Practice Educator.
Learning Needs
What do I need to learn?
To identify and evaluate generic and
specialist core skills used by
occupational therapists
Related
L.O.s
by no.
Pass/Fail
Professional Reasoning in Practice
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Identified in formal discussion 5+ generic and
specialist core skills (used by occupational therapists)
to a competent standard
Evaluated in formal discussion the use of these skills
in relation to 3+ clients to a competent standard
Practice Educator Signature
Supporting
Evidence
(location and
type)
Supervision
record
Mini case
studies
1 formal case
study report
9, 11,
12, 14,
Managed a caseload of 3+ clients to a competent
standard including the following areas
 Prioritisation
 Assessment
 Intervention
 Evaluation
 Planning and preparation
 Communication
Demonstrated client centred working to a competent
standard
Practice Educator Signature
Client notes
Supervision
record
Mini case
studies
1 formal case
study report
9, 11,
12, 14
Selected and carried out 3+ key assessments and
documented to a competent standard
4. Interests checklist*
5. COPM*
6. Social Functioning Scale*
Practice Educator Signature
Client notes
Supervision
record
Pass/Fail
OR:
To select and carry out key
assessments used in this setting
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
1,3
Pass/Fail
EITHER:
To manage a small caseload as
agreed with PE
STUDENT NAME …General Example
Page 38
Learning Needs
What do I need to learn?
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Supporting
Evidence
9, 11,
12, 14,
15, 6,
5, 2
Planned and implemented 3+ interventions to a
competent standard
1. Road safety training*
2. Dance group*
3. Anxiety management sessions*
Justified intervention plans to a competent standard in
formal discussion
Practice Educator Signature
Client notes
Supervision
record
2, 3, 9,
10, 11,
12, 14,
15
Demonstrated skills in managing a case load of 3+ to
a competent standard in relation to:
1. Communication skills
2. Organisational skills
Practice Educator Signature
Supervision
record
1, 3, 9,
11, 14,
15
Demonstrated client centred working to a competent
standard in relation to
1. Assessment and intervention
2. Representation of client’s wishes and
aspirations
Practice Educator Signature
Supervision
record
Client notes
To evaluate evidence of the
effectiveness of interventions
appropriate to this setting
Pass/Fail
5
Prepared notes and discussed (formally) the strengths Supervision
and weaknesses of 2+ interventions to a competent
record
standard
Student notes
Practice Educator Signature
To evaluate methods of service
delivery and how these impact on
occupational therapy
6
and:
To plan, implement and evaluate
interventions
Related
L.O.s
by no.
Pass/Fail
and:
To develop skills in managing a
caseload
Pass/Fail
and:
To facilitate empowerment of
service users in their choice of
occupation
Pass/Fail
Pass/Fail
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
Prepared notes on and appraised (formally) the
methods of service delivery and the impact on
occupational therapy to a competent standard
Practice Educator Signature
Page 39
(location and
type)
Supervision
record
Student notes
Learning Needs
What do I need to learn?
To evaluate the interagency links
appropriate to this setting
Related
L.O.s
by no.
4
Pass/Fail
To develop ability to work with
change
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Prepared notes on and discussed (formally) the
interagency links to a competent standard
Supporting
Evidence
(location and
type)
Supervision
record
Student notes
Practice Educator Signature
15
Prepared notes on and discussed (formally) to a
competent standard 3+ occasions which illustrate
ability to work with change:
1. In relation to clients
2. In relation to planning
3. In relation to other staff
Practice Educator Signature
Supervision
record
Student notes
Reflective log
8
Prepared notes on and discussed (formally) the
impact of 4+ key issues to a competent standard:
1. Draft mental health bill
2. Innovations in Assistive Technology
3. Computerised client records
4. Single Assessment process
Practice Educator Signature
Supervision
record
Student notes
To develop safe and effective
professional practice
Pass/Fail
11
Demonstrated safe and effective professional practice
to a competent standard
Practice Educator Signature
Supervision
record
To evaluate my practice, respond
appropriately to feedback and
identify personal development
needs
13, 11,
10
Pass/Fail
To identify the impact of key
sociological, technological and legal
issues
Pass/Fail
Pass/Fail
Competently reflected in formal discussion on areas
of my practice and identified 3 appropriate personal
development needs.
Appropriately identified in formal supervision 2+
constructive criticisms of my practice and competent
responses to them.
Practice Educator Signature
Page 40
Reflective
logs
Supervision
records
Personal goal
sheets
Learning Needs
What do I need to learn?
To be able to apply evidence to
practice
Pass/Fail
Related
L.O.s
by no.
Learning Resources and Strategies
How can I best learn and integrate
this?
What resources are available to me?
2, 5, 8,
Presented a mini case study competently justifying
with support from literature the intervention.
In formal discussion identified and evaluated 3
aspects of service delivery* competently.
*specifics would be appropriate here
Practice Educator Signature
To be understand and appraise the
role of management
Pass/Fail
Criteria for evaluation.
How will we know when I have learned what I need to learn?
How will the Practice Educator evaluate my abilities?
Described and appraised competently 3+ (could
specify) aspects of management in formal discussion
Practice Educator Signature
Page 41
Supporting
Evidence
(location and
type)
Supervision
notes
Mini case
study
Student notes
Supervision
record
The Practice Portfolio
Each student will be issued with a Practice Portfolio during a briefing session at the beginning
of Professional Practice 1. Completion of the relevant sections of the portfolio is actively
encouraged for each practice module, although does not form part of the formal assessment
procedures. The portfolio allows each student to develop a reflective record of their practice as
they progress through the professional practice element of the programme.
The learning outcomes and learning contract for each practice module are kept in the
Portfolio, together with background information and guidance on completing the portfolio
itself. The module assessment front sheet will be provided separately, directly to the
Practice Educator.
The portfolio is designed to allow the student to record specific personal learning needs,
opportunities and goals whilst on practice placement and to complete a weekly reflective
diary. This document eventually forms an important record of the student’s placement
experience during the programme, and is used by university to ensure that all core areas of
practice have been experienced by the student prior to completing the award.
The Practice Portfolio provides the necessary foundation to encourage each student to
record continuing professional development throughout his or her career. In addition to the
stated learning needs in the learning contract, the student has to set personal goals,
identifying areas of focus whilst on placement. Once the practice has been completed the
student will evaluate these personal goals. Any goals which have not been achieved will be
carried forward and may be incorporated into the learning contract of future placements.
Personal goals may be field specific, areas for personal growth or associated with unique
opportunities only available in that particular practice setting. The Visiting Lecturer will
review the student’s personal goals during their placement visit.
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Sample Weekly Reflective Log
FACULTY OF HEALTH AND SOCIAL CARE, SCHOOL OF ALLIED HEALTH PROFESSIONS
BSc (HONS) OCCUPATIONAL THERAPY: WEEKLY REFLECTIVE LOG - week commencing ___________________
KEY LEARNING FOR ME THIS WEEK
THE MOST USEFUL TOPICS OR ACTIVITIES
THE LEAST USEFUL TOPICS OR ACTIVITIES
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LEARNING NEEDS/GAPS IN KNOWLEDGE RELEVANT TO THIS PLACEMENT
IDEAS/ACTIVITIES I CAN ADAPT/APPLY TO MY FUTURE PRACTICE
INTERPROFESSIONAL ISSUES
AREAS I WANT TO EXPLORE FURTHER DURING PLACEMENT AND ON RETURN TO UWE
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Sample Record of Personal Goals
Faculty of Health and Social Care, School of Allied Health Professions, BSc (Hons) Occupational Therapy
RECORD OF PERSONAL GOALS AND LEARNING ACHIEVED FOR FIELDWORK
DATE__________________
Personal Goals
Personal Learning Achieved
Evaluate your achievements in relation to the learning outcomes, your learning contract and your personal goals. You may find it useful to review and summarise
your final self-assessment in conjunction with your weekly reflective diaries.
Learning Opportunities Undertaken, e.g. In-service Training, Domiciliary visit.
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Outstanding Personal Goals -to be carried forward to future placements.
Proposed Action
Results
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The Significant Learning Experience Report
Use Of The Report
As part of completing the portfolio, the student is asked to write a 500-word analysis of an
event that occurred during each placement which made some impression on him or her. At
level 1 this may involve a detailed description of the incident itself and reflection on the
affect it had on the student, but as the student progresses to level 3 more analysis of the
incident with reference to relevant theory and research is required. Following completion of
the placement, the student will bring this back to a debrief session with one of the lecturers.
The student is not expected to complete a significant learning experience report in Practice
4 Module.
Sample
A Significant Learning Experience can be described as a situation:
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in which personal action made a difference to the outcome
where an event went unusually well
where things did not go as planned
that is particularly demanding
that captures the essence of what your work is all about
You may find it useful to follow the cycle below for your reports.
1 Description
6. Action Plan
If it happens again
what would you do?
2. What were your
FEELINGS?
5. Conclusion
Could you have done
anything differently?
3. Evaluation
What was good or bad
About the experience?
4. Analysis
What can you learn from the event?
The reflective cycle (based on Gibbs, 1988)
Writing the Report
For your report, choose an event that has made some form of an impression on you.
Your first task is to then describe the event including any significant associated information.
This description needs to be detailed enough to give a reader insight into what happened
but should also be as succinct as possible. Your memory will influence the recall of events
so it is best to record details of an event quite soon after it has occurred this will improve the
accuracy of the account.
Once you have done this think about how you felt, possibly before, during and after the
event. Be as honest as you can – acknowledging attitudes and values and later evaluating
these are all part of the process!
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Now you have a description of all the relevant facts including how you felt at the time, spend
some time reflecting on what went well and what did not go as expected. Write this up as an
evaluation of the situation. This will lead you on to answering the next question “What can
you learn from the event?”
Your conclusion will look at things you could have done differently or justification for the
course of action taken. Finally, identify how you would act if the same situation arose –
recognising that this will be influenced by the context in which the situation occurs in the
future.
The above is a structured guide to “getting started” with writing about a Significant Learning
Experience, however, this is not designed to be prescriptive. Once you have more
experience in this form of reflective writing you will develop your own style. As you become
more clinically experienced, so your application of theory to practice will improve. This
should be reflected in your Significant Learning Experience Reports. Begin to analyse the
situation in relation to your background knowledge and relevant research as well as your
developing clinical experience.
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Administration
During the practice placement there is no requirement for students to attend the University
other than in exceptional circumstances.
Health Check
All students complete a health questionnaire and undergo a medical examination if indicated
prior to commencement of the programme.
CRB Checks
As the programme route contains practice placements with access to children, it is exempt for
the provisions of the Rehabilitation of Offenders Act 1974 by virtue of the Exemptions Order
1975. All applicants obtain criminal record bureau clearance at an enhanced level.
Insurance and Professional Liability
Students are not automatically members of BAOT, and therefore do not necessarily have the
benefit of professional liability cover. However all NHS and Social Services placements
automatically have appropriate student cover. If NHS Trusts or placement agencies require
honorary contracts for students on placement, these should be arranged at or before the
commencement of the placement. Please contact Eleri Heathcote if you have any concerns,
[email protected] or 0117 3288893.
Student’s Undertaking Visits to Service Users Alone
Students may undertake visits to service users on their own provided that
a. A risk assessment regarding the visit has been undertaken and no risks are
apparent.
b. The student is happy with what they are being asked to do, and is confident that it is
with in their abilities
c. They are able to discuss the proposed intervention plan with their practice educator
beforehand, and everyone is clear about what is intended.
d. The student has a means of contacting the placement for support should this be
required during the intervention, such as a mobile phone
e. There will be an arranged opportunity to debrief from the visit soon afterwards.
f. If a student is using their own transport for the visit they must be adequately insured for
this. It is the student’s responsibility to ensure this is the case. This also applies to
carrying service users in their cars.
Reimbursement of travelling expenses occurred on placement is complex and depends on
how the student is funded. They should check with their grant provider to ensure they will be
reimbursed before agreeing to incur mileage for placement based work.
Mode of dress
It is important that students are appropriately dressed for clinical work and Practice
Educators are requested to inform students whether or not the regulation uniform is a
requirement of their placement. If individual units/departments have any specific
requirements related to dress and/or appearance, they are requested to give the student
advance notice of such requirements.
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When to contact the University
The University should be contacted if:  a student does not appear to be able to reach a satisfactory professional standard
 a student is repeatedly absent or late
 a student finds difficulty in functioning in the environment or is clearly unhappy
 a student is having difficulty with written work, either in producing it at the required
time or in standard
 a student has an accident or other problem which interferes with the practice
placement
 there is a change in personnel which affects an arranged placement
 sickness or absence of a practice educator which affects the students’ learning
opportunities;
 there are difficulties in completing the learning contract
 there are difficulties in the relationship between practice educator and student which
affects the students’ learning opportunities
 a student is not on target to meet the evaluation criteria on the learning contract and
is at risk of failing the placement (see Failure Protocol)
The University requests that early contact is made when any issues arise, even if just to
clarify procedures, or answer a question. If there are any more serious issues the faculty
team, practice educator and student need to work together to resolve the situation. An extra
visit can be arranged, and strategies jointly devised to help with any problems. The
university does have policies in place regarding difficulties with students on placement, and
it is important that these are followed. Thus, for example, students should not be ejected
from a placement without previous discussion with the university.
Clinical policies
It is the responsibility of the Practice Educator to advise the student, within the first few days
of the practice placement, on local policies connected with departmental procedures for:

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confidentiality
health and safety
infections
manual handling
management of violent patients/clients
security
sick leave
Reporting sick leave
It is the responsibility on the student to contact the AHP office, either Denise Curtis on 0117
3288416 or Eleri Heathcote on 0117 328 8893 [email protected] to report sick
leave, on the first day of sickness, and to keep the university informed re: return
date/continuing illness.
The Practice Educator must advise the student on the sickness reporting procedures in their
organisation, which the student must then adhere to. For example does the student need to
phone in everyday they are off sick, or once a week?
References
Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. London:
Further Education Unit
Wilcock, A. (1998) An Occupational Perspective of Health. Thorofare, NJ: Slack
Incorporated.
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Placement Learning Unit (PLU)
The Practice Learning Unit is at the heart of University of the West of England, School of
Health and Social Care’s commitment to high quality practice education.
The Unit is developing to centralise placement activity within the School ensuring that all
students are exposed to high quality practice placements through efficient and effective
operational systems, strategic leadership and quality assurances processes.
The Practice Learning Unit aims;
 To provide a co-ordinated service that accesses a range of placements within the
University catchment area, that supports the practice requirements of pre-qualifying Award
Routes in order to produce, at the point of registration, practitioners fit for purpose and
practice.
 To meet the needs of the key stakeholders (including professional bodies), students,
placement providers and curricula.
 To provide quality assured placements, through a service and education partnership to
audit and evaluation.
The Practice Learning Unit believes that:
 Students are entitled to a range of quality placements, approved and accessible, for the
achievement of identified competencies required for registration.
 Practice Placement providers are entitled to timely communication on all aspects of
placement allocation.
 The University values and supports a dynamic partnership between the Practice Learning
Unit and the service, which supports the students in achieving the competencies necessary
for registration.
Further information is available through the following link:
http://hsc.uwe.ac.uk/net/student/Default.aspx?pageid=56
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Useful Contacts
Allied Health Professions School Office
Email: [email protected]
Fax:
PLU Jan Perrington, Allocation Officer
0117 3288416
0117 3288437
0117 3281156
Email address: [email protected]
Elaine Hall, Programme Manager
0117 328 8781
Email address: [email protected]
Fiona Douglas, Programme Manager
0117 328 8787
Email address: [email protected]
Steve Evans, Senior Lecturer
0117 328 8781
Email address: [email protected]
Helen Martin, Senior Lecturer
0117 3288875
Email address: [email protected]
Alison Rogowski, Senior Lecturer
0117 3288846
Email address: [email protected]
Steve Miller, Senior Lecturer
0117 3288866
Email address: [email protected]
Sheena Jones, Senior Lecturer
0117 3288913
Email address: [email protected]
Jon Fieldhouse, Senior Lecturer
0117 3288941
Email address: [email protected]
Anne Johnson, Senior Lecturer
0117 3288202
Email address: [email protected]
Alice Hortop, Senior Lecturer
0117 3288512
Email address: [email protected]
Libby Thompson, Senior Lecturer
0117 3288921
Email address: [email protected]
Vanessa Parmenter, Senior Lecturer
0117 3288869
Email address: [email protected]
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