ࡱ> 5  { bjbjrr 'jj  $999P9Z9":s""""w$ $ $&((((((ݢ($U$"w$$$(""= ( ( ($R""& ($& ( (bx$"pKΩ $BVS0c?&c&c $$ ($$$$$((!'$$$$$$$c$$$$$$$$$ :   School of Health Sciences Pre-registration Occupational Therapy Programmes Practice-based Learning 3 Assessment Form Learners Name  Matriculation Number  Name of Practice Educator(s)  Practice Educator Training Record (please answer all questions) Date/Year last attended University Practice Education Event: Event type: Introductory Update Taught Module (circle one as appropriate) Online eLearning via Turas completed Yes/ No University: ֱ GCU RGU ENU Other (circle one only as appropriate) Practice-based Learning Site  Experience  Overall Grade A* A B C D E F (circle one grade only)Practice-based Learning Dates From ToTotal Practice-based Learning Hours Practice-based Learning Absences Record all absences from Practice-based Learning here, and sign Attendance Monitoring Declaration at back of this Form  Learners are required to submit a signed copy of this assessment form to the appropriate drop box in Canvas within 5 working days of completion of practice-based learning. Final Evaluation Practice educators comments FINAL EVALUATION Provide brief summary at the end of practice-based learning with a suggested development plan for next practice-based learning module. Maximum five key learning action points. Signature of practice educator: Date: ___________________________________________________________________ Learners comments FINAL EVALUATION Self-assess own performance, including an evaluation of all 8 learning outcomes Signature of learner: Date: Service user comments FINAL EVALUATION (if available): MIDWAY REVIEW ONLY Agreed Development Plan for second half of practice-based learning: Signature of practice educator: Date: Signature of learner: Date: Practice-based Learning 3: Information and guidance for Practice Educators 1. ֱ Learning Outcomes for Practice-based Learning 3 (PBL3) This practice-based learning experience is of 9 weeks duration, full time. By the end of PBL3 learners should have completed 337.5 hours (45 days equivalent) of practice-based learning. During PBL3, learners should receive a half day of study time per week (3.5 hours). The study time forms part of the working week and is included in the overall hours for practice-based learning. This half day may be used in a flexible way and is negotiated with you, the practice educator. On completion of PBL3 it is expected that the learner will be able to: Practice within an ethical framework congruent with the Health and Care Professions Council Standards of Conduct, Performance and Ethics, and the Royal College of Occupational Therapists Professional standards for occupational therapy practice, conduct and ethics. Appraise the impact of local and national initiatives on inter-agency working in practice contexts. Display a person-centred approach to practice to optimise the occupational therapy process to facilitate change with a range of individuals/ groups/ communities/ populations. Justify the selection of standardised/non standardised assessment tools and document comprehensive assessments of individuals/ groups/ communities/ populations occupational needs and goals. Confidently articulate professional reasoning processes used to prioritise goals, manage, modify and evaluate appropriate interventions with a range of individuals/ groups/ communities/ populations. Critique the evidence base for occupational therapy in an identified area of practice relevant to the placement setting. Prepare, produce and maintain concise, accurate and logical records and reports. Critically appraise personal learning and performance and plan for continuing professional development 2. School of Health Sciences Practice-based Learning Support Web Site All of the Occupational Therapy Practice-based Learning Handbooks and Assessment Forms can be accessed directly from the School of Health Sciences Practice Based Learning Support Web Site  HYPERLINK "/current-learners/practice-based-learning/nursing-and-allied-health-programmes-pbl-information/" /current-learners/practice-based-learning/nursing-and-allied-health-programmes-pbl-information/ 3. Checking learner identity Learner identity must be confirmed at the start of each practice-based learning experience. To do this learner show their ֱ matriculation card to the practice educator who has overall responsibility for their learning. If the learners identity cannot be confirmed from his/her matriculation card, alternative official photo ID (i.e. passport or driving licence) can be used to confirm identity. Once the learners matriculation card has been checked and identity confirmed please sign the declaration at the end of this report. 4. Monitoring learner attendance during practice-based learning In the event that a learner has an authorised or unauthorised/unexpected absence from placement which lasts for more than 48 hours we ask that you inform the University of this absence immediately. 5. Practice Education Passport Every pre-registration occupational therapy learner at ֱ maintains a Practice Education Passport. It is the learners responsibility to present the Passport to you on first day of placement. If this is not forthcoming, then ask to see it. 6. Learning agreement For each practice-based learning experience, learners are required to negotiate a learning agreement in collaboration with their practice educator(s). Normally, the agreement should be developed by week 2. 7. Reflective diary It is expected that learners will use a reflective diary as part of the learning process and in preparation for supervision sessions with their practice educator(s). 8. Portfolio of evidence As part of their professional development, learners compile a practice-based learning portfolio during each experience. It is recommended that learners discuss the portfolio and its content with you on at least one occasion during practice-based learning. 9. Supervision Learners should receive a minimum of one-hour formal supervision with their practice educator(s) each week. 10. Monitoring learners professional conduct during practice-based learning Learners professional conduct should be continuously monitored during practice-based learning and is guided by the Health and Care Professions Council Guidance on Conduct and Ethics for Learners (HCPC 2016) and the College of Occupational Therapists Code of Ethics and Professional Conduct (2015). It is essential that you notify the University immediately if you have any concerns about a learners professional conduct, and/or professional behaviour. 11. How to complete the assessment form Consult and use University Grade Descriptors provided in this form. Do bear in mind that you are making a judgement about the learners performance in relation to what is reasonably expected of a learner at that level of the programme, and not in comparison with a qualified occupational therapist. Midway assessment This should take the form of a discussion between the practice educator and the learner highlighting areas of progress across all 8 learning outcomes. Areas requiring further development and priorities to be addressed in the second half of the practice-based learning experience should be highlighted, agreed and documented in the development plan section. Written feedback only should be documented by the practice educator and learner relating to each learning outcome on the assessment form grades for specific criteria should not be given at the midway point. The midway assessment should be constructive, and encourage the development of individual strengths as well as giving advice aimed at resolving any difficulties encountered during practice-based learning. It is expected that learners will prepare for the midway assessment by completing the learners comments sections. Learners have been advised by the University to be prepared to discuss their own self-evaluations, and any other issues relating to practice-based learning with the practice educator. Comments section must be signed and dated by the learner. If you consider the learner to be at risk of failing PBL3, then you need to make the learner, and the University aware of this preferably no later than the midway assessment. Contact the learners Personal Academic Tutor at the University if you have any concerns pertaining to the learners well-being, professional conduct, or quality of performance overall. Contact the University and ask to speak with the Professional Practice Tutor if you consider the learner to be achieving the equivalent of an A* or A standard performance midway, or final assessment. Final assessment The assessment form must be completed with reference to the University Grade descriptors provided in this booklet. Report forms are graded A*- F in line with the ֱ criteria for undergraduate modules. In making a judgement, it is important to bear in mind the extent to which the placement has given the learner the opportunity to demonstrate the criterion being considered, and on what can be realistically expected from the learner in relation to their level of the programme. Mark a cross in each box to indicate the learners level of performance for each of the criteria. Written comments for each learning outcome and an overall summary must be provided along with a development plan for future practice. This should be dated and signed by the practice educator. The final assessment should be constructive and encourage the development of individual strengths as well as giving advice aimed at resolving any difficulties encountered during practice-based learning. Learners must pass all 8 learning outcomes. All criteria within each learning outcome must be passed to achieve an overall pass. Make a judgement of the learners overall performance throughout practice-based learning and record this on the overall grade section on the front page of the assessment form. A*-D gradings represent pass grades. An A* is an outstanding performance; a D is a satisfactory performance. Learners awarded an overall grade of E or F will be required to retake PBL3. Learners must prepare for the final evaluation by completing the learners comments sections and be prepared to discuss these with the practice educator. Comments must be signed and dated by the learner. The final grade will be subsequently converted into a percentage by the Professional Practice Tutor in line with the University grade to mark conversion rules. Where possible, include feedback from service users, including advice to learners. Service user comments Learners are encouraged to consider the service users perspective on their performance as this is good professional practice. This will always be a voluntary process for the service user. Always discuss with your practice educator before approaching a service user for feedback. Learners may wish to use the information on Visual CARE Measure or Paediatric CARE Measure available from to help gather feedback, or the CARE Measure itself at  HYPERLINK "http://www.caremeasure.org/about.php" http://www.caremeasure.org/about.php A student version of the Care Measure is also available on Turas or on Canvas for students to download. In some circumstances it may be more appropriate to gain feedback from carers, family members or other appropriate individuals rather than the service user, although it is recommended to seek this form the service user where possible. As part of the continual monitoring process this Assessment Form may be subject to modification or alteration on an annual basis. 12. University Grade Descriptors: Practice-based Learning 3 GradeDescription A*: Pass Outstanding performanceFor this level of the programme, an outstanding, safe performance, consistently demonstrated throughout the whole of the practice-based learning experience. Exceptional abilities in assimilating new information and skills. Minimal support and guidance have been required, taking into consideration the learners level in the programme. Self-motivated in seeking out appropriate learning opportunities. Outstanding professional communication skills Shows outstanding originality in problem solving, creativity, originality, critical thinking, analysis and evaluation. Demonstrates outstanding understanding of theoretical principles and concepts reflected in discussion, written, and practical work. Outstanding ability to locate these within the workplace. Displays an outstanding ability to synthesise concepts, theory and practical knowledge and demonstrates exceptional insights. Demonstrates outstanding self-management skills.A: Pass Excellent performance For this level of the programme, an excellent, safe performance, consistently demonstrated throughout the whole of the practice-based learning experience. Assimilates new information and skills quickly. Minimal support and guidance have been required, taking into consideration the learners level in the programme. Self-motivated in seeking out appropriate learning opportunities. Excellent professional communication skills Shows originality in problem solving, creativity, originality, critical thinking, analysis and evaluation. Demonstrates excellent understanding of theoretical principles and concepts reflected in discussion, written, and practical work. Excellent ability to locate these within the workplace. Displays an excellent ability to synthesise concepts, theory and practical knowledge and demonstrates exceptional insights. Demonstrates excellent self-management skills. B: Pass Very good performance For this level of the programme, a very good, safe performance, consistently demonstrated throughout the majority of the practice-based learning experience. Assimilates new information and skills. The learner has required some guidance, and/or prompting to achieve this level, but less than what normally might be expected for this stage of the programme. Very good uptake of learning opportunities relating to practice-based learning. Very good professional communication skills Shows very good problem solving, creativity, originality, critical thinking, analysis and evaluation. Shows consistent understanding of theoretical principles and concepts reflected in discussion, written, and practical work and is able to locate these within the workplace. Displays a very good ability to synthesise concepts, theory and practical knowledge. Demonstrates very good self-management skills. C: Pass Good performance For this level of the programme, a good, safe performance, consistently demonstrated throughout the majority of practice-based learning. The learner has required the support and guidance that would normally be expected of a learner at this stage to assimilate new information and skills. Good uptake of learning opportunities available on practice-based learning Good professional communication skills Shows good problem solving, creativity, originality, critical thinking, analysis and evaluation, but not consistently applied. Shows good understanding of some theoretical principles and concepts and is able to locate these within the workplace. Demonstrates a good ability to synthesise concepts, theory and practical knowledge. Demonstrates good self-management skills. D: Pass Satisfactory performance For this level of the programme a satisfactory, safe performance consistently demonstrated for the second half of the practice placement. Additional engagement may be required to sustain, and enhance performance in subsequent practice-based learning experiences. The learner has required additional support and guidance than would normally be expected for a learner at this stage to assimilate new information and skills. The learner has made use of some learning opportunities available on practice-based learning. Demonstrates satisfactory professional communication skills. Shows some satisfactory but inconsistent attempts to problem solve, demonstrate creativity and originality, analyse and evaluate. Shows partial understanding of theoretical principles and concepts related to the workplace. Demonstrates a satisfactory ability to synthesise concepts, theory and practical knowledge. Demonstrates satisfactory self-management skills. E: Fail Unsatisfactory performance For this level of the programme an unsatisfactory performance. Some attempt to address issues in the practice setting but does not meet the criteria outlined for an acceptable performance in several areas of practice. Shows very limited ability to learn from previous experience. Demonstrates unsafe practice on more than one occasion during practice-based learning. Demonstrates unsatisfactory professional communication skills on more than one occasion during practice-based learning. Demonstrates unprofessional behaviour and/or attitudes on more than one occasion during practice-based learning. Demonstrates very limited ability to problem solve, show creativity and originality, analyse and evaluate. Shows narrow understanding of theoretical principles and concepts related to the workplace. Demonstrates unsatisfactory self-management skills on more than one occasion. F: Fail Unsatisfactory performance For this level of the programme an unsatisfactory performance. Unsatisfactory attempt to address issues in the practice setting and does not meet the criteria for an acceptable performance in a significant number of areas. Shows little or no ability to learn from previous experience. Demonstrates unsafe practice throughout the majority of practice-based learning. Demonstrates unsatisfactory professional communication skills throughout the majority of the practice placement. Demonstrates unprofessional behaviour and/or attitudes throughout the majority of practice-based learning. Demonstrates little or no ability to problem solve, show creativity or originality, analyse, and evaluate. Shows very narrow understanding of theoretical principles and concepts related to the workplace. Demonstrates unsatisfactory self-management skills throughout the majority of practice-based learning.  Learning Outcome 1 Practice within an ethical framework congruent with the Health and Care Professions Council Standards of Conduct, Performance and Ethics and the Royal College of Occupational Therapists Professional standards for occupational therapy practice, conduct and ethics. CriteriaA*A BC DEFActs in accordance with HCPC Standards of Conduct, Performance and Ethics and the Royal College of Occupational Therapists Professional standards for occupational therapy practice, conduct and ethics.      Takes responsibility for managing own time, organising and prioritising own work effectivelyDemonstrates sensitivity to culture, equality and diversity Adheres consistently to safety regulations and organisational policies as specified in the practice setting and uses sound judgement in regard to safety of self and others Presents self in a manner appropriate to the working environmentResponds constructively towards changing circumstances and demands in the practice settingTakes responsibility for the maintenance of the working environment Final Evaluation only - Learning Outcome 1: has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 1 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 1 (Comments to be recorded in preparation for the midway review and final evaluation) Learning Outcome 2 Appraise the impact of local and national initiatives on inter-agency working in practice contexts. CriteriaA*A BC DEFAble to relate occupational therapy practice to interagency context and use to inform own practice Able to appraise how the differing values and beliefs of inter-agency team members impacts on the practice contextDemonstrates knowledge of the different types of resources (human, financial, environmental etc.) and their ability to impact on the local practice settingAppraises the impact of social policy and legislation within the local practice setting Final Evaluation only - Learning Outcome 2: Has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 2 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 2 (Comments to be recorded in preparation for the midway review and final evaluation) Learning Outcome 3 Display a person-centred approach to practice to optimise the occupational therapy process to facilitate change with a range of individuals/ groups/ communities/ populations. CriteriaA*A BC DEFRelates effectively to individuals. Relates effectively in group situations Recognises the significance of own verbal and non-verbal communicationRecognises the significance of others verbal and non-verbal communicationDemonstrates effective listening skillsDemonstrates a person-centred approach to practice, empowering people to make informed decisions Reflects upon and evaluates practice and modifies actions appropriately in response  Final Evaluation only - Learning Outcome 3: Has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 3 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 3 (Comments to be recorded in preparation for the midway review and final evaluation) Learning Outcome 4 Justify the selection of standardised/ non-standardised assessment tools and document comprehensive assessments of individuals/ groups/ communities/ populations occupational needs and goals. CriteriaA*A BC DEFConducts interviews in a clear and logical manner, gathering pertinent information Selects and administers relevant screening and assessment methods in a uniform mannerInterprets assessment data and identifies factors supporting/hindering occupational performanceCollaborates with the person/ others in identifying personal strengths and resourcesCollaborates with the person/ others to identify obstacles to engagement in meaningful occupationArticulates a clear, logical rationale for the assessment process Final Evaluation only - Learning Outcome 4: Has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 4 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 4 (Comments to be recorded in preparation for the midway review and final evaluation) Learning Outcome 5 Confidently articulate professional reasoning processes used to prioritise goals, manage, modify and evaluate appropriate interventions with a range of individuals/ groups/ communities/ populations. CriteriaA*A BC DEFClarifies and prioritises areas of need with the person/ others basing decisions on interpretation of assessment results Creates goals in collaboration with the person/ others that address desired outcomesSelect, plan and implement occupation-based interventions and programmes that enable agreed goals to be met Articulates a clear, logical rationale for the intervention processClearly articulates the values, beliefs and/or skills of the occupational therapy profession to othersEvaluates outcomes of intervention effectivelyRecognises and plans for the conclusion of intervention with the person/othersTakes responsibility for managing a caseload/ programme or specific intervention, as applicable to the service Final Evaluation only - Learning Outcome 5: Has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 5 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 5 (Comments to be recorded in preparation for the midway review and final evaluation) Learning Outcome 6 Critique the evidence base for occupational therapy in an identified area of practice relevant to the setting. CriteriaA*A BC DEFSelects and applies appropriate conceptual models/ frames of reference/ approaches to practice setting Utilises evidence from published research and relevant resources to make informed decisions and reflect on practice  Final Evaluation only - Learning Outcome 6: Has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 6 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 6 (Comments to be recorded in preparation for the midway review and final evaluation) Learning Outcome 7 Prepare, produce and maintain concise, accurate and logical records and reports. CriteriaA*A BC DEFGives, clear and accurate oral reports Produces well structured, clear, accurate, comprehensive and comprehensible documentation Uses language appropriate to the recipient(s) of the informationArticulates professional reasoning verbally and in written records, reports and documentation  Final Evaluation only - Learning Outcome 7: Has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 7 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 7 (Comments to be recorded in preparation for the midway review and final evaluation) Learning Outcome 8 Critically appraise personal learning and performance and plan for continuing professional development. CriteriaA*A BC DEFCollaborates with practice educator(s) to maximise the learning experience      Takes responsibility for own learning Implements learning agreementRecognises personal strengths and areas of development from previous practice-based learning experiences and identifies own learning needsResponds constructively to feedbackContributes effectively towards the organisation and management of the serviceMaintains a record of personal and professional development through use of a portfolio Final Evaluation only - Learning Outcome 8: Has learner achieved learning outcome? Yes/ No Practice educators comments - Learning Outcome 8 (Comments to be recorded in preparation for the midway review and final evaluation) Learners comments - Learning Outcome 8 (Comments to be recorded in preparation for the midway review and final evaluation)  SHAPE \* MERGEFORMAT  School of Health Sciences Master of Occupational Therapy Checking learner identity and attendance monitoring during practice-based learning Identity check To enable an identity check to occur we have asked all learners to show the relevant practice educator their ֱ Matriculation card. This card shows the photograph and name of the learner. All practice educators are asked to sign the declaration below, to indicate that the photograph matches the learner who has arrived on practice-based learning. Please contact us immediately if there is a discrepancy. Attendance We require that all learners inform both their practice educator and the University should they be unable to attend practice-based learning on any given day. Where the learner has an agreed absence from practice-based learning, we ask that the practice educator informs the University of this arrangement within a 48-hour period. In the event that a learner has an unauthorised/unexpected absence from practice-based learning, we ask that the practice educator informs the University of this absence immediately. Contact details E-mail otplacement@qmu.ac.uk in the first instance. Alternatively, please email AcademicAdministration@qmu.ac.uk stating the learners name, the date and the nature of the absence. Practice Educator Declaration I have seen the learners ֱ matriculation card and can confirm that the photograph on the card matches the learner on practice-based learning. I understand the actions I should take in the event of any learner absence from practice-based learning. Name of Learner: Practice-based learning Number: (please circle) PBL1 PBL2 PBL3 PBL4Practice-based Learning Site:Dates of practice-based learning: Practice Educator signature: Date:   School of Health Sciences Division of Occupational Therapy & Arts Therapies Master of Occupational Therapy Learning Agreement Form Learning Agreement Name of learner: _________________________________________________________________________ Name of practice educator(s): _______________________________________________________________________ Area of work: _______________________________________________________________________ PBL1 PBL2 PBL3 PBL4 _______________________________________________________________________ Agreed supervision day/ time: Final Report (date and time): ** This Learning Agreement should be detached from the Assessment form at the end of the PBL and retained by the learner ** Learning Agreement: Guidance for learners and practice educators For each practice-based learning experience learners prepare a Learning Agreement in collaboration with their practice educator(s). After an induction period (normally, by the end of first week), all learners should be able to contribute to discussions about what they want to achieve from their practice-based learning their personal and individualised learning goals. These learning goals should be informed and guided by the University learning outcomes for the practice-based learning module. Learners are encouraged to use feedback from practice educators on PBL 1, 2, and 3 to shape these goals. Flexible learning acknowledges that each person has different learning needs. A flexible learning environment promotes choice and negotiation to enable the development of a learning programme which best suits the individual. The Learning Agreement is a practical negotiated agreement between the learner and practice educator. Negotiation allows learners to take ownership of their learning, and clarifies both the learner and practice educators roles. Avoid being overly ambitious. Keep the learning goals realistic, and relevant. Using the prefix By the end of practice-based learning I will be able to is a useful way to frame goals. The learner and practice educator(s) agree what is to be learned, how the learner is going to demonstrate their learning, how the learners learning is to be assessed and the timescale. This encourages shared commitment in the learning process as well as providing a focus for weekly formal supervision time. The Learning Agreement should be reviewed during formal supervision, when learning goals are jointly evaluated and specific learning goals, in relation to the core skills of occupational therapy, are identified for the coming week. We respectfully request that practice educators refrain from giving pre-determined weekly practice-based learning objectives to learners. Learning goals What do I want to learn or develop during this experience?  Learning methods What learning strategies will I employ? Learning resources What resources do I need access to in order to achieve my learning goals? Evidence How can I show myself, and my practice educator that I have met my learning goals? What proof will I offer and when?  Date achieved Practice educator and learner initial   Learning goals What do I want to learn or develop during this placement?  Learning methods What learning strategies will I employ? Learning resources What resources do I need access to in order to achieve my learning goals? Evidence How can I show myself, and my practice educator that I have met my learning goals? What proof will I offer and when?  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