Professional Documents
Culture Documents
Students Name Matriculation Number Name of Practice Educator(s) Placement Site Experience Overall Grade Placement Dates Placement Hours Placement Absences
( please circle one grade only)
From
To
Students are required to submit the completed assessment form to the assessment box in the University School Office Reception within 5 working days of completion of the practice placement.
From Professional Practice Placement 2 (PPP2) onwards it is expected that students will use a reflective diary as part of the learning process and in preparation for supervision sessions with their practice educator(s). Portfolio As part of their professional development students compile a practice placement portfolio for each placement using a pro- forma provided by the University. It is recommended that students discuss the portfolio and its content on at least one occasion during the placement. School of Health Sciences Practice-based Learning Support Web Site All Practice Education Handbooks and Assessment Forms can be accessed directly from the School of Health Sciences Practice Based Learning Support Web Site. Web link: www.qmu.ac.uk/pbl Click on Occupational Therapy then, BSc (Hons) Occupational Therapy. Supervision Students should receive a minimum of one hour formal supervision with the practice educator each week. Assessment of a Students Performance during Practice Placement Practice educators are advised to consult the University Grade Descriptors at the end of this booklet. Practice educators should always bear in mind that they are making a judgement about the students performance in relation to what is reasonably expected of a student at that level of the programme and not in comparison with a qualified occupational therapist. Please contact the students personal academic tutor at the University if there are concerns pertaining to the students well being, professional behaviour or quality of performance over all. A student who is considered to be at risk of failing the placement should be made aware of this no later than the midway evaluation. If the student is achieving the equivalent of an A standard performance at the midway evaluation, please contact the University and ask to speak to Michele Harrison, Professional Practice Tutor, BSc (Hons) Occupational Therapy. E-mail: mharrison@qmu.ac.uk . Tel: 0131-474-0000
Summary
Practice educators comments (Please provide brief summary at end of placement and developmental plan suggested for the next placement. Maximum five key learning action points)
Signature of student:
Date:
Professional Development
x
Demonstrates professional behaviours in accordance with HPC Standards of Conduct, Performance and Ethics Adheres to safety regulations as specified in the practice setting and demonstrates awareness of relevant risk factors in relation to safety of self and others Demonstrates appreciation of diversity Presents self in a manner appropriate to the working environment Collaborates with practice educator(s) to maximise the learning experience Takes responsibility for some aspects of own learning Demonstrates awareness of personal strengths and weaknesses Responds constructively to feedback
Y
Has difficulty demonstrating professional behaviours in accordance with HPC Standards of Conduct, Performance and Ethics Adherence to safety regulations is inconsistent and/or demonstrates limited awareness of relevant risk factors in relation to safety of self and others
Demonstrates unacceptable judgemental attititudes and/or behaviours towards others Presents self in a manner inappropriate to the working environment Limited engagement with practice educator(s) and/or fails to use professional guidance and support appropriately Adopts a passive role and/or lacks initiative in relation to own learning during placement Lacks awareness of personal strengths and/or weaknesses Has difficulty modifying behaviour following feedback and/or responds negatively to feedback
X
Demonstrates effective listening skills Recognises the significance of verbal and non- verbal communication Forms effective relationships with occupational therapy colleagues Relates effectively to individuals
Y
Has difficulty demonstrating effective listening skills Has difficulty recognising the significance of verbal and/or non- verbal communcation Has difficulty forming effective relationships with occupational therapy colleagues
Has difficulty relating to individuals effectively Has difficulty relating effectively in group situations Oral reports are unclear and/ or inaccurate
Relates effectively in group situations Gives clear and accurate oral reports Produces well structured, clear, accurate, legible documentation
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B
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C
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D
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E
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F
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G
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Y
Has difficulty conducting interviews in a clear and logical manner Has difficulty initiating and engaging in purposeful interaction with the person and/or gathering pertinent information Makes inaccurate observations during assessments Has difficulty describing the persons personal strengths and resources Has difficulty describing obstacles to the persons engagement in meaningful occupation
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Y
Has difficulty explaining how major occupational therapy principles and /or concepts relate to the practice setting Has difficulty describing relevant biological and/or psychological and/or social factors influencing the persons health and wellbeing Fails to respond to suggestions to undertake relevant reading
Y
Punctuality and placement attendance are poor and/or erratic Has difficulty with effective organisation and prioritisation of own work Has difficulty contributing effectively towards routine administrative tasks Adopts a passive role and/or lacks initiative in relation to maintenance of aspects of the working environment
A Outstanding
In allocating this grade the practice educator is recognising a very good performance
B Very Good
For this stage of the programme, a very good standard has been demonstrated. A very good, safe performance, consistently demonstrated throughout the majority of the placement. In awarding grades in this range the practice educator will be looking for essentially the same kind of evidence as for the A banding, but will mark in this range where the evidence is not as strong in relation to each of the five categories. The students performance does not match up to the A standards in two or three of the core categories on the report form. Assimilates new information and skills. The student 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 the placement. Demonstrates very good professional communication skills Shows very good ability in problem solving and analysis Demonstrates very good understanding of theoretical principles, reflected in discussion and written work and is able to locate these within the practice context. Displays the ability to synthesise concepts, theory and practical knowledge Very good organisation and management skills. Has achieved the learning outcomes for the practice placement.
In allocating this particular grade the practice educator is recognising an average performance
C Average
For this stage of the programme, an average standard has been demonstrated, i.e. a performance typical of a student at this stage . A good, safe performance, consistently demonstrated throughout the majority of the placement The student has required the support and guidance that would normally be expected of a student at this stage to assimilate new information and skills. Makes use of major learning opportunities available on the placement. Demonstrates good professional communication skills Shows general ability in problem solving and analysis Theoretical understanding can be shallow at times Displays some ability to synthesise concepts, theory and practical knowledge Good organisation and management skills. Has achieved learning outcomes for the practice placement.
Grade
Description
For this stage of the programme the students performance is satisfactory and safe, consistently demonstrated for the second half of the placement. The student has required additional support and guidance than would normally be expected for a student at this stage to assimilate new information and skills. The student has made use of some learning opportunities available on the placement. Satisfactory professional communication skills Muddled in problem solving and analysis Some understanding of concepts limited but accurate factual information. Limited ability to synthesise concepts, theory and practical knowledge. Satisfactory organisation and management skills. Has (generally) achieved the learning outcomes for the practice placement.
In allocating this particular grade the practice educator is recognising a satisfactory performance
D Satisfactory standard
E Fail
Unsatisfactory standard The student has required significant additional support and guidance than is expected of a student at this stage in the programme. Limited attempt to address issues in the practice setting, but does not meet the criteria outlined for an acceptable performance in several areas Demonstrating unsafe practice on a regular basis. Fails to learn from experience on several occasions. Has failed to achieve some of the learning outcomes for the practice placement.
F Poor Fail
G Bad Fail
Clear failure Poor attempt to address the issues of practicing within this area and does not meet the criteria for an acceptable performance in a significant number of areas Demonstrating unsafe practice on a regular basis Unprofessional behaviour and/or attitudes exhibited in several areas of practice Significant difficulties experienced demonstrating ability to use a range of skills Significant difficulties with integration of theory and practice Significant difficulty in learning from previous experience Has failed to achieve a significant number of the learning outcomes for the practice placement Clear failure Unsafe performance exhibited on a regular basis Unprofessional behaviour and or attititudes exhibited in several areas of practice Unable to communicate with and/or form/sustain professional relationships with others Fails to demonstrate the ability to use skills in practice, fails to implement the occupational therapy process Unable to relate theory to practice Unable to learn from previous experience and/or lacks willingness to engage with the process of learning Fails the majority of the learning outcomes for the practice placement