music therapy - placement guidelines
TRANSCRIPT
School of Health Sciences
Division of Occupational Therapy and Arts Therapies
MSc Music Therapy
Practice Education Handbook
2019/2020
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Staff Contact Details
Institution Queen Margaret University, Edinburgh
Queen Margaret University Drive
Musselburgh
East Lothian
EH21 6UU
Telephone +44 (0) 131 474 0000
Fax +44 (0) 131 474 0001
Learning and Teaching
Staff E-mail
Dr. Philippa Derrington [email protected]
Clare Gillespie [email protected]
Emma Maclean [email protected]
Dr. Giorgos Tsiris [email protected]
School Office
Staff E-mail Notes
Jenny Ansett [email protected] School Manager - Health Sciences
Gill Glover [email protected] Practice Placement Administrator
Xanthe Duncan [email protected]
Pre-placement Support Officer
[email protected] School of Health Sciences admin
team
Learning Resource Centre
Staff E-mail Notes
Ishbel Leggat [email protected] Liaison Librarian
Student Services
Staff E-mail Notes
Julie MacRitchie [email protected] Disability Adviser
Laura Dickson [email protected] Wellbeing Adviser
Also see: https://www.qmu.ac.uk/study-here/student-services/counselling-service/
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Glossary
Practice Education
The practice area in which a student is educated for a
stipulated period of time and where professional
competence is assessed.
Professional Practice Tutor
(PPT)
The academic member of staff based at the higher
education institution who coordinates the practice
education elements of the programme. The role
includes the development of new placements and the
education of practice educators.
Personal Academic Tutor
(PAT)
A member of staff and registered Music Therapist who
acts as a contact person for a group of students and
their Practice Educators throughout a practice
placement.
The PAT also supervises the group of students and
carries out practice placement assessments.
Practice Placement Coordinator The practice placement coordinator’s role normally
includes the co-ordination of practice placements
across a specific site/sector, liaising with the higher
education institution and acting in an advisory
capacity to Practice Educators and students as
required during practice experiences. Also responsible
for non NHS Placement contracts. (NHS Practice
Placement agreements are signed off at a School wide
level).
Pre-Practice Placement
Coordinator
The pre-practice placement coordinator’s role
includes the coordination of all matters relating to
pre-practice education.
Practice Placement Administrator The practice placement administrator role normally
includes all administrative matters.
Practice Educator
(PE)
The Practice Educator is the person supervising the
student on placement and is involved in the student’s
practice placement assessment. The Practice Educator
may or may not be a Music Therapist, attends QMU
Practice Education training course and is familiar with
the University.
Practice Education Passport Pre-placement education and part of Practice
Placement 1 (Level 1)
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Contents
1. Introduction............................................................................................................................................... 5
2. MSC Music Therapy Programme ................................................................................................................ 5
2.1 Programme structure ............................................................................................................................... 6
3. Organisation of Practice Placements ......................................................................................................... 7
3.1 Allocation of practice placements ............................................................................................................ 8
3.2 Length of placement ................................................................................................................................ 8
3.3 Religious and cultural observance ............................................................................................................ 8
3.4 Travel expenses ........................................................................................................................................ 9
4. Preparing Students for Practice Placements .............................................................................................. 9
4.1 Protection of Vulnerable Groups Scheme .............................................................................................. 10
4.2 Practice Education Passport ................................................................................................................... 10
4.3 Health clearance checks ......................................................................................................................... 10
4.4 Promoting a safe working environment ................................................................................................. 10
4.5 Dress code .............................................................................................................................................. 11
4.6 Codes of Ethics and Professional Conduct ............................................................................................. 11
4.7 Obtaining a person’s consent to music therapy ..................................................................................... 12
5. Checking Student Identity and Attendance Monitoring throughout Practice Placement ......................... 12
5.1 Identity checking .................................................................................................................................... 12
5.2 Attendance monitoring .......................................................................................................................... 12
5.3 Absence from practice placement ......................................................................................................... 13
5.4 Withdrawal from practice placement .................................................................................................... 13
5.5 Health and safety ................................................................................................................................... 13
What to do if a student is involved in an incident during practice placement ............................ 14
6. Roles and Responsibilities during Practice Education .............................................................................. 14
6.1 Role and responsibilities of the Practice Educator ................................................................................. 15
6.2 Responsibilities of the Student............................................................................................................... 16
6.3 Responsibilities of the Professional Practice Tutor ................................................................................ 17
6.4 Responsibilities of the Personal Academic Tutor ................................................................................... 17
6.5 Responsibilities of the Practice Placement Coordinator ........................................................................ 18
6.6 Responsibilities of the Practice Placement Administrator ..................................................................... 18
7. Guidance for Students and Practice Educators: Fitness to Practise .......................................................... 19
7.1 University Fitness to Practise panel ....................................................................................................... 19
7.2 Monitoring Students’ Fitness to Practice on the MSc Music Therapy ................................................... 19
7.3 Appeals procedure ................................................................................................................................. 20
7.4 Disability and health-related issues ....................................................................................................... 20
8. Guidance for Students and Practice Educators: Acceptable use of information communication,
technology, mobile devices and social networking media ....................................................................... 21
8.1 Using official ICT facilities and mobile devices during Practice Placement ............................................ 21
8.2 Confidentiality ........................................................................................................................................ 22
8.3 Using social networking media............................................................................................................... 22
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9. Guidance for Students and Practice Educators: Health Issues and Practice Placement ............................ 23
9.1 Student self declaration of health prior to practice placement ............................................................. 24
9.2 What to do if a student develops a health issue during practice placement ......................................... 24
10. Contact Mechanisms with, and Support for, Practice Educators .............................................................. 24
10.1 NHS Education for Scotland (NES) Allied Health Professions Practice Education Lead (PEL)
Programme ............................................................................................................................................. 24
10.2 Practice-based learning support website ............................................................................................... 24
10.3 Individual support .................................................................................................................................. 25
10.4 Development of new placement sites .................................................................................................... 25
11. Contact Mechanisms with, and Support for, Students during Practice Education .................................... 25
11.1 Practice Education Handbook ................................................................................................................ 25
11.2 The Hub .................................................................................................................................................. 25
11.3 Complaints and problems on placement ............................................................................................... 25
12. Guidance for Students and Practice Educators: Discontinuation of Practice Placement ........................... 25
13. Complaints .............................................................................................................................................. 27
14. Raising and Escalating Concerns .............................................................................................................. 28
15. Insurance ................................................................................................................................................. 29
15.1 Motor insurance cover for vehicle use ................................................................................................... 29
16. Guidelines for Students and Practice Educators; How to address issues related to unprofessional
behaviour/suitability. .............................................................................................................................. 29
16.1 Health Professions Council Guidance on Conduct and Ethics for Students ........................................... 29
16.2 Professional behaviour expectations during practice education ........................................................... 29
16.3 Points of guidance for early termination of placement due to unprofessional behaviour/suitability ... 31
17. Learning Outcomes for Practice Placement Modules ............................................................................... 32
18. Assessments ............................................................................................................................................ 33
18.1 The Practice Placement Assessment Form ............................................................................................. 33
18.2 Mid-Placement Review .......................................................................................................................... 33
18.3 Process/Supervision Notes ..................................................................................................................... 34
19. Guidance for Students: Personal Therapy ................................................................................................ 34
Appendix 1: Practice Education Passport ....................................................................................................... 35
Appendix 2: Mid Placement Review ............................................................................................................... 36
Appendix 3: Practice Placement Assessment ................................................................................................. 37
Appendix 4: Module Descriptor - Practice Placement 1 .................................................................................. 41
Appendix 5: Module Descriptor - Practice Placement 2 .................................................................................. 44
Appendix 6: Self-declaration of Fitness to Practise ......................................................................................... 47
Appendix 7: Identity Check and Attendance Monitoring ................................................................................ 48
Appendix 8: Practice Placement Agreement .................................................................................................. 49
Appendix 9: Student's Audit of Placement ..................................................................................................... 55
Appendix 10: Details of Personal Therapist .................................................................................................... 56
Appendix 11: Personal Therapy Attendance ................................................................................................... 57
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1. Introduction
This Practice Education Handbook is intended for music therapy students, Practice Educators and
Practice Education host organisations. It outlines the course structure of the MSc Music Therapy at
Queen Margaret University, Edinburgh and explains the vital role of Practice Education in students’
learning. It also provides requirements for each placement and outlines student assessments.
The two-year MSc Music Therapy programme is the only one of its kind in Scotland and has run
successfully since 2005. The course has developed from its roots in the Nordoff Robbins approach to
build on an eclectic, forward-looking ethos which provides a dynamic learning experience that leads
students to qualification as a music therapist and registration with the Health and Care Professions
Council.
The success of this programme is highly dependent upon a clear and supportive interchange between
music therapy students, Practice Educators and Practice Education host organisations and Queen
Margaret University. All documentation relating to practice placements is available via the University
Practice-Based Learning Support website: http://www.qmu.ac.uk/pbl/MusicTherapy Home.htm.
On behalf of Queen Margaret University, I would like to take this opportunity to thank you all for your
involvement in this shared process. I hope that Practice Education will prove to be a fulfilling and
rewarding experience for everyone involved.
Dr Philippa Derrington
Programme Leader, MSc Music Therapy
2. MSC Music Therapy Programme
The MSc Music Therapy at QMU aims to introduce students to a wide variety of approaches that
reflect the diversity of current practice in music therapy.
Music is central to the course and students are encouraged to explore their own relationship with
music, alongside developing the flexible and sensitive application of music in clinical practice.
Psychoanalytic theory is central to informing the therapeutic relationship and understanding relational
dynamics in both individual and group work. The interdisciplinary theoretical modules throughout the
programme underpin clinical practice and offer opportunities for interdisciplinary collaboration and
learning.
Experiential learning is core in fostering self-awareness and reflexive ways of working which is
fundamental to each student’s journey. The philosophy of the programme is to meet and value
students individually; acknowledging who they are, where they start from, their personal experience
and developing musicianship.
In designing the programme, the team were cognisant of the current drivers and policy influencing
music therapy practice and research both within Scotland and globally. The result is a programme,
which offers a rich student experience fostering peer support and independent learning reflective of
Masters’ level.
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2.1 Programme structure
The MSc Music Therapy is awarded on the successful completion of seven Masters level modules (240
Scottish Masters credits at SCQF 11) with the modules Practice Placement 1 and Practice Placement 2
relating specifically to Practice Education. An outline of the programme structure is given in Table 1.
Table 1: Overview of Module Credits for MSc Music Therapy
LEV
EL 1
Module Credits ECTS Available Distance Learning
Interdisciplinary Studies 1 30 15 No
Therapeutic Skills and Interpersonal Learning
30 15 No
Practice Placement 1 30 15 Placements negotiated with Professional Practice Tutor;
Supervision at QMU
Research Methods (PM051) 30 15 Yes
LEV
EL 2
Interdisciplinary Studies 2 and Interpersonal Learning
30 15 No
Practice Placement 2 30 15 Placements negotiated with Professional Practice Tutor;
Supervision at QMU
Professional Project 60 30 Yes (negotiated with programme
leader & module coordinator)
The MSc in Music Therapy is taught as an integrated programme. All the modules endeavour to
facilitate the transfer of learning across modules and to integrate learning across practical, theoretical,
experiential and research based fields. The programme puts emphasis on experiential learning, peer
support and self-development so directed and independent study is inherent in all modules.
In Level 1, teaching takes place at University two days per week (Tuesday and Wednesday) with
practice placement one day each week (normally from week 7); in Level 2, teaching takes place on one
day each week (Thursday) with practice placement two days each week from September. At
University, students participate in lectures, workshops, seminars, small and large group activities,
tutorials and supervision groups.
The learning, teaching and assessment methods for the MSc Music Therapy develop increasingly
independent learners.
All supervision and assessment will comply with University policies. Assessment regulations and
related documents: http://www.qmu.ac.uk/quality/gr/default.htm.
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3. Organisation of Practice Placements
The purpose of Practice Education is to provide students with supervised experience of on-going
therapeutic work with a defined client group within an accountable framework. It offers the
opportunity to learn about the structure and function of care services and inter-disciplinary treatment
in relation to the delivery of music therapy. Practice placements are located in a wide range of settings
including schools, child and family teams, services for young people, general hospitals, medical
centres, psychiatric in-patient teams, community mental health teams, forensic settings, services for
the elderly and care homes. In accordance with HCPC requirements students follow an intensive
Induction to Practice Placement at the beginning of the programme, have the opportunity to engage
with individuals and groups and, under supervision, undertake a range of activities commensurate
with their learning outcomes and within the limits of their competency.
Beginning in week 7 of Level 1, students attend practice placement one day each week throughout the
programme during Semester time.
This experiential learning provides students the opportunity to:
Relate theory to practice
Develop clinical/professional skills
Manage a caseload under the direction of a qualified and registered professional
Gain knowledge of styles of service delivery and organisational structures within the Practice
Placement setting
Learn to function as a member of an inter-disciplinary team
Develop and attain the competencies required by the Health and Care Professions Council
Theoretical and interpersonal learning on the Programme supports and underpins the practical
learning of the Practice Placement. The student is required to integrate learning across the modules
and to engage in self-directed study and research to further develop knowledge and understanding of
music therapy, other treatment modalities and specific client groups.
During the Practice Placement, the student will be required to develop the ability to:
Communicate with clients and facilitate therapeutic interventions
Create a safe, therapeutic environment for clients
Assess and identify client(s) therapeutic needs and presenting problems
Keep on-going clinical records of the sessions and monitor the client’s progress
Communicate clearly and effectively, both verbally and in writing, to other members of the care
team
An important element of the programme involves self-directed learning, built upon the premise that,
if the appropriate learning environment is provided, students will access resources within him or
herself to develop in the direction most appropriate to her or his needs.
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3.1 Allocation of practice placements
Students will experience two different Practice Placement settings during their training. They are
allocated by the Professional Practice Tutor, Dr. Philippa Derrington, together with the School
Administrator for Placements, Gill Glover. They oversee the management, monitoring and provision of
Practice Education.
New Practice Placements are continuously explored and on-going Practice Placements are regularly
audited and monitored.
The Professional Practice Tutor allocates an appropriate Practice Placement taking into account:
The student’s prior clinical experience/student profile/location/additional information including
personal circumstances
The individual student’s learning needs
Practice Placement availability
The general principle for making a Practice Placement allocation is to prepare students for practice
within a broad framework of clinical experience. There is a Practice Placement allocation process and
the University aims to ensure that students are provided with a Practice Placement that offers the
best available learning experience.
Upon allocation of a Practice Placement both the student and the Practice Educator are provided with
contact details, and the student initiates contact with the Practice Educator.
3.2 Length of placement
From week 7 of the programme, students attend one day/ week throughout the programme
(increasing to 2 days/week in level 2) apart from assessment periods. A day is the equivalent of 7
hours and this time will include sessions with clients, liaison, writing clinical notes, process/supervision
notes and reports and attending meetings, including supervision.
In addition to time spent on placement, students are required to review their work (through
audio/video recordings where possible) and study to gain further knowledge relevant to the
placement.
3.3 Religious and cultural observance
A student’s identity, such as their religious/cultural practices can have a significant impact on teaching,
learning and assessment in practice. It is a statutory requirement that the University and placement
providers address these through establishing relevant policies and guidance which address diversity
and inclusion. These policies include a commitment to:
promoting equal opportunity and diversity during employment
ensuring all employees are treated fairly and valued equally
valuing religious and cultural needs and practices, and meeting these where possible
Students may have particular religious or cultural needs in terms of requests which may conflict with
existing working requirements in the practice setting. Such issues may include:
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health and safety issues relating to dress code
request for flexible working related to religious/belief-related festivals
adjustments for prayer time and space
Whilst it may not always be possible to accommodate every student’s religious or cultural observance,
every effort will be made to find a mutually agreeable solution.
Guiding principles:
Normally, students will be allocated placements according to their learning needs, unless there is
some exceptional reason, which would impact adversely on the student or placement
In these exceptional circumstances, negotiation between the student, the University and
placement provider is essential
Established policies that apply to employed staff also apply to students accepted on placement. It is
vital that discussion takes place on the religious and cultural needs of the student and how they
will be valued and/or met whilst on placement
Agreements between the student and placement provider may occur prior to or at the outset of
any placement as part of the induction process. These should be reviewed and discussed with the
student at the midway point of the placement
3.4 Travel expenses
There is no direct financial remuneration available to post graduate students for the funding of
travelling and accommodation costs associated with placements. The University Student Finance
Service administers two discretionary funds provided by the Scottish Government. These are the
Childcare Fund which is aimed at students who incur childcare costs whilst studying and the Hardship
Fund when students find themselves facing exceptional financial problems.
The International Fund is provided by the University and students from outside the United Kingdom
should apply to this fund.
An application form is completed and submitted with supporting evidence which is then considered at
a confidential monthly meeting of the Hardship Committee. It is useful to make an appointment to see
the student finance adviser before submitting an application.
Student Finance Adviser
Contact Bill Stronach at [email protected]
4. Preparing Students for Practice Placements
Approaches to assist students to prepare for placements are blended to allow flexibility of delivery
and to accommodate for different learning styles. These include interactive workshops, group work,
personal development planning, directed reading and e-learning. Key aspects of the preparation
process will now be described in more detail.
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4.1 Protection of Vulnerable Groups Scheme
Since students will be doing regulated work with children and protected adults during practice
placements, they must apply to register with the Protection of Vulnerable Groups Scheme (PVG). It is
the responsibility of each student to fill in the detailed application form, provide the necessary
documentation and to pay for this to be carried out prior to the first practice placement. The
certificate is retained in the practice education passport for presentation to the Practice Educator
during the induction phase of placement. Some placement providers require additional checks before
accepting students on placements and make this known to the University when making placement
offers. For further information on the PVG Scheme visit: www.disclosurescotland.co.uk/guidance/
index.html.
Important! Failure to have a Protection of Vulnerable Groups Scheme Certificate in place will result
in deferral of a practice placement.
4.2 Practice Education Passport
The Passport (see appendix 1) is assessed on a pass/fail basis by the Personal Academic Tutors to
verify that students have completed all of the compulsory preparation tasks before they are permitted
to go on placement. Students are taught via workshops, discussion groups, seminars and other
independent study. Students are required to collate documents, certificates and maintain records of
having completed mandatory tasks and activities in preparation for progression to placement. It is the
student’s responsibility to present this evidence to the Practice Educator during the induction phase of
placement.
4.3 Health clearance checks
In 2008, the Scottish Government agreed all new health care workers who have direct contact with
patients must undergo a Standard Health Clearance Check before they take up post or in the case of
students in the School of Health Sciences before they are permitted to go on placement (Scottish
Government, 2008).
This Standard Health Clearance Check takes place on site at the QMU campus. Students are assessed
and screened for Tuberculosis (TB), Hepatitis B and Mumps, Measles and Rubella (MMR). Attendance
at the Health Clearance Check is compulsory and the cost must be covered by the student.
The University’s policy on Health Clearance Check is reviewed annually.
4.4 Promoting a safe working environment
Students receive mandatory education and training upon a range of health and safety issues before
Practice Placement begins, including:
Basic life support
Public Protection
Moving and handling
Information governance, including understanding consent
Selected elements of the SIPCEP Programme
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4.5 Dress code
In settings where name badges are worn, these must be visible at all times; some settings may also
require an additional security pass.
Students are expected to consider the impact of their presentation on the service user. Dressing in a
neutral/modest way is appropriate. Logos and words on clothing may be fashionable but
inappropriate as they may have adverse connotations. Similarly clothes should not be too revealing
(whatever the gender of the student) i.e. too tight, too short. Underwear should not be visible either
through clothing or because outer clothing does not cover underwear adequately.
When a scarf or a veil is worn, students should ensure that the flow of the garment promotes effective
communication and safe moving and handling. Most placement sites will have a strict policy regarding
the wearing of jewellery. This again is for students’ safety as well as that of service users. Policies allow
for religious/cultural observance - a ring (plain band) a bangle (plain) or a necklace worn next to the
skin is allowed. Normally one metal smooth studded earring per lobe is permitted. Body piercings and
tattoos may cause concerns in some placement settings and consequently may need to be removed or
covered up. Watches are permissible however these may need to be removed throughout the course
of the day.
Hair falling over the face during practical work is not acceptable and would require appropriate action.
Hair should be tied back off the collar and nails kept clean and short. Nail polish, artificial finger nails
or nail extensions should not be worn within the placement setting.
In many instances students will be working in close proximity to service users therefore personal
hygiene is an important consideration. A student whose personal appearance is deemed to be
inappropriate by the Practice Educator or most senior member of staff present in the practice area
may be asked to leave the practice setting and reported absent until they return dressed
appropriately.
Students are expected to be mindful of personal safety, infection control, and being a representative
of the University and professional programme they are undertaking in addition to any placement
provider policies and guidelines.
4.6 Codes of Ethics and Professional Conduct
Students are informed that they remain accountable to the University for their professional conduct
throughout each practice placement. They are expected to adhere to the Health and Care Professions
Council Guidance on Conduct and Ethics for Students at all times.
As part of the Practice Education Passport, prior to Practice Placement 1 (PP1), students are expected
to read, and refer to throughout practice placements:
Health and Care Professions Council Guidance on Conduct and Ethics for Students
Health and Care Professions Council Standards of Proficiency: Arts Therapists
BAMT Health and Safety in Music Therapy
BAMT Guide to Professional Practice
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4.7 Obtaining a person’s consent to music therapy
Gaining a service user’s consent to music therapy is a fundamental aspect of professional practice and
as such is contained within the HCPC Guidance on Conduct and Ethics for Students (2012).
Throughout practice placements students are advised to ensure that:
service users have been informed that they are a student
service users have given their permission for sessions to be carried out by a student
service users have given their permission before sessions are audio/video recorded
There will be situations where some service users cannot give consent, for example young children
and/or adults who lack capacity. In many of these cases, a responsible adult, usually a parent or carer
(or other person authorised to carry out this role) who is legally entitled to speak on their behalf will
be asked to give their consent.
5. Checking Student Identity and Attendance Monitoring throughout Practice Placement
We require student identity to be checked at the commencement of any practice placement and
attendance to be formally monitored.
5.1 Identity checking
Student identity must be confirmed at the start of each practice placement. To do this students are
advised to bring their student matriculation card, which shows the photograph and name of the
student and show this to the Practice Educator.
In the unlikely event that the student’s identity cannot be confirmed from their matriculation card,
alternative official photo ID (i.e. passport or driving licence) can be used to confirm identity. If the
student’s identity cannot be confirmed the Practice Educator must contact the Personal Academic
Tutor at the University.
Once the matriculation card has been checked and the student’s identity confirmed the Practice
Educator should sign the form (as appendix 7).
5.2 Attendance monitoring
Overall 100% attendance is expected on the Programme and Practice Placement. Any exceptional
circumstances/absences require certification. Every student is required to inform their practice
placement site and the Programme Leader should they be unable to attend their placement on any
given day.
In the event that a student has an authorised or unauthorised/unexpected absence from placement
which lasts for more than 48 hours we ask that the Practice Educator informs Gill Glover, Placement
Administrator, School of Health Sciences of this absence immediately. Email: [email protected];
tel: 0131-474-0000 then follow voice activated instructions. Attendance should be monitored
throughout the placement and all absences from placement should be recorded in the attendance
form which is submitted to University at the end of the placement.
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5.3 Absence from practice placement
The University is aware that many students now find it essential to find work whilst studying.
However, employment outside of the programme must not adversely affect the student’s work during
practice placement. Students are expected to mirror their working patterns to those in operation at
the placement site. They must recognise that flexibility on the part of the host organisation is not to
be expected and is only at the discretion of the Practice Educator.
Similarly all requests for pre-arranged absence from placement must be discussed with the University.
Planned absences from practice placement may be approved by the University in exceptional
circumstances only. Students are not allowed to negotiate holidays or other leaves of absence
during a placement directly with their Practice Educator.
Students are expected to comply with the attendance and sickness reporting policies of the placement
host organisation and must familiarise themselves with this within the first week of placement. If
absence is before start of a placement the student must contact the Practice Educator and their
Personal Academic Tutor to report any sickness or absence.
If a student is absent from placement for 3 working days or more, it is essential that they liaise with
their PAT so that the impact on the achievement of the University learning outcomes for the
placement may be assessed.
Absences from placement for 5 working days or more must be supported by a medical certificate and
forwarded to the Personal Academic Tutor at the University.
Failure by the student to inform the Practice Educator and the University that they are not attending
placement will be regarded as unprofessional behaviour.
5.4 Withdrawal from practice placement
If a student chooses to withdraw from a placement without prior discussion with the Practice
Educator and approval of the University, normally the student is deemed to have failed the practice
placement module. However if extenuating circumstances occur which preclude prior discussion (such
as serious illness or a sudden family bereavement) then a course of action will be mutually agreed.
There may be occasions when Practice Educator(s) deem it appropriate to remove a student from the
placement area immediately, and they have the authority to do so. While, on these rare occasions, the
placement site will report the matter at its earliest convenience to the University, the student is also
required to inform their Personal Academic Tutor immediately any such event occurs.
5.5 Health and safety
Students must adhere at all times to health and safety policies that apply to the area in which they are
working. If an incident occurs, the student must inform their QMU link person.
The HCPC Guidance on Conduct and Ethics for Students (2012, p10) states “You must act within the
limits of your knowledge and skills”. During practice placement students must ensure that they:
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Do not undertake work unsupervised with patients/service users for which they do not feel
competent
Take every reasonable care to ensure that they carry out work in a manner that is safe to all
concerned
Students are expected to familiarise themselves with departmental health and safety policies whilst
on placement and recognise the importance of safe practice and risk assessment when undertaking
their clinical work. Practice Educators should ensure that students receive an induction into relevant
departmental policies and procedures at the setting of the placement. The Practice Educator has a
duty of care towards all of the service users on their caseload and a responsibility for case
management.
What to do if a student is involved in an incident during practice placement
Guiding principles:
The Practice Educator and/or student follow local policy related to incident reporting and health
and safety
The Practice Educator supports the student through this process as a learning opportunity.
However if disciplinary procedures are required for students, the Queen University Fitness to
Practise policy would be used
The Practice Educator and student inform the manager of the placement site and complete
relevant documentation
The Practice Educator/service manager and the student should inform the student’s Personal
Academic Tutor at University of the incident immediately (by email)
The Personal Academic Tutor at University discusses any action required with the Practice
Educator/service manager and informs the Personal Academic Tutor/programme leader
The Personal Academic Tutor documents that such a discussion has taken place and a copy will be
held in the student’s file
6. Roles and Responsibilities during Practice Education
This section of the handbook outlines the roles and responsibilities of the various individuals involved
in practice education namely the student, Practice Educator, Personal Academic Tutor, Professional
Practice Tutor and the Practice Placement Coordinator.
A Practice Educator for the module Practice Placement 1 will be a music therapist who has normally
had a minimum of two years clinical experience. They are responsible for providing opportunities for
the student to observe some music therapy sessions.
A Practice Educator for the module Practice Placement 2 will be a professional (not a music therapist)
who has normally had a minimum of two years' professional experience.
The minimum amount of hours per week required for Level 1 students to be in the clinical area will be
7 hours but, in addition, the student should spend further time writing up the work, study, reading etc.
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The minimum amount of hours per week required for Level 2 students to be in the clinical area will be
14 hours. If travelling is required within the service day, this may be included in the hours.
6.1 Role and responsibilities of the Practice Educator
Practice Educators (PE) play a key role in the professional development of music therapy students.
Practice Educators’ responsibilities are to:
Obtain information on the learning outcomes for the specific practice placement, course
assessment requirements and regulations for practice placements from the Practice-based
Learning Support web site: http://www.qmu.ac.uk/PBL/
Forward pre-placement information to the student in advance of the start of the placement. This
includes an overview of the service, clear directions and travel information, recommended pre-
placement reading and any other information considered helpful
Arrange if required, a further Protection of Vulnerable Groups check in addition to that which will
have already been requested and obtained by Queen Margaret University
Confirm the student’s identity at the start of each practice placement
Offer the student an induction into health and safety at work at the start of the placement
Provide a timetable outlining the overall structure of the placement and the responsibilities of the
student
Arrange referrals for the student’s caseload (PP1 - from Semester 2 only). This should be 2
sessions/day for leve1 students and between 3-4 sessions/week for level 2 students, to include
individual and group work, as appropriate.
Offer supervision each week (approx. 45 minutes) and maintain records of supervision sessions.
Where students are supervised in pairs, it is hoped that a longer time can be allotted each week
Ensure that the student knows the procedure to request appropriate permission to record
(audio/video) sessions
Offer guidelines on clinical notes for the setting and reports
To contribute to the assessment process: mid-placement review and Practice Placement
Assessment
Monitor the student’s attendance throughout the placement and sign forms sent from QMU
Undertake the appropriate assessment of the student on practice placement and be conversant
with the guidelines provided by the University
Contact the Personal Academic Tutor at University if there are concerns pertaining to the student’s
well-being, behaviour or quality of performance over all
Take cognisance of comments made in each Student Evaluation of Placement Form and to use this
as an integral part of a constructive evaluation process
Attend QMU’s School of Health Sciences practice educator training and annual subject-specific
meetings
Attend and participate in meetings and workshops associated with Practice Education
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6.2 Responsibilities of the Student
Students at all times must pay cognisance to their responsibilities within practice education. Failure to
do so will adversely affect their placement experience and learning and could lead to failure and,
ultimately, the termination of the practice placement.
During practice education, students’ responsibilities are to:
Be responsible for any travelling costs incurred to and from placement. Ensure adequate funding is
in place to support attendance at practice placement
Adhere to the Health and Care Professions Council Guidance on Conduct and Ethics for Students
Assume responsibility for their learning using available resources
Inform the Practice Educator and the Programme Leader if it is not possible to attend the
placement day for any reason
Study and become conversant with the learning outcomes for each practice placement, course
assessment requirements and regulations for the practice education component of the programme
Read any pre-placement information materials provided or recommended by the Practice Educator
Adhere to all relevant placement site policies and procedures
Be punctual at all times and dressed appropriately for the placement setting and the work involved
Reflect the status of a team member and respectfully engage with other members of staff at the
placement setting as appropriate
Obtain medical certification for all sick leave of more than 5 days
Maintain a reflective journal and process/supervision notes in accordance with the guidelines
provided by the University
Complete all assessments, including pre-placement training for the Practice Education Passport and
timely submission of process reports
Be fully prepared for supervision sessions and contribute to the supervision process in a critically
reflective and professional manner
Contribute towards and actively participate in the mid- placement review and final evaluation of
their placement displaying openness to, respect and acknowledgement of other people’s ideas
To organise use of recording equipment (student’s own or borrowed from QMU) to be used for
sessions
Adhere to matters of confidentiality
Inform Personal Academic Tutor of any issue that may impede learning and development during
placement
Complete the Student Evaluation of Placement Form and share this with the Practice Educator at
the conclusion of the placement experience
Complete and return the Module Evaluation forms
Delete all recordings of clinical work unless full consent has been given otherwise
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6.3 Responsibilities of the Professional Practice Tutor
The Professional Practice Tutor (PPT) is a member of the programme team. The role also includes
development of new placements and the education of Practice Educators. Key responsibilities are:
To collaborate with placement providers to comply with practice education guidance and standards
provided by academic, regulatory and professional bodies
To plan and implement a range of mechanisms for the distribution and cascading of practice
education documentation and information to practice placement coordinators, Practice Educators
and students
To prepare students for their roles and responsibilities during practice education
To coordinate University contact mechanisms for students and Practice Educators during practice
placements
To take cognisance of comments made in each Student’s Evaluation of Placement and to use this as
an integral part of a constructive evaluation process in consultation with Practice Educators
To promote School of Health Sciences practice educator training and advise of annual subject-
specific meetings for Practice Educators
6.4 Responsibilities of the Personal Academic Tutor
The Personal Academic Tutor (PAT) is responsible for a student’s clinical supervision at University and
who contributes to the practice placement assessment and is a lecturer from the programme team.
Key responsibilities are:
To offer students pastoral support and guidance as required
To refer the students to Student Services where necessary
To bring to the attention of the University Personal Academic Tutor and Programme Leader any
concerns arising about a student’s well-being, behaviour, or performance during the programme
To arrange and facilitate a regular peer supervision group at Queen Margaret University
To share clinical responsibility for the student’s client-related work with the respective Practice
Educator and liaise as appropriate
To contribute towards the education of existing and potential Practice Educators
To bring to the attention of the Programme Leader any concerns arising about a student’s well-
being, behaviour, or performance during a practice placement
To discuss the Mid-Placement Review and Practice Placement Assessment with the respective
Practice Educator, where necessary
To arrange a three-way meeting between the student, Practice Educator and the Programme
Leader if there is a serious concern needing to be addressed
To provide for the External Examiner all forms of assessment
To document all discussions between the setting, the university and the student
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6.5 Responsibilities of the Practice Placement Coordinator
The Practice Placement Coordinator (PPC) plays an essential role in fostering a culture whereby
practice placements are seen as a positive activity contributing towards staff continuing professional
development and recruitment within the service. The practice placement coordinator is responsible
for the coordination, development and review of practice education within the framework of the MSc
Music Therapy curriculum. Key responsibilities are to:
Engage with local, regional, national and where appropriate, international networks to promote
and facilitate the continuing sustainability of practice education within the music therapy curricula
and across the broader profile of allied health profession programmes offered by the School of
Health Sciences
Collaborate with the University to identify new placement opportunities alongside new service
delivery developments
Coordinate the returns for University requests for placement offers where possible, within the
timescale identified
Bring to the attention of the University as soon as possible potential difficulties arising, which may
result in the cancellation of a placement
Ensure staff acting in their capacity as Practice Educators have adequate training and demonstrate
ongoing commitment to their professional role
To promote School of Health Sciences practice educator training and annual subject-specific
meetings
Offer support to Practice Educators
Arrange all placements for students and to ensure that satisfactory notice is given to Practice
Educators, students and placement settings regarding all details
Bring to the attention of the University any issues creating difficulty on placement which may not
be reported by the Practice Educator or student
Take cognisance of comments made in each Student Evaluation of Placement Form and to use this
as an integral part of a constructive evaluation process
Attend and participate in meetings, workshops and other events associated with practice
education
6.6 Responsibilities of the Practice Placement Administrator
Coordinates responses to students’ letters of introduction/record of previous experience forms
Distributes all documentation, including forms for assessment, as required to Practice Educators,
Personal Academic Tutors and students
To promote School of Health Sciences practice educator training events
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7. Guidance for Students and Practice Educators: Fitness to Practise
7.1 University Fitness to Practise panel
The University has an obligation to ensure that students and graduates from its pre-registration
healthcare programmes are fit to practise. Fitness to practise has been interpreted to mean that a
person has the skills, knowledge, character and health to undertake their professional role safely and
effectively.
This means the University needs to consider whether students:
have a declared long-term health condition or disability which could prevent them from practising
safely without supervision
have any criminal convictions or cautions which could make them unsuitable for registration
have demonstrated that they can maintain the standards of conduct expected of a health and care
professional
Students studying to become a professional in a regulated profession have certain responsibilities and
they are expected to meet high standards of conduct and ethics throughout their studies. Students
studying on the music therapy pre-registration programmes at Queen Margaret University are
informed that their conduct outside the practice environment, including their private lives, may have
an impact on their fitness to practise. This is set out in the requirements of the regulatory body, the
Health and Care Professions Council. Such requirements are designed to ensure that their behaviour
justifies the trust that patients/service users and the public place in their profession.
If the University becomes aware of an issue regarding a student’s behaviour it may initiate Fitness to
Practise proceedings. Where there are serious concerns a Fitness to Practise (FtP) Panel may be
convened by the University. The Fitness to Practise Panel has the delegated authority to impose a
range of sanctions including requiring a student to suspend study or withdraw from the programme
(QMU, 2012).
Fitness to practice policy: http://www.qmu.ac.uk/quality/gr/default.htm.
7.2 Monitoring Students’ Fitness to Practice on the MSc Music Therapy
Fitness to practise is monitored through the following procedures:
On Application
a) Applicants sign a health declaration
b) Each applicant must join the Protection of Vulnerable Groups Scheme
During the Programme
a) Students are required to declare whether or not they have a conviction or caution as part of
the annual matriculation process.
b) Students are required to work within the framework of the Health and Care Professions
Councils Guidance on Conduct and Ethics for Students and the University policies. www.hpc-
uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf
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c) Students are required to complete an annual self-declaration of fitness to practise form (see
appendix 6).
d) Records of absence will be kept for each student noting the duration and the reasons for
absence. Students must inform both the Practice Educator and Programme Leader of any
absences from placement. A supporting medical certificate must be obtained to cover absences
of five working days or more from placement.
7.3 Appeals procedure
A student wishing to appeal against a decision in practice education may do so by following the
University’s procedures and practices set out in the Academic Appeals Regulations at
http://www.qmu.ac.uk/quality/qm/AZindex.htm#a
7.4 Disability and health-related issues
Queen Margaret University is committed to equality of opportunity and believes in a culture of
diversity and inclusion.
Disabled students should experience the same broad range of practice settings as non–disabled
students to enable them to demonstrate that they have achieved the learning outcomes for each
placement. In this respect a physical or mental impairment includes sensory impairments, mental
illness or mental health issues, specific learning difficulties such as dyslexia and conditions such as
diabetes and epilepsy.
Practice education involves a range of relationships, rights and responsibilities, some legal and others
negotiable between the student, University and placement provider. The University acknowledges
that not all information about a student’s disability or health problem may be relevant to placement
providers and that information should normally be provided on a need to know basis.
Reasonable accommodations during practice placements are dependent on students disclosing a
disability or health condition, or at least sharing information about their needs with the placement
provider. Moreover provision of this information enables the University to liaise with placement
providers and arrange any necessary support or adjustments that students need to enable fulfilment
of the learning outcomes of the placement.
Students should keep their Personal Academic Tutor or programme leader and Practice Educator
informed of any changes to their health status. The University will seek to put in place measures to
support disabled students so far as is reasonably practical. It is essential that students discuss any
concerns they may have with staff as early as possible.
Disabled students are actively encouraged to meet with the Personal Academic Tutor to discuss their
Individual Learning Plan agreed with the University Disability Adviser including any necessary support
or adjustments which may be necessary to enable them to meet the learning outcomes of each
practice placement. Normally, requests for a meeting are initiated through the annual self-declaration
of Fitness to Practise procedure via the Hub.
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8. Guidance for Students and Practice Educators: Acceptable use of information
communication, technology, mobile devices and social networking media
8.1 Using official ICT facilities and mobile devices during Practice Placement
Organisations offering practice placements have policies regarding the use of mobile devices (e.g.
smart phone, iPad, lap top computer, memory stick) stating where and in what circumstances such
devices are permitted or prohibited.
It is important therefore that when you go out on placement that you make it a priority to familiarise
yourself with the local regulations. This will give you a better understanding of what is permitted and
what is not.
Any ICT/official mobile devices offered to you during placements are provided for use in learning
and/or pursuit of your studies. Keep user names and passwords secret at all times. You must not
abuse ICT facilities for any other purpose, e.g. use of social networking sites or for recreational
internet use. Be aware that organisations hosting placements may have auditing systems in place that
can identify who is looking at what, and where and when this activity took place.
Service user confidentiality, privacy and dignity must be maintained at all times. You should never use
your own mobile devices or Queen Margaret University ICT to create or send official clinical records
(including photographs, videos, audio recording).
Keep safe
As a health sciences student your studies may involve internet searches drawing upon on anatomical
terms and phrases. This may generate unwanted links to objectionable websites. You are advised to
use wherever possible, specific health science related search engines.
Even if you are careful you may accidentally access internet sites you did not mean to. This might
happen because you clicked on a misleading link, you clicked on a link by accident, or because a site
has been ‘hijacked’. You may also find that you get bombarded by unsolicited and explicit ‘pop-up’
advertising. If any of these things happen whilst students on placement, you should:
Take a note of the URL (web address) of the site and the time it was accessed
Tell someone immediately. If possible, show them what happened
Record the details of the site accessed, before logging off the computer
Tell your Practice Educator as soon as possible
Tell local ICT staff (any alerts regarding inappropriate internet use will go to them first)
Contact your Personal Academic Tutor at University to advise them of what has happened
There may be an investigation into your on-line activities, but if the accident was legitimate and these
steps are followed, it will be resolved quickly.
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8.2 Confidentiality
Ensuring confidentiality is not just good practice; it is a right owed to all individuals and is central to
the maintenance of trust between a health care professional and service users. They have the
legitimate expectation that students will respect their privacy and act appropriately.
Students are referred to the NHS Scotland Code of Practice on Protecting Patient Confidentiality (NHS
Scotland 2012) at: http://www.knowledge.scot.nhs.uk/media/CLT/ResourceUploads/4011563/
Revised%20Code%20of%20Confidentiality%20-%20Final.pdf.
Service user case notes and records are the property of the placement provider they must be kept
physically and electronically secure at all times. Any written work completed for your placement must
be stored as a confidential record. Pseudonyms should always be used (and marked as such) to ensure
anonymity.
It is expected that you will maintain the boundaries of confidentiality outside your placement both in
discussions, presentations and written course work for the University. The identity of service users,
staff and the organisation hosting the placement must be protected and permission for the use of case
material sought following the policies and guidelines of the placement provider.
Service users
In keeping with the above principles it is required that any written work or other such work submitted
as part of your studies must preserve service user identity. In order to ensure this any work must not
refer to:
Service user name, address or date of birth
Any identifiable image of the service user
Rare conditions where a small population may allow identification
Placement organisations
It is important that you do not specifically name staff or work placement areas on any documents or in
assignments submitted to the University. You can describe placements in general terms for example,
“community rehabilitation team”, “vocational rehabilitation service”, “intensive psychiatric care unit”.
Practice Educators are an important part of the assessment process and should demonstrate good
practice when assessing student’s written work prepared for placement. It is important to recognise
that students are in a learning situation, formative feedback is an essential part of supporting students
to comply with good practice.
Practice Educators will report actual and possible student breaches of security or confidentiality to the
University as a matter of priority.
8.3 Using social networking media
The University acknowledges that social networking media (e.g. Facebook, Twitter, Linked-in,
Blogging, YouTube, Pinterest, Instagram) is a significant part of peoples’ lives and is a positive way to
keep in touch and share information (Crowe & Mclean 2013). However, there have been occurrences
where social media has been used for less positive reasons or for a substantial length of time during
practice placement, hence the need for guidance to support responsible usage.
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Health and social care professionals could be putting their registration at risk if posting inappropriate
comments about service users and colleagues or posting any material that could be considered
explicit. The Health and Care Professions Council (HCPC) has produced a statement on the use of social
media and this can be found here: http://www.hpc-uk.org/mediaandevents/socialmedia/.
The HCPC notes in its Guidance on Conduct and Ethics for Students, “You should make sure that your
behaviour does not damage public confidence in your profession” (HCPC 2010, p12). This means that
conduct on-line and conduct in the real world should be judged in the same way and should be at a
similar high standard.
You should be very careful about the information you post on-line. You should remember that:
The law around defamation and harassment and confidentiality applies wherever you may be.
Anything posted on-line to a social networking site is in the public domain, even with the strictest
privacy settings;
The more your personal life is exposed through social networking sites, the more likely it is this
could have a negative impact;
What may be considered as “letting off steam” about a situation at placement could potentially be
seen by another as unprofessional behaviour.
The following points are offered as guidance:
Do make use of appropriate etiquette when posting materials to social networking sites. Act
responsibly at all times upholding the reputation of the profession and Queen Margaret University
Protect your own privacy. Think through the kinds of information you want to share and with
whom and adjust your privacy settings
Do observe placement providers’ bullying, harassment and dignity polices when posting on-line
(including e-mail and text messaging) with colleagues and peers
Do not post information to social networking sites that may lead to the identification of a service
user
Do not make disparaging remarks about the placement, its clients or employees on a social
networking site. Even when anonymised these are likely to be inappropriate
The University does not discourage students from using such services. However you should be aware
the University will take seriously any occasions where these services are used inappropriately. Practice
Educators will report actual and possible beaches student breaches of security or confidentiality to the
University. If occasions arise of what might be read to be on-line harassment, or materials deemed to
contravene professional conduct these will be dealt with in the same way as other such instances.
9. Guidance for Students and Practice Educators: Health Issues and Practice Placement
Music therapy students have a responsibility under the HCPC Guidance on Conduct and Ethics for
Students to limit or stop practice if their performance is affected by their health. Self declaration is
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dependent upon honesty and insight and disclosure, whilst not a legal obligation, is certainly an
ethical and moral obligation.
9.1 Student self declaration of health prior to practice placement
Prior to each practice placement commencing students complete a Self Declaration of Fitness to
Practise Form confirming there has been no change to their physical or psychological health which
could impact upon performance or safety of self or others.
Guiding principles:
Any student experiencing ill health and/or personal issues prior to a placement should make an
appointment to meet with their Personal Academic Tutor (PAT)
The student and PAT may collaborate to develop a course of action in order that appropriate
measures and /or reasonable adjustments are in place for the duration of the placement. This may
involve the Programme Leader, Disability Advisor, Student Counsellor and the practice placement
site as required
Following a discussion with the student, the Programme Leader may recommend the student
consults a medical practitioner in order to obtain a medical assessment on whether the student is
able to commence the placement. A supporting medical certificate must be obtained by the
student and forwarded to the Programme Leader
If the student is unable to commence a placement, it will be deferred and the student will
undertake another placement once she/he is in sound health subject to confirmation of fitness to
practise by a medical practitioner
9.2 What to do if a student develops a health issue during practice placement
Students developing a health issue during practice placement that significantly impacts on their
performance, safety of self or others are advised to discuss their situation with the Practice Educator
and their Personal Academic Tutor as soon as possible.
10. Contact Mechanisms with, and Support for, Practice Educators
Links between the University environment and the practice community underpin the design of the
MSc Music Therapy (pre registration) at Queen Margaret University.
10.1 NHS Education for Scotland (NES) Allied Health Professions Practice Education Lead (PEL)
Programme
The School of Health Sciences Practice-based Learning Network has established good working
relationships with representatives of the NES Allied Health Professions (PEL) Programme in order to
debate and explore issues relating to the facilitation of practice placements for students from the
allied health professions.
10.2 Practice-based learning support website
Alongside other programmes within the School of Health Sciences, a Practice-Based Learning Support
website is available for Practice Educators. The web site has been designed to help make the role of
25
placement supervision easier by providing links to useful websites related to practice-based learning,
along with electronic versions of all the forms that Practice Educators need for practice placements.
Practice based learning support web site (music therapy): http://www.qmu.ac.uk/PBL/Music
TherapyHome.htm
10.3 Individual support
A student’s Personal Academic Tutor is available via email and/or telephone to answer any queries
during practice placements. Additional support and guidance is available to Practice Educators who
are working with marginal students and very able students; meetings (e.g. face-to-face, Skype) can be
arranged at the request of the Practice Educator.
10.4 Development of new placement sites
Practical advice is available from the University to services considering the feasibility of offering
practice placements to music therapy students from QMU. For further information, contact Philippa
Derrington, Professional Practice Tutor and Programme Leader. Telephone: 0131 474 0000, and follow
the voice automated instructions, or e-mail: [email protected]
11. Contact Mechanisms with, and Support for, Students during Practice Education
The programme team is committed to students’ learning experiences being one that facilitates an
active and interactive process that promotes intellectual autonomy. Attention is paid to fostering their
abilities to be self-directed learners during practice education.
11.1 Practice Education Handbook
This practice education handbook covers a range of issues and topics relating to practice placements
and contact information for the programme team.
11.2 The Hub
The QMU e-learning environment, the Hub, is used extensively for teaching and learning resources for
all modules. The Hub houses a bank of useful practice-based learning resources and materials for
students. Resources include web links, forms, articles, discussion boards and reading lists. The Hub
provides a forum for group support and communication throughout PP1.
11.3 Complaints and problems on placement
If a student is experiencing difficulties on practice placement or needs to discuss any aspect of the
placement with a member of academic staff they are advised to contact either their Practice Educator
at University or their Personal Academic Tutor initially.
12. Guidance for Students and Practice Educators: Discontinuation of Practice Placement
Discontinuation of a placement is a rare event, however it can occur and each situation is unique. It is
important that all involved in this decision be as objective as possible, are clear about the relevant
evidence that they have, follow the relevant procedures, seek advice and record decisions and
outcomes.
26
A placement may be terminated for reasons related to the student, reasons related to the Practice
Educator, reasons related to the placement site or a combination of all of these.
Reasons related to the student
Professional conduct
Issues related to competency and fitness to practise
Risk assessment has identified serious and likely risk of the student causing harm to themselves
and/or others
Health and safety issues and mandatory programme requirements
Personal issues
Service user related
Reasons related to the Practice Educator
Practice Educator competency or conduct issues
Personal issues
Reason related to the placement site
Practice Educator competency or conduct issues
Staffing shortages
Service user related issues
Outbreak of infectious disease
Team dynamics
Where this is the case the University should be notified at the earliest opportunity so that an
appropriate action plan can be developed.
Possible actions might be:
Placement continues with extra support from the placement provider and the University
Another Practice Educator is able to facilitate the placement for the student in the same area
Another Practice Educator is able to facilitate the placement for the student in a different area
The placement terminated is taken at another time dependant upon decisions made by the Exam
Board
In the instance of a pass standard being unachievable, resulting in a failed practice placement,
consultation between the student, Personal Academic Tutor and Programme Leader will take place
to determine the most appropriate way forward
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13. Complaints
The University has implemented a Complaints Handling Procedure which can be found at:
http://www.qmu.ac.uk/quality/gr/default.htm. The Procedure has three stages: frontline resolution,
investigation and external review.
If a student has a complaint they should discuss this with someone in the area which the student
wishes to complain about (for example, for a complaint relating to speech and hearing sciences, this
should be discussed with the Programme Leader or Module Coordinator for the module concerned).
The complaint will be considered under frontline resolution (unless complex) and a response will
usually be given within 5 working days. If the complaint is complicated, it is the student’s choice to
take it to investigation stage immediately or it may be referred to the investigation stage by the
person the student determined to discuss the complaint with at frontline resolution. Should the
complaint be considered under the investigation stage, a response will normally be received within 20
working days.
Any queries about the complaints procedure or any complaints written on the Complaints Form may
be e-mailed to [email protected].
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14. Raising and Escalating Concerns
If there is an immediate risk of
harm, report your concerns
without delay to the appropriate
person or authority
Adapted from BSc Hons Nursing Guidance
Key Points
Take immediate or
prompt action
Protect confidentiality
Seeking Advice
If you are unsure about whether, or how, to raise
a concern at any stage, you should seek advice
from your QMU Practice Placement Tutor or
Programme Leader.
*Independent confidential advice is available
from your professional body, trade union or
PCaW. Students can also speak with their
university tutor or mentor.
Public Concern at Work (www.pcaw.org.uk)
Stage 2
Escalate your concern:
1. internally to a higher level (Charge
Nurse/Senior Practitioner)
2. contact your QMU Practice Placement
Tutor or Programme Leader
If unable to do this for any reason OR
Concern not addressed adequately and/or
immediate risk to others
Stage 1
Raise your concern:
1. internally with the Nurse in Charge or
your Practice Placement Supervisor
2. with your QMU Practice Placement Tutor
or Programme Leader
I have concerns about the safety
or wellbeing of people i n my
care or in the environment in
which I work
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15. Insurance
The University insurance only provides cover for the University’s legal liabilities whilst on placement
therefore students outwith our control (i.e. being supervised by someone else not employed by the
University) would not be covered. Where the University remains responsible for the student on
placement the University insurance would provide cover.
Due to professional requirements, students on Nursing, Allied Health Profession and Healthcare
Science qualifying programmes are required to hold professional indemnity insurance as a pre-
condition of progressing to placement. Information on this will be provided during the induction
process into your programme. Students will be required to present their insurance certificate within
their Practice Education Passport. Appendix 1 in the Student Handbook provides further details.
15.1 Motor insurance cover for vehicle use
Students using their own motor vehicle during practice placement will be expected to obtain
confirmation from their insurers that adequate cost cover is in place for all costs and claims and no
liability is placed on the University and/or placement provider. The vehicle must be in a roadworthy
condition with valid road tax and MOT (if applicable). A copy of the insurance policy certificate, that
must include ‘business use’ for travelling to and for placement by car, should be retained in the
Practice Education Passport for inspection. Under no circumstance should students carry service users
or relatives in their own vehicle.
16. Guidelines for Students and Practice Educators; How to address issues related to
unprofessional behaviour/suitability.
The nature of the work undertaken by students and the conditions to be met for registration with the
Health and Care Professions Council require specific standards of conduct associated with professional
status and practice. During practice education students remain accountable to the University for their
professional conduct.
16.1 Health Professions Council Guidance on Conduct and Ethics for Students
All students on practice placement are assessed on their professional conduct. The assessment of this
is based on the Health and Care Professions Council Guidance on Conduct and Ethics for Students:
www.hpc.uk.org/assets/documents/10002C16 Guidanceonconductandethicsforstudents.pdf
16.2 Professional behaviour expectations during practice education
Professionalism can be regarded as a meta skill, comprising situational awareness and contextual
judgement (HCPC 2011). The true skill of professionalism may be not so much in knowing what to do,
but when to do it. The role of the Practice Educator is to raise the student’s awareness of this.
During practice education it is expected that students will:
Respect everybody including: service users and their carers, peers, all staff and other practice and
university colleagues
Behave in a professional and ethical manner
30
Act with integrity
Maintain proper and effective communications with every one
Respect patient/client confidentiality
Behave in an appropriate and non disruptive way
Disclose to the University any information which may affect their good character, health and
performance
Communicate effectively and take responsibility for any planned or unplanned absence
Uphold the reputation of the profession and University
Professional unsuitability refers to observable behaviours and/or attitudes inferred from behaviour
which makes students unfit to enter, continue with or qualify from a professional programme of study
(COT 2010).
Examples deemed to be evidence of unprofessional behaviour/suitability:
Adverse reactions and/or inappropriate behaviours relating to service users/client groups;
Angry feedback to Practice Educator, arguing with Practice Educator about grade awarded for
placement;
Any offensive, undermining, slanderous inappropriate communications about peers, service users,
staff and other colleagues, practice placement provider and/or the University;
Attitudes such as disloyalty, dishonesty, intolerance, irresponsibility, lack of commitment, lack of
initiative, unreliability;
Breach of confidentiality, misuse of confidential material relating to a service user;
Boundary violations with service users and/or colleagues;
Deliberate misuse of equipment or materials or monies of the placement site;
Deliberate falsification of facts, as in lying or attempting to defame colleagues or patients/clients.
For example, making false claims for placement expenses, lying about placement attendance,
falsely claiming to have undertaken activities with a client;
Failure to carry out agreed actions without explanation;
Failure to recognise factors and respond to issues affecting health and well being as a professional
and to take appropriate steps to minimise harm to self and others;
Inadequate standards of record keeping;
Inappropriate dress and appearance for practice placement;
Incapacity for placement due to the influence of alcohol or use or possession of illegal drugs;
Persistent absenteeism without good cause;
Regular and/or repeated lack of focus of attention to learning on practice placement due to
anything that has an effect on performance, for example undeclared ill health;
Repeated failure to respond to feedback from appropriate others in relation to performance and
behaviour.
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16.3 Points of guidance for early termination of placement due to unprofessional behaviour/suitability
Stage 1
The Practice Educator should:
Discuss with the student the issues causing concern giving specific verbal feedback and agree
actions and time for review;
Refer the student to the appropriate criteria on the assessment report form;
Document that such a discussion has taken place in the student’s supervision record;
No further action will be taken unless the behaviour continues to be repeated.
Stage 2
If the above does not remove concerns about professional suitability and/or patient/client safety, it is
essential that the Practice Educator involves the student’s Personal Academic Tutor (PAT) in all
discussions about the student’s unprofessional behaviour.
The PAT will discuss with the Practice Educator the nature of the incident or behaviour and identify
and document concerns on the Link Lecturer’s Report Form. Reference will be made to the
appropriate assessment criteria and, where appropriate, the relevant sections of the HCPC Guidance
on Conduct and Ethics for Students. A copy of this report will be held in the student’s file at the
University.
All parties will consider the seriousness of the issue and determine whether or not further action need
to be taken. If the incident and/or behaviour is significant but not serious, objectives will be devised in
consultation with the student and the Practice Educator and an action plan and a review date set.
Any period defined for the purposes of improvement will operate on the basis that the improvement
must be sustained thereafter. The ending of the improvement period will be noted, the student either
being informed that the improvement is satisfactory or that further action will be taken.
In order that students are given reasonable opportunity for improvement, the improvement period
will be determined taking into account:
the time by which the student can reasonably effect an improvement
the Practice Educator’s need to make an robust assessment of the improvement
the likelihood of any re-occurrence
any other factors relevant to the individual situation
Throughout this process the Practice Educator continues to refer to the relevant assessment criteria
and documents their observations of the student’s behaviour/performance. Similarly, any discussion
with the student relating to their behaviour/performance whilst on placement is documented in the
supervision record by the Practice Educator.
Stage 3
This stage is for those behaviours that either cannot be or have not been resolved through the
processes previously outlined.
32
The issues that have arisen and consequent actions taken are referred to the Programme Leader, if
this has not already occurred. The Programme Leader will discuss the situation and review the
documented evidence in collaboration with the Head of Division. At this point the University may take
action in collaboration with the staff at the placement site to remove the student from practice
placement.
The Practice Educator should complete the practice placement assessment form, documenting all
issues arising during placement. We ask that the completed assessment form is returned to the
University within 5 working days of the student’s removal from the placement setting.
If the allegation cannot be resolved locally, by the Programme Leader and Head of Division and there
are concerns regarding professional suitability remaining, further action may be considered including
reference to the Queen Margaret University Fitness to Practise Policy.
17. Learning Outcomes for Practice Placement Modules
For Practice Placement 1:
Practise critically, ethically and effectively within the relevant legislation and policy frameworks.
Communicate effectively both verbally and in writing, about the role, processes and potential
outcomes of Music Therapy in relation to the client group.
Demonstrate a critical understanding of the relevant literature and musical skills required for
music therapy and apply these appropriately in practice.
Critically, responsibly, sensitively and reflectively, engage with supervision.
Demonstrate awareness of systems and procedures within different settings including referral,
assessment, record keeping, report writing and evaluation.
Work collaboratively with other professionals and develop skills required to work effectively in
groups and teams.
For Practice Placement 2:
Affirm understanding of the relevant legislation, social policy, ethics and codes of professional
practice essential to and which underpin professional practice.
Work both autonomously and collaboratively; communicate effectively both verbally and in
writing, about the role, processes and potential outcomes of music therapy in relation to the
client group.
Demonstrate personal qualities and advanced musical skills required for music therapy and
apply these appropriately within clinical work.
Develop further skills of reflection and critically engage with supervision as a responsible,
sensitive and reflexive practitioner.
Demonstrate understanding of systems and procedures within different settings including
referral, assessment, record keeping, report writing and evaluation.
33
Demonstrate advanced knowledge and understanding of theories related to the
practice of music therapy.
18. Assessments
18.1 The Practice Placement Assessment Form
The Practice Placement Assessment Form (appendix 3) is the assessment of clinical work at the end of
both modules Practice Placement 1 & Practice Placement 2.
The Practice Placement Assessment Form should be completed in an electronic format (appendix 3)
and the sub-headings are guides to inform comments:
Clinical Understanding
Music and Therapeutic Skills
Communication and Collaboration
Clinical Management
Supervision
The Practice Educator should complete the relevant part of the form and discuss this with the student
(in the last supervision meeting, if possible). It should then be returned electronically to the Personal
Academic Tutor. The Personal Academic Tutor then completes the final part of the form and marks the
assessment on a pass/fail basis. The form is returned to the student so that they can comment and the
report is finalised and all parties receive a copy for their records.
At the end of Practice Placement 1, the assessment is based on the student’s ability to take a more
autonomous role in the planning, implementation and evaluation of music therapy sessions.
At the end of Practice Placement 2, the assessment is based on the student’s ability (with appropriate
supervision) to practise as a music therapist.
All marks are provisional until approved by the External Examiner. In order to successfully complete
this programme the student must pass both placements.
18.2 Mid-Placement Review
The mid-placement review provides an opportunity for the Practice Educator and Personal Academic
Tutor to speak on the phone and discuss how the placement is going. Each student will be informed as
to how they are doing at that stage, and there will be opportunity for them to reflect on their learning.
It is particularly important that students are made aware of any concerns that either the Practice
Educator or the Personal Academic Tutor may have at this stage.
If there is a level of concern regarding a student to the extent that the student is not meeting the
required areas of competence, this will be highlighted in a meeting with the student and documented.
The review will specify action points to be addressed and a timescale to be followed.
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18.3 Process/Supervision Notes
While on placement, students will keep process notes of all music therapy sessions observed and
undertaken during Practice Placement. Students will also keep notes from supervision. These notes,
whether kept together or separately, are formatively assessed by the Personal Academic Tutor and,
where appropriate, with the Practice Educator too. They should be accurate, comprehensive and
reflexive records in accordance with applicable legislation, protocols and guidelines. Names of clients,
staff and the institution should always be replaced with pseudonyms.
19. Guidance for Students: Personal Therapy
It is a requirement of the Health and Care Professions Council (HCPC) that all students undertaking an
arts therapy programme attend regular, individual personal therapy. This facilitates invaluable
personal and professional growth and allows students to acquire a client perspective. Students are
required to undertake personal therapy throughout the programme, beginning in the first Semester,
and normally to stay with the same therapist throughout the training. This work is not assessed
however students must provide signed evidence from their therapist showing that they have attended
a minimum of 40 hours personal therapy.
Finding a therapist
There are many different kinds of therapists with varying approaches. However the course has a
theoretical focus which is largely psychodynamic and person-centred so a therapist following one of
these approaches is recommended. It may be helpful to bear the following points in mind:
Ensure that the therapist is appropriately qualified with at least 5 years’ experience
Find a therapist you feel comfortable with and feel you can trust. Meeting for an initial interview
before committing to entering therapy can be helpful
Psychodynamic, analytical psychotherapy and person-centred approaches are suitable
The cost of therapy may vary considerably although a minimum of £40 per hour for an individual
session is generally the norm (at the time of writing). However, many therapists and agencies offer
a sliding scale of fees which takes into account an individual's ability to pay
Confidentiality is a vital aspect of all psychotherapeutic relationships and a necessary prerequisite for
establishing conditions of trust and safety. It is important, therefore, that contact between the
programme and each student’s therapist be kept to an absolute minimum. Some contact, however, is
obviously necessary in order to ensure students fulfil this particular requirement of the programme.
All students will be asked to provide the Programme Leader with the name and address of their
therapist as soon as possible after entering therapy (Appendix 10). At the end of the programme,
each student’s therapist will be requested to complete and return a form confirming that the required
amount of personal therapy has been undertaken (Appendix 11).
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Appendix 1 – Practice Education Passport
Student Name:
Matriculation Number:
Please date and sign the following on completion:
Date Signature
Receipt of PVG certificate
Health clearance check with Occupational Health Nurse (if applicable)
Self-declaration of Fitness to Practise
Receipt of Insurance certificate – and email copy to PPSO
Receipt of name badge
Details of personal therapist form submitted to Hub
Once this form is completed, please scan and
upload it to the Hub dropbox
Please date and sign each section to verify you
have completed the following courses:
Date Signature
Everyday First Aid (online)
Moving and Handling
SIPCEP: 8 modules as listed, see PP1 guidelines
Please date and sign when you have read the following documents from the HCPC:
Date Signature
Guidance on conduct and ethics for Students
Guidance on health and character
Standards of proficiency: arts therapists
Approach to Fitness to Practise
Confidentiality – guidance for registrants
Please date and sign to show attendance on the
following trainings:
Date Signature
Safeguarding: Child protection and adult support
Safe Information Handling (online)
Mental Health Act
Signed (on completion) by Personal Academic Tutor: Date:
Appendix 2: Mid Placement Review
MSc Music Therapy Programme
MID PLACEMENT REVIEW
Student matriculation no:
Level:
Name of Practice Educator (PE): Review
date:
Name of Personal Academic Tutor (PAT):
SUMMARY OF CONVERSATION BETWEEN PE AND PAT
Strengths Areas for development
…
…
…
…
…
…
Concerns (if any)
Other comments (if any)
If any concerns are identified, then a follow-up meeting is required between the PAT and the student. STUDENT’S COMMENTS
Please comment on your overall placement experience so far and respond as appropriate to the strengths, areas for development or concerns identified above.
Please email the completed form to your PAT and copy [email protected]
37
Appendix 3: Practice Placement Assessment
Queen Margaret University
MSc Music Therapy
Practice Placement Assessment
Matric Number of Student: Level
Name of Practice Educator:
Name of Personal Academic Tutor:
Summary of student’s responsibilities/timetable [to be completed by the Practice Educator]
Please comment on the student’s competency and progress in the following areas:
1. Clinical understanding
1.1 Understanding needs of client group
1.2 Understanding of context and relevant approach
1.3 Initiative in gaining further knowledge/theory relevant to the placement
Comments from the Practice Educator:
2. Musical and therapeutic skills
2.1 Ability to listen, respond and interact empathically with clients
2.2 Ability to communicate with musical flexibility, sensitivity and expressiveness
2.3 Ability to establish and maintain a supportive and secure clinical environment
2.4 Ability to develop and sustain therapeutic relationships
2.5 Ability to deal with clinical issues and make informed decisions appropriate to different situations
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Comments from the Practice Educator:
3. Communication and collaboration
3.1 Demonstrate openness and respect towards all individuals within the placement setting and awareness of any cultural and sociological issues
3.2 Ability to work collaboratively as a team member
3.3 Communicate appropriately with other professionals, service users, carers and families (e.g. within case reviews, meetings and ward rounds)
Comments from the Practice Educator:
4. Clinical management
4.1 Keep thorough and up-to-date clinical notes
4.2 Reliability
4.3 Write and submit reports as required by the placement
Comments from the Practice Educator:
Reports completed? (please tick) Yes No
5. Supervision
5.1 Engage with supervision as a responsible, sensitive and reflexive practitioner
5.2 Ability to analyse and reflect on sessions through audio/video recordings and think beyond what may be observable
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5.3 Willingness to discuss issues which are felt to be most challenging and in need of exploration
5.4 Be supportive of other group members and contribute to discussion about their work
5.5 Consider and follow through on feedback
Comments from the Practice Educator:
Do you consider the student to be ready to work in this clinical area?
And any further comments from the practice Educator:
Signed by Practice Educator: Date:
Comments and overall assessment from the Personal Academic Tutor (QMU):
PASS / FAIL
Signed by Personal Academic Tutor: Date:
40
Student comments:
Signed by Student:
Date:
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Appendix 4: Module Descriptor
Practice Placement 1
Title Practice Placement 1 Code:
OM161
SHE Level
M Semester & Mode of Study
Level 1, semesters 1 and 2 (FT) Credit Rating
SCQF Level
11 30 (SCQF) 15 (ECTS)
Module Co-ordinator Dr Philippa Derrington
Module Team Dr Philippa Derrington, Clare Gillespie and Giorgos Tsiris
Pre-requisites Exclusive to students taking the MSc Music Therapy
Co-requisites Interdisciplinary Studies ; Therapeutic Skills and Interpersonal Learning; Research Methods
Prohibited Combinations
Aims
To prepare the student for Practice Placement through an induction to key elements of professional music therapy practice, including: relevant legislation, ethics and codes of professional practice, and professional competencies essential to safe practice. To enable the student to observe, assess, plan, deliver and evaluate music therapy sessions with clients.
Learning Outcomes On successful completion of the module the student will be able to:
Assessed in this module
A B C D
L1 Practise critically, ethically and effectively within the relevant legislation and policy frameworks.
Practice Education Passport
x x x
L2 Communicate effectively both verbally and in writing, about the role, processes and potential outcomes of Music Therapy in relation to the client group.
Placement Assessment, Presentation
x x x x
L3 Demonstrate a critical understanding of the relevant literature and musical skills required for music therapy and apply these appropriately in practice.
Placement Assessment, Presentation
x x
L4 Critically, responsibly, sensitively and reflectively, engage with supervision.
Clinical notes Placement Assessment, Presentation
x x x
L5 Demonstrate awareness of systems and procedures within different settings including referral, assessment, record keeping, report writing and evaluation.
Placement Assessment
x x x
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L6 Work collaboratively with other professionals and develop skills required to work effectively in groups and teams.
Supervision, Placement Assessment
x x x
A – Knowledge and Understanding B – Intellectual Skills C – Practical Skills D – Transferable Skills
Learning Experiences This module will engage the student in the following types of learning experiences: Semester 1 (weeks 2-6): Introduction to placement. Workshops, seminars tutor-directed and self-directed learning. Semester 1 (weeks 7- 28): Practice Placement Group supervision Tutor-directed and self-directed study e.g. clinical notes 1 day/week Practice Placement to include individual/group music therapy sessions from week 17; 1 day at conclusion of placement to discuss client reports and Practice Placement Assessment; Group supervision; Tutor-directed and self-directed study e.g. clinical notes, reviewing sessions, reflective practice, writing reports, editing recorded material for case study presentation.
There will be several opportunities for getting feedback from students and tutors.
Assessment Pattern
Summative:
1. Practice Education Passport (marked on a pass/fail basis and pre-requisite to practice placement beginning): October
2. Case study presentation and viva (100%): April
3. Practice Placement Assessment Form (marked on a pass/fail basis): April
A student MUST pass each area in order to pass the module as a whole.
Can this Module be Anonymously marked?
Only the Placement Report can be anonymously marked as the other components of the module require the presence or identification of the student.
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Content
Practice Education Passport: Through pre-placement workshops, seminars and independent learning, the student will become familiar with professional aspects of music therapy, including ethical considerations, relevant legislation policy and codes of professional practice. Practice Placement: The student will develop advanced skills in observation. From January, the student will also be responsible for the planning, delivering and evaluation of music therapy sessions. Written and verbal communication: The student will demonstrate effective and appropriate skills in communicating information, liaising and offering professional opinion to colleagues, service-users and their relatives and carers. Supervision: The student will receive regular clinical supervision at the placement site (throughout during PP1) and at University (Semester 2) from the Practice Educator and Professional Practice Tutor respectively. Students will observe each other’s work in peer supervision groups.
Essential Reading
Health and Care Professions Council 2009. Standards of Conduct, Performance and Ethics: http://www.hcpc-uk.org/publications/standards/index.asp?id=38 Health and Care Professions Council 2010. Guidance on Conduct and Ethics for Students: http://www.hpc-uk.org/publications/brochures/index.asp?id=219 Health and Care Professions Council, 2013. Standards of Proficiency for Arts Therapists: http://www.hcpc-uk.org/publications/standards/index.asp?id=39 The Mental Health Act: http://www.legislation.gov.uk/ukpga/2007/12/contents The Children’s Act: http://www.legislation.gov.uk/ukpga/2014/6/contents/enacted
Key Texts
BROWN, S. 1997. ‘Supervision in context: a balancing act’. British Journal of Music Therapy, 11 (1) pp. 4-12. DAVIES, A., RICHARDS, E. and BARWICK, N. (2015) Group Music Therapy. A group analytic approach. East Sussex: Routledge. FORINASH, M. (ed). 2001. Music Therapy supervision. Gilsum, NH: Barcelona. HAWKINS, P. & SHOHET, R. (4th edition, 2012) Supervision in the helping professions: supervision in context. Open University Press. ODELL-MILLER, H. and RICHARDS, E. 2009. Supervision of Music Therapy. East Sussex: Routledge.
Other relevant details
100% attendance expected. Teaching materials are also available on the HUB.
Signed
Date
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Appendix 5: Module Descriptor
Practice Placement 2
Title Practice Placement 2 Code:
OM164
SHE Level
M Semester & Mode of Study
Level 1, semesters 1 and 2 (FT) Credit Rating
SCQF Level
11 30 (SCQF) 15 (ECTS)
Module Co-ordinator
Dr Philippa Derrington
Module Team
Dr Philippa Derrington, Emma Maclean and Giorgos Tsiris
Pre-requisites Practice Placement 1, Interdisciplinary Studies 1, Therapeutic Skills and Research Methods
Co-requisites Interdisciplinary Studies 2 and Professional Project
Prohibited Combinations
Aims
To enable the student to work more autonomously in the assessment, delivery and evaluation of music
therapy sessions with clients.
Learning Outcomes On successful completion of the module the student will be able to:
Assessed in this module
A B C D
L1 Affirm understanding of the relevant legislation, social policy, ethics and codes of professional practice essential to and which underpin professional practice.
Practice Placement Assessment, Presentation
x x x
L2 Work both autonomously and collaboratively; communicate effectively both verbally and in writing, about the role, processes and potential outcomes of music therapy in relation to the client group.
Practice Placement Assessment, Presentation
x x x x
L3 Demonstrate personal qualities and advanced musical skills required for music therapy and apply these appropriately within clinical work.
Practice Placement Assessment, Presentation
x x
L4 Develop further skills of reflection and critically engage with supervision as a responsible, sensitive and reflexive practitioner.
Clinical notes, Practice Placement Assessment, Presentation
x x x
L5 Demonstrate understanding of systems and procedures within different settings including referral, assessment, record keeping, report writing and evaluation.
Practice Placement Assessment
x x x
45
L6 Demonstrate advanced knowledge and understanding of theories related to the practice of music therapy.
Practice Placement Assessment Presentation
x x x
A – Knowledge and Understanding B – Intellectual Skills C – Practical Skills D – Transferable Skills
Learning Experiences This module will engage the student in the following types of learning experiences: Semester 1 (weeks 2-15; 17- 28): Practice Placement
2 days/week Practice Placement to include individual/group music therapy sessions
Group (tutor-led and peer) supervision
Guided and self-directed study e.g. clinical notes, reviewing sessions, reflective practice, writing reports, editing recorded material for case study presentation TOTAL: 300 hours
Assessment Pattern
Summative:
1. Case study presentation and viva: April 2. Practice Placement Assessment (marked on a pass/fail basis): April A student MUST pass each area in order to pass the module as a whole.
Formative:
1. Mid-placement review 2. Clinical supervision: ongoing 3. Mock case study presentation(peer assessment) 4. Clinical notes: ongoing
Can this Module be Anonymously marked? None of the assessments can be anonymously marked as each component requires the presence or identification of the student.
Content
Practice Placement: The student will be responsible for the assessment, delivery and evaluation of music therapy sessions. Written and verbal communication: The student will demonstrate effective and appropriate skills in communicating information, liaising and offering professional opinion to colleagues, service-users and their relatives and carers. Supervision: The student will receive regular clinical supervision at the placement site and at University. Students will observe each other’s work in peer supervision groups.
46
Essential Reading
Health and Care Professions Council, 2010. Guidance on conduct and ethics for students. London: HCPC: http://www.hpc-uk.org/publications/brochures/index.asp?id=219 Health and Care Professions Council, 2013. Standards of Proficiency for Arts Therapists. http://www.hcpc-uk.org/publications/standards/index.asp?id=39
Key Texts
BROWN, S. 1997. ‘Supervision in context: a balancing act’. British Journal of Music Therapy, 11 (1) pp. 4-12. DAVIES, A., RICHARDS, E. and BARWICK, N. (2015) Group Music Therapy. A group analytic approach. East Sussex: Routledge. FORINASH, M. (ed). 2001. Music Therapy supervision. Gilsum, NH: Barcelona. HAWKINS, P. & SHOHET, R. (4th edition, 2012) Supervision in the helping professions: supervision in context. Open University Press. ODELL-MILLER, H. and RICHARDS, E. 2009. Supervision of Music Therapy. East Sussex: Routledge.
Other relevant details 100% attendance required (max 20% certified absence). Teaching materials are also available on the Hub.
Signed
Date
Appendix 6: Self-declaration of Fitness to Practise
School of Health Sciences
Division of Occupational Therapy and Arts Therapies
MSc Music Therapy
Self Declaration of Fitness to Practise
A Self Declaration of Fitness to Practise form must be completed and submitted to the drop box on
the HUB (OM161/OM164) prior to commencing professional practice placement.
Student Name: Matriculation Number:
Read each of the statements carefully and tick the appropriate column
Yes No
I confirm that I have read and understood the Practice Education handbook.
I have no health issue (either physical or psychological) and/or disability which may impact upon my performance or affect the safety of myself and/or the safety of others during practice placement.
If I develop any health-related and/or disability issue that may affect my fitness to undertake the placement, I will inform my Programme Leader, my supervisors and my personal academic tutor.
I request an individual appointment with the Programme Leader to discuss a health related and/or disability issue.
I have an Individual Learning Plan (ILP) prepared by the University Disability Advisor.
I request an individual appointment with the Programme Leader to discuss my ILP in relation to placement.
Student Signature Date:
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Appendix 7: Identity Check and Attendance Monitoring
MSc Music Therapy
Checking student identity and attendance monitoring
Identity Check
To enable an identity check we have asked all students to show the relevant Practice Educator their
QMU Matriculation card. This card shows the photograph and name of the student. All Practice
Educators are asked to sign the declaration below, to indicate that the photograph matches the
student who has arrived on placement.
Please contact us immediately if there is a discrepancy.
Attendance
We require that all students inform both their Practice Educator and the University should they be
unable to attend their placement on any given day. Where the student has an agreed absence from
placement, we ask that the Practice Educator informs the University of this arrangement within a 48
hour period.
In the event that a student has an unauthorised/unexpected absence from placement, we ask that
the Practice Educator informs the University of this absence immediately.
Contact
Gill Glover on 0131 474 0000 / [email protected] in the first instance. If she is not available, please
redial and ask to speak to the School Office. If more convenient, please email
[email protected] stating the student’s name, the date and the nature of the absence.
Practice Educator declaration:
I have seen 's QMU matriculation card and can confirm
that the photograph on the card matches the student on placement. I also understand the action I
should take in the event of any student absence from placement.
Signature: Date:
Print Name:
Organisation:
Please sign and return a paper copy of this form at the start of the student placement.
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Appendix 8: School of Health Sciences
Practice Placement Agreement
School of Health Sciences
Practice Placement Agreement
1 PRACTICE PLACEMENT AGREEMENT
Between
School of Health Sciences, Queen Margaret University, Edinburgh, EH21 6UU, Scottish Charity
No: SC002750, (hereinafter referred to as (the “University”)
and
[insert organisation name and address] (hereafter referred to as the “Practice Placement
Provider”)
each a “Party” and together the “Parties”.
The Commencement Date of this agreement is: _________________________________
2 DURATION AND EFFECT
2.1 This Agreement covers practice placements between the Practice Placement Provider and the
University, whether part of an undergraduate or pre-registration Masters programme.
2.2 This Agreement shall be effective for one year from the Commencement Date, and will be
automatically renewed annually unless terminated by either Party or amended in accordance
with the terms of this Agreement. This Agreement shall only be automatically renewed for a
further period of 3 years from the anniversary of the Commencement Date of the Agreement.
2.3 Either Party may terminate this Agreement at any time on ninety (90) days written notice to
the other party.
2.4 Either Party (“Terminating Party”) may terminate this Agreement immediately in the event
that the other Party has materially breached this Agreement and has failed to remedy that
breach within thirty (30) days of the date of a written notice from the Terminating Party
specifying the breach and requiring that it be remedied.
2.5 Either Party may by written notice to the other Party immediately terminate a Placement in
relation to a particular student in the case of gross misconduct of that Student.
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2.6 This Agreement may be amended at any time by mutual consent of the Parties, provided that,
before any amendment shall be operative or valid, it shall be put into writing and signed by the
designated representatives of the University and Practice Placement Provider. Any such
amendments shall be carried out by way of a formal Minute of Variation.
3 RESPONSIBILITIES OF THE UNIVERSITY
The University undertakes to:
3.1 Accept primary responsibility for the approval and quality assurance of all practice placements
under this Agreement.
3.2 Accept overall responsibility for the academic award for each student on a practice placement
and for the academic standards and quality assurance of each award.
3.3 Accept primary responsibility for preparing and educating the individuals who teach, supervise,
assess and support students who are undertaking a formal learning placement (hereinafter
referred to as the “Practice Educators”) before providing placements, which will consist of
each Practice Educator undertaking elements of the School of Health Sciences Facilitating
Practice-based Learning Framework.
3.4 Accept non-monetary responsibility for the conduct of all pre-registration students on a
practice placement, with any misconduct being referred under the University’s Regulations
Governing Discipline or Fitness to Practise Policy and, where necessary, terminate the
placement with the agreement of the Practice Placement Provider.
3.5 Support the Practice Placement Provider, Practice Educator and each student before, during
and after the practice placement.
3.6 Ensure that an updated PVG Scheme record is obtained for all students on entry to a
programme.
3.7 Ensure to the best of the University’s knowledge and belief that students comply with all
applicable health requirements of the Practice Placement Provider, including vaccinations and
any health checks required before commencement of a practice placement.
3.8 Provide information to the Practice Placement Provider regarding: placement timing,
placement locations and student cohort timing on a yearly basis.
3.9 For each student placement, share with the Practice Placement Provider: learning outcomes to
be achieved; development and review of the learning agreement; timings and duration of any
placement experience and associated records to be maintained; expectations of professional
conduct; assessment procedures including the implications of, and any action to be taken in
the case, of failure; communication and lines of responsibility; and development of an
individual student learning plan.
3.10 Use all reasonable endeavours to procure that any pre registration student undertakes to
keep all confidential information strictly confidential and not to reveal any confidential
information to a third party without prior permission of the Practice Placement Provider.
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3.11 Ensure that the University placement coordinators for the pre- registration programmes are
available to discuss a student/ practice educator/ Practice Placement Provider complaint as
early as possible during the placement.
3.12 Give the Practice Placement Provider reasonable advance notice of the details of any
University staff visiting the practice placement premises.
4 RESPONSIBILITIES OF THE PRACTICE PLACEMENT PROVIDER
The Practice Placement Provider undertakes to:
4.1 Provide access to its premises and facilities for the purpose of practice placement learning for
pre-registration students as part of a recognised award programme.
4.2 Confirm it holds suitable and comprehensive Public Liability and Employer’s Liability Insurance
and provide documentary evidence of such. The Practice Placement Provider will indemnify its
employees and students against liability for damages while acting within the scope of their
respective employment or placement. For the avoidance of doubt, unless the University is in
direct supervision of the student on placement, the University’s insurance cover will not cover
the student on placement, and the University shall not be held liable in any way for any acts or
omissions by students whilst acting within the scope of their practice placement.
4.3 Provide students on practice placement with a safe learning environment and supervision
mechanisms to ensure safe and effective practice in accordance with all applicable Practice
Placement Provider policies, including, without limitation, physical risk from equipment, risk
from substances hazardous to health, fire risk, infection control, challenging behaviours,
emotional stress and lone working. The Practice Placement Provider shall ensure that copies of
all relevant policies including, without limitation, the Practice Placement Provider’s data
protection policy, will be provided to the student either prior to the practice placement
commencing or during the induction period of the practice placement.
4.4 Nominate appropriately qualified, experienced practitioners for the role of practice educator.
4.5 Provide appropriate supervision to each student depending on their experience and
capabilities and to carry out feedback and assessment of students on placement in line with
the requirements of the University.
4.6 Check the student’s University ID card at the beginning of the practice placement to verify the
student is the allocated student.
4.7 Notify the School Office of the University within 48 hours of any student’s non attendance at
the practice placement.
4.8 Inform the University immediately of any accident to, or occupational disease of, the student.
4.9 Ensure that a senior member of staff, other than the named practice educator, is identified to
each student to enable discussion or complaints to be made regarding their practice educator.
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4.10 Allow any representatives of the University to visit its premises for the purpose of monitoring
the practice placement.
4.11 Take all necessary precautions to ensure all confidential information is treated as confidential,
is not revealed or used other than for the purpose of the performance of this Agreement, and
is not revealed to a third party without the prior written consent of the University.
4.12 Use all reasonable endeavours to ensure that students comply with the Practice Placement
Provider’s data protection polices and notify these to the University at the commencement of
this agreement and regularly thereafter, in particular where any amendments to such policies
are made.
5 MUTUAL RESPONSIBILITIES OF BOTH PARTIES
5.1 Both Parties shall comply with Data Protection Law, specifically:
(a) the General Data Protection Regulation (EU) 2016/679; and
(b) the UK Data Protection Act 2018
5.2 Both Parties acknowledge that, for the purposes of Data Protection Law, each Party is at times both a controller and processor of data
5.3 The legal basis for processing the data will be that the processing is necessary for the
performance of a public task, the data subjects being those students who undertake practice placements;
5.4 The Data includes personally identifiable information of the data subject together with
placement feedback, including but not limited to disciplinary, conduct or fitness to practise
issues;
5.5 Both Parties shall only process and share data to the extent that such data is necessary for the
purposes of this Agreement or for either Party to fulfil its statutory obligations 5.6 Both Parties shall take appropriate technical and organisational security measures in
processing the Data, so as to ensure an appropriate level of security is adopted to mitigate the risks associated with the processing of such Data, including unauthorised or unlawful processing, accidental or unlawful destruction, loss, alteration, unauthorised disclosure of or damage or access to the Data;
5.7 Neither Party shall transfer any of the Data to any third Party except upon and in accordance
with the express written instructions or agreement of the other Party; 5.8 Both Parties agree to fully comply with the provisions and obligations imposed by the Freedom
of Information (Scotland) Act 2002; 5.9 Each Party shall notify the other immediately if it receives any complaint, notice,
communication or request which relates to the processing of the Data or to either Party's compliance with Data Protection Law in relation to such processing;
5.10 Each Party shall provide the other with full cooperation and assistance in relation to any
complaint, notice, communication or request made as may reasonably be required;
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5.11 Each Party will promptly (and, in any event, no later than twelve [12] hours after becoming aware of a Security Incident inform the other Party of that Security Incident and of any other unauthorised or unlawful processing of any of the Data and any other loss or destruction of or damage to any of the Data.
5.12 Neither Party shall unlawfully discriminate, either directly or indirectly, on the grounds of race,
colour, ethnic or national origin, disability, sex or sexual orientation, religion or belief or age, and each Party undertakes to advance equality of opportunity of the protected characteristics and in doing so shall at all times comply with the terms of the Equality Act 2010.
5.13 The Parties agree to remove from a practice placement any student who fails to comply with
the Practice Placement Provider’s policies, and to remove from a placement any student whose conduct or health is agreed by both Parties, acting reasonably, to be detrimental to the welfare of others or otherwise seriously impair the operations of the service.
6 AGREEMENT OF PARTIES
Nothing in this Agreement shall constitute a relationship of partnership, employment or agency
between the Parties, and neither Party to this Agreement has authority to bind the other
contractually except in respect of obligations arising out of this Agreement.
Subscribed for and on behalf of Queen Margaret University, Edinburgh, EH 21 6UU
Signature:
Name:
Designation:
Witness:
Name & Address:
Subscribed for and on behalf of [insert organisation]
Signature:
Name:
Designation:
Witness:
Name & Address:
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APPENDIX
School of Health Sciences
Practice Placement Checklist
Practice Placement Provider
Place a in the right hand column to confirm that the following documents are made available
to students, appropriate processes are in place and communicated to the student during a
practice placement
Complaints procedure
Details of any equipment or processes which the student will be prohibited
from using during practice placement
Health and safety policies and procedures
Equal opportunities/anti- discriminatory policy or equality outcomes
Data protection and issues pertaining to information governance and
confidentiality
Fire safety arrangements
First aid arrangements
Incident reporting procedures
Infection control policies and procedures
Protection of Vulnerable Groups policies and procedures or equivalent
Record keeping procedures
Risk assessments/ relative to the work our students will be involved with
Security in care of clients, staff or self
Staff Grievance procedure
Student Induction
Whistleblowing procedure
Insurance Policies
Employers’ Liability Insurance policy deemed appropriate in respect of
students whilst in placement provider’s supervision to HEI’s satisfaction.
Professional Indemnity Insurance – where held
Public Liability Insurance policy deemed appropriate in respect of students
whilst in placement provider’s supervision to HEI’s satisfaction.
Signature Date
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Appendix 9: Student Audit of Placement
Student’s Audit of Placement
Student's Name
Placement Location
Supervisor Name
Dates of Placement
Please indicate your evaluation of placement using the
following categories:
1 Very good 2 Good 3 Satisfactory 4 Less than
satisfactory 5 Poor 1 2 3 4 5
Overall evaluation of Placement
Appropriateness of facilities - safety of environment
Placement can support safe and effective practice
Placement encourages independent learning
Placement staff demonstrate professional conduct
Placement has clear communication and lines of responsibility
Placement respects rights and needs of patients
Placement offers a range of teaching and learning
opportunities
Placement has equal opportunities and anti-discriminatory
policies
Placement monitors/audits implementation of policies
Supervisor’s understanding of learning outcomes
Supervisor’s understanding of assessment requirements
Supervisor’s expectations of student’s professional conduct
Please include any other comments overleaf
Signature of Student Date
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Appendix 10: Details of Personal
Therapist
Details of Personal Therapist
MSc Music Therapy
Dear Therapist
All music therapy students must be in personal therapy throughout their professional training
(allowing for appropriate holiday breaks). This experience should be obtained outwith the University.
The personal therapist must not be involved with the candidate's training programme in any
capacity, nor act as their clinical supervisor. All students should attend a minimum of 40 therapy
sessions.
All information on this form is confidential and serves simply as evidence that the student is meeting
their personal therapy requirement.
The student should submit the completed form to the Hub dropbox.
IN CONFIDENCE
Therapist's name
(please print)
Address
Professional Body
I certify that
(please print student's name clearly)
is in therapy with me and that this is involves regular therapeutic contact in accordance with the
regulations for the MSc Music Therapy programme.
Date student commenced therapy
Therapist's signature
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Appendix 11: Personal Therapy
Attendance
Personal Therapy Attendance Form (Level 2)
MSc Music Therapy
Dear Programme Leader
I confirm that
(please print student's name clearly)
has attended hrs therapy sessions for the MSc Music Therapy programme, in
accordance with the HCPC regulations.
Therapist's name
(please print)
Therapist's signature
Address
The student should submit the completed form to the Hub dropbox.