ongoing achievement record · students structure their time during placement and assist in...

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Canterbury Christ Church University

Faculty of Health & Wellbeing

ONGOING ACHIEVEMENT

RECORD

BSc(Hons)

Occupational Therapy

Placement 3

Name:

Number:

Cohort:

Personal tutor:

RCOT Membership Number:

Submission Date:

3

Student’s Name:

Placement Dates:

From: To:

Placement Contact

Details (Address,

telephone and email)

Brief Description of

Placement Experience

Offered:

Total hours completed:

(37.5 hours per week expected, ½ day study per week is included)

Educator(s) Name(s):

(Print)

Designation:

Professional Registration

(HCPC) number:

Date of last practice

educator update:

Are you APPLE

registered?

Yes/No

Date of Accreditation:

Final Grade:

Pass

Pass with Merit*

Fail

(circle as appropriate)

* A merit grade does not

contribute to the degree

classification but will be

mentioned in references

provided by the University

Practice Educator(s)

Signature(s)

4

Contents

Page Number

Record of signatures 4

Mandatory Requirements 5

Practice Learning Expectations/Guidelines 6

Placement orientation 10

Emergency contact details for student 11

Initial Student/Practice educator interview 13

Assessment of Practice Tool 14

Formative assessment summary by practice educator 21

Summative assessment by practice educator 22

Learning contract and learning log 23

Supervision logs 25

Feedback from service users/carers 37

Feedback from other professionals 61

Reflections 73

Record of practice hours 97

Criteria for merit award

End of placement checklist 98

5

Record of Signatures

This page should contain a record of the signatures and designation of all practitioners

who initial and/or sign sections within this documentation.

Full Name (please print)

Initials

Signature

Designation

6

Mandatory Requirements

Each year students complete a range of mandatory requirements to ensure they are

suitably prepared and ready for practice. Successful completion of these requirements is

recorded on the Faculty placement electronic database.

Students are issued with a ‘Readiness for Practice’ certificate which should be printed and

shown to Practice Educators as part of the placement induction process to confirm their

status for commencing placement.

Mandatory requirements include:

Occupational health clearance (students are cleared initially upon joining the

programme and may be referred for a medical opinion where a change of status is

indicated during their studies)

Satisfactory police check via the Disclosure Barring Service (DBS)

Moving and Handling

Basic Life Support

Universal Standard Precautions

Safeguarding

Information Governance

Professional Code of Conduct (COT, 2015)

Health & Care Professions Council (2013), Standards of Proficiency

Responding to concerns in practice

Placement preparation

Additionally, all students are required to be a member of the British Association of

Occupational Therapists which affords professional indemnity insurance and provides

opportunity for access to learning resources relevant to their academic studies and practice

learning experiences.

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Practice Learning Expectations/Guidelines

Roles and responsibilities:

The student will:

Review and utilise feedback from previous placements to inform their learning and

development needs

Take advantage of learning opportunities and review their Learning Contract

regularly

Provide evidence of proficiency in relation to the assessment of practice

Disclose any special needs or disability in order that reasonable adjustment can be

made by the placement provider

Comply with placement policies and procedures

Use University procedures to inform of absence

Work in a safe manner and within their scope of practice

The Practice Educator will:

Verify the evidence demonstrated through the ongoing achievement record

Facilitate learning opportunities and provide constructive feedback on progress

Ensure the student is made aware of the placement policies, procedures and

expectations

Ensure the student works safely within their scope of practice

Identify a colleague who will take responsibility for the student in his / her absence

and ensure that he / she is aware of the students learning needs and that there are

effective feedback mechanisms in place

In the absence of the nominated practice educator(s) the student will be supported and

supervised by:

The personal tutor will:

Provide ongoing support to the student

The academic link for practice will:

Monitor student progression

Be the contact point for the Practice Educator and student if there are concerns

about the assessment of practice

Attend formal meetings with student and Practice Educator

Offer advice in writing developmental action plans when concerns are raised

Liaise with personal tutor.

If any difficulties arise, in the first instance the student and practice educator should try to

resolve these together. In the event that this is not successful please contact the academic

placement team (Contact details page 9).

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In exceptional circumstances it may be necessary to withdraw the student from the

placement immediately. The academic link will be involved in this process and keep both

the student and practice educator(s) fully informed of the process and any action required

in line with University guidelines.

Assessment of practice (pages 14-21)

Placement is assessed using a proficiency based grid. It is designed to assess the student’s

ability to demonstrate their understanding, skills and values commensurate with the stage

of training. It outlines the standards/proficiencies that are required to be achieved by the

end of the placement.

All of the proficiencies have been mapped to academic modules and HCPC Standards of

Proficiency (2013). These must be passed before a student can progress to the next stage

of the programme. If a student does not achieve a pass in one or more of the

proficiencies, they will be deemed to have failed placement.

The formative assessment should be completed mid way through the placement and is

assessed on a working towards/not met basis. The formative assessment should provide a

clear picture of strengths and areas of development in relation to the proficiencies.

The summative assessment is on a pass/fail basis. It is considered good practice for this to

be completed a few days prior to the end of the placement so that the student has time to

reflect upon the feedback and seek further clarification if necessary. The summative

assessment should provide a summary of overall achievements along with constructive

feedback to inform future practice.

Both formatively and summatively students are expected to prepare and record specific

evidence for the proficiencies in advance of the report being given by the practice

educator(s).

Each proficiency should be signed/initialled (not ticked) by the named practice

educator(s).

Merit Award

Practice educators may recommend a student for a merit award where they have exceeded

expectations for their level of education and have performed consistently and excellently in

relation to all areas of proficiency and through their supporting evidence. Students who

excel in some, but not all areas of proficiency do not meet the standard for a merit to be

awarded. However as with all feedback, both written and verbal the student’s strengths

and areas for future development should be noted as part of the routine placement

process. A placement merit will not contribute to the degree classification but will be

referred to in references provided by the University. Students who are recommended for a

merit award will have their placement documentations academically reviewed upon return

to the University and the merit award then verified. Criteria for the award of a merit are

available in the placement handbook.

Learning Objective/Learning logs (pages 25/26)

The learning objectives should be jointly negotiated by the student and practice

educator(s) and are used to inform how specifically the placement proficiencies will be

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demonstrated and the level of achievement that is required. Learning objectives help the

students structure their time during placement and assist in maximising learning

opportunities. These should be routinely reviewed and recorded on the learning log as part

of weekly formal supervision. Learning objectives should be completed by the student in

collaboration with the practice educator(s) and may be hand written (in black ink) or typed

with attention to presentation, spelling, grammar etc.

Learning objectives should be written in SMART format (specific, measurable, achievable,

realistic, timed) with an initial and ongoing action plan to detail how the objective is to be

achieved. There should be one learning objective per page.

New learning objectives can be added as the placement progresses and as existing

objectives are completed.

Supervision: (page 27)

The Royal College of Occupational Therapists (2014) requires appropriate supervision of

students. This may include both formal and informal supervision opportunities. Weekly

formal supervision is recommended and a contemporaneous summary should be recorded

by the student using the supervision forms. These may be hand written (in black ink) or

typed. These should be signed by both student and practice educator(s) to confirm

accuracy and agree any actions. The practice educator(s) may wish to retain a copy.

Agreed dates for formal supervision sessions:-(to be completed at induction session)

Week 1

Week 2 Week 3 Week 4

Week 5


Week 9


Feedback from service users/carers: (page 39)

Students will work with individuals and groups of people and their carers during their

placement experiences. Feedback from them is therefore important to inform the

professional development of the student and this should be routinely sought and recorded

throughout placement (HCPC, 2014).

Feedback from other professionals: (Page 63)

Students are required to demonstrate their ability to effectively communicate and work

with other professionals and the wider team (HCPC, 2014). It is therefore important for

them and their practice educator(s) to receive feedback on time spent with, and

interactions with, a range of professionals and for students to reflect upon these

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experiences. Routinely during placement this feedback and reflections should be recorded

as part of the overall evidence of achievement for placement.

Reflections: (page 75)

Students should select significant learning events during the placement to provide

evidence towards the placement proficiencies. Students should reflect on new knowledge,

skills and understanding and make links to relevant theory. Students are also expected to

explore each reflection in relation to specific aspects of the Royal College of Occupational

Therapists Code of Conduct (2015) and the Health & Care Professions Council Standards of

Proficiency for Occupational Therapists (2013). These written reflections are used by the

practice educator(s) to inform ongoing discussions with the student and the assessment of

the student before the end of the placement. Therefore, the practice educator(s) should

read, review and sign all reflections.

Reflections may be hand written (in black ink) or typed, should be 500 words maximum,

with appropriate attention to presentation, spelling, grammar and referencing.

Record of Hours: (page 99)

Students should work 37½ hours per week of placement and for this placement should

accrue approximately 450 hours. Students should have half a day per week as study leave

and may if they wish, and after negotiation with the practice area, take this time as a day

per fortnight. Study time is included in the overall hours for the placement. Hours should

be recorded on a weekly basis and verified by the practice educator.

Submission of the Ongoing Achievement Record:

The submission of the Ongoing Achievement Record is required at the end of each

placement and will normally be the week after placement is completed as part of

placement de-briefing. Submitting an incomplete placement documentation is the

equivalent of submitting an incomplete assignment. It is the student’s responsibility to

ensure it is fully completed and submitted on time. Non or late submission may delay the

student’s progression on the programme.

Mid placement support:

Students and practice educators will be contacted via email/telephone approximately mid

placement to check on progress and to identify students/practice educators who may

require support/guidance. Where identified as being beneficial placement visits will be

arranged.

Contact details:

Practice Learning Unit:

Sam O’ Sullivan, Placement Administrator (Occupational Therapy)

01227 922381

[email protected]

Lindsey Keefe, Placement Lead (Occupational Therapy)

01227 922216

[email protected]

mailto:[email protected]

mailto:[email protected]

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Electronic copies of this placement documentation, the placement handbook and other

placement related resources can be accessed at: http://www.canterbury.ac.uk/health-and-

wellbeing/practice-learning-unit/practice-learning-unit.aspx

Placement Orientation (to be completed in each placement area on the first day)

Standards of Education and Training Number 5 (HCPC, 2014)

Area 1 Area 2 (if applicable)

This list is for guidance. Please add/amend as

necessary/appropriate to the setting

Practice

Educator

initial/ date

Student

initial/date

Practice

educator

initial/date

Student

initial/ date

Layout of the placement environment

identifying key locations and resources

Identification of office and other work spaces

that are available for student to use

Introduction to key personnel

Procedure for summoning help in the event of

an emergency

Local fire policy

Resuscitation policy and procedures explained

Moving and handling of people and

equipment policy and procedures explained

and demonstration completed prior to use

Policy regarding safeguarding explained

Awareness of placement policies e.g. taking

messages, lone worker, accident procedure,

Health and Safety, Infection Control

guidelines, confidentiality, uniform

Record keeping policy and Information

Governance requirements explained

Confirmation of work patterns/study time and

lunch/break arrangements

Arrangements for supervision & study time

determined and booked

Notification of sickness procedures

Mail systems

Team meetings/handovers etc

Telephone/bleep/private calls

Access to IT and password

Library, text books, national/local policy

documents identified

Readiness for Practice Certificate seen and

checked

Student Emergency contact details shared

(page 11)

Other induction requirements – please detail

http://www.canterbury.ac.uk/health-and-wellbeing/practice-learning-unit/practice-learning-unit.aspx

http://www.canterbury.ac.uk/health-and-wellbeing/practice-learning-unit/practice-learning-unit.aspx

12

Emergency contact details for the student

This page can be removed from the Ongoing Achievement Record and allows the student

if they wish to share with their practice educator their personal contact details and

information on who to contact in case of an emergency.

Where this page is removed and given to the practice educator(s) it is their responsibility

to maintain confidentiality of this at all times, shared with others only on a need to know

basis and to ensure it is confidentially disposed of immediately at the end of the

placement.

Student Name

Placement dates

Address during placement

Telephone number (s)

Emergency contact name/relationship/numbers

Details of others who may need to be contacted (eg. schools, nurseries)

Personal Tutor at University:

Any other relevant information (eg. medical conditions)

13

This page is intentionally blank

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Initial Student/Practice Educator Interview (within first few days of placement)

Previous placement settings/types of experiences

Student to identify personal and professional strengths

Student to identify learning and development needs (to consider previous placement experiences

and/or previous work roles etc)

Identification of any academic requirements during placement, including dates when required to

return to University

Identification and discussion of special or particular support needs including where relevant, the

Placement Learning Support Plan.

Agreed initial learning (to be formulated into learning objectives)

Student Signature: Date:

Practice Educator Signature: Date

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Assessment of Practice Tool 3

Module

Reference

HCPC

SOP

No Proficiency

Works safely with indirect supervision

Formative

Assessment

(initial & date)

Summative

Assessment

(initial & date)

Working

towards

Not

met

Pass Fail

PIC

1.1

1.2

2.2

2.5

2.6

2.7

3.2

3.3

4.6

7.1

10.2

11.1

11.2

13.6

13.4

13.14

14.1

15.1

15.2

15.3

15.4

15.5

15.6

1

interpret and critically analyse the impact

of legislation, national policy drivers and

local policy on the practice area

PIC

2

consistently work within local policies,

procedures and the legal and ethical

standards of the Occupational Therapy

profession accordingly with reduced

levels of supervision

COF

3 critically analyse the challenges to service

delivery and the impact of this upon

service users

PIC

4 demonstrate competence in the ability to

maintain a safe practice environment

PIC

PD

5 consistently participate in informal and

formal supervision to critically appraise

own practice and use support to actively

develop both personally and

professionally

PIC

PD

6 demonstrate understanding of the

requirement to raise issues that may

impact on personal performance and

discuss ways to maintain fitness for

practice

Student’s formative evidence:

Student’s summative evidence:

16

Module

Reference

HCPC

SOP

No Proficiency

Professional Communication Skills

Formative

Assessment

(initial & date)

Summative

Assessment

(initial & date)

Working

towards

Not

met

Pass Fail

PIC

PD

2.1

2.3

2.7

4.2

7.2

7.3

8.1

8.2

8.3

8.4

8.5

8.7

8.8

8.9

9.1

9.3

9.5

9.6

10.1

10.2

14.3

14.15

7 effectively use a range of communication

strategies to engage with service users,

carers and relevant others to promote

occupational engagement

PIC

PD

8

effectively use communication strategies

to participate in

interprofessional/interagency discussions

to reach a shared understanding for

service users

PIC

PD

9 consistently use appropriate professional

language with service users and other

professionals

PIC

PD

10 consistently maintain documentation and

reports relevant to the practice setting

using appropriate technology



17

Module

Reference

HCPC

SOP

No Profiency

Professional Values, attitude and

conduct

Formative Assessment

(initial & date)

Summative

Assessment

(initial & date)

Working

towards

Not

met

Pass Fail

PIC

1.2

2.1

2.2

2.3

2.4

2.7

2.8

3.1

5.1

6

7.1

7.2

8.7

11.1

11.2

13.1

13.4

13.8

13.10

13.12

14.11

14.17

14.24

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maintain confidentiality and security

of written and verbal information

acquired in a professional capacity

with due regards to disclosure of

information

PIC

12

understands the importance of and

demonstrates appropriate

communication strategies to

negotiate with people and gain

informed consent

PD

13 consistently demonstrate professional

behaviour and demeanour upholding

Occupational Therapy standards (COT,

2015) and the requirements of the

Health & Care Professions Council

Standards of Proficiency (2013)

PIC

COF

14 demonstrate increasing consistency

and ability to practice as an

autonomous professional exercising

own professional judgement

COF

15 practice in a non-discriminatory

manner

COF

16 use theory and reflection to analyse

legal and ethical dilemmas

experienced in the practice

environment



18

Module

Reference

HCPC

SOP

No Proficiency

Professional Collaboration

Formative

Assessment (initial

& date)

Summative

Assessment

(initial & date)

Working

towards

Not

met

Pass Fail

COF

2.3

2.4

4.3

4.5

5.1

5.2

5.3

5.4

7.3

8.1

8.4

9.1

9.2

9.3

9.4

9.5

9.7

9.9

9.10

13.6

13.8

13.9

13.13

14.15

14.18

17

demonstrate a creative approach

towards meeting desired outcomes for

individuals/communities

COF

PIC

18

demonstrate through practice the core

beliefs, values and the unique

contribution of occupational therapy

whilst supporting interprofessional

working

EOW

19 work collaboratively to promote

maximum therapeutic benefit to service

users

EOW

20 critically appraise the enablers and

barriers to effective team working that

meets the needs of service users



19

Module

Reference

HCPC

SOP

No Proficiency

Occupational theory and application

Formative

Assessment (initial

& date)

Summative

Assessment

(initial & date)

Working

towards

Not

met

Pass Fail

EOW

1.2

2.8

4.1

4.2

4.3

4.4

5.1

5.2

5.3

5.4

8.1

8.3

8.4

8.8

8.9

8.10

9.3

9.6

9.7

9.8

9.10

11.3

12.1

12.2

12.3

12.4

12.5

12.6

12.7

13.1

13.2

13.3

13.4

13.5

13.7

13.10

13.11

14.2

14.3

14.4

14.5

14.6

14.7

14.8

14.9

14.10

14.11

14.13

14.14

14.15

14.16

14.17

14.18

14.19

14.20

14.24

21 justify the selection of an appropriate

range of assessments

EOW

PIC

22

competently draw from best practice,

occupational therapy theory,

observational and interviewing skills to

identify the complexity of factors

impacting on a service users’

participation in occupation

EOW

23

consistently demonstrate clinical

reasoning and use of evidence based

practice to safely and independently

justify, plan and implement

interventions (or identified parts), using

a range of therapeutic tools and skills

with due regard to individual

preferences

PIC

24 apply and reflect on the therapeutic use

of self in the occupational therapy

process

PIC

25 review and evaluate the effectiveness

and outcomes of planned intervention

drawing on professional judgements

and decision making skills

PIC

26 manage work load effectively including

relevant documentation, and referral on

to services and agencies as appropriate

COF

27 confidently articulate occupational

therapy knowledge and skills and an

occupational therapy perspective to

relevant parties using identified systems

EAI

28 identify and discuss potential service

developments and/or innovations

20



21

Safety and Professional conduct

Students should at all times adhere to:

Royal College of Occupational Therapists Code of Ethics and Professional Conduct for

Occupational Therapists (2015)

Health & Care Professions Council Standards of Conduct, Performance and Proficiency (2013)

Local/organisational policies and procedures

Faculty of Health and Wellbeing Practice Learning guidelines

At no point should student or others’ safety, health or well-being be put at risk.

A breach of any of the above could override achievement of any of the learning outcomes and could

result in a referral to the Faculty Fitness for Practice panel and/or a fail of placement overall.

22

Formative Assessment by Practice Educator(s)

Please identify students’ strengths, areas for development and (where applicable) specific concerns related to the

proficiencies. If the student has not met any of the proficiencies in this document, this feedback should enable the student

to clearly see the reason for your decision.

STRENGTHS:

DEVELOPMENT NEEDS:

CONCERNS (where applicable):

Academic link informed of concerns: Yes No Not applicable (please circle)

Details of action taken:

Educator(s) signature:

Date:

23

Summative Assessment by Practice Educator(s)

I confirm that (insert student’s name)

HAS/HAS NOT (delete as necessary) provided sufficient evidence to demonstrate that the proficiencies for the

placement have been achieved and that they have PASSED/FAILED (delete as necessary) the summative

assessment.

Practice Educator Summative feedback to include identification of strengths, progress achieved and recommendations for

future development.

Practice Educator(s) Signature:

Date:

Student Signature:

Date:

24

Learning Contract/Learning log (to be reviewed and updated weekly during formal supervision)

Learning Objective (To be written in SMART format, one per page)

No:

Date Agreed:

Educator signature: Student Signature:

Date Completed:

Educator signature: Student Signature:

Learning Log

Date Action Plan Evaluation of progress Evidence of

achievement

25

Date Action plan Evaluation of progress Evidence of

Achievement

26

Supervision Log

This record should be used (minimum weekly) to record general progress and/or to identify areas of need. It is especially

important that areas of concern are clearly documented. Practice educators may wish to retain a copy for their own records.

Week 1:

Date: Duration of session:

Attendees:

Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback from

other professionals)

Summary of Discussion:

Agreed Actions/Priorities:

Practice educator(s) signature:

Date:


27

Week 2


Attendees:

Agenda (to include review/updating of learning objectives, review of service user feedback, review of feedback

from other professionals)




Date:


28

Week 3


Attendees:






Date:


29

.

Week 4


Attendees:






Date:


30

Week 5


Attendees:

Agenda (to include review/updating of learning objectives, review of service user feedback, review of

feedback from other professionals)




Date:


31

Week 6


Attendees:






Date:


32

Week 7


Attendees:






Date:


33

Week 8


Attendees:






Date:


34

Week 9


Attendees:






Date:


35

Week 10


Attendees:






Date:


36

Week 11


Attendees:






Date:


37

Week 12


Attendees:






Date:


38

Feedback from Service Users/Carers

Practice Educators/students should obtain consent from

service users/carers who should feel able to decline to

participate.

Service users/carers do not need to provide their name

or any other personal details.

We would like to receive your views about the way the student occupational therapist has

worked with you.

Your feedback will help the student occupational therapist’s learning

The feedback you give will not affect your care

Student’s Name:

Circle if you are: The Patient/Service user A carer/relative

How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

39

What did the student occupational therapist do well?

How could the student occupational therapist improve? What could they do

differently next time?

Student reflection on feedback given and own action plan.

Practice Educator(s) signature: Date:

Student Signature:

Date:

40




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

41






Student Signature:

Date:

42




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

43






Student Signature:

Date:

44




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

45






Student Signature:

Date:

46




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

47






Student Signature:

Date:

48




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

49






Student Signature:

Date:

50




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

51






Student Signature:

Date:

52




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

53






Student Signature:

Date:

54




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

55






Student Signature:

Date:

56




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

57






Student Signature:

Date:

58




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

59






Student Signature:

Date:

60




participate.




worked with you.



Student’s Name:


How well did

the student

occupational

therapist…..

Very Well

Well

Not sure

Not well

… listen to

you?

…talk to you?

….understand

the way you

felt?

Show respect

for you?

61






Student Signature:

Date:

62

Feedback from other Professionals


worked with you. This feedback will help the student’s learning.

Student’s name:

Name/profession: Date: Time spent with

you:

Signature:

What did the student do well?

How could the student occupational therapist improve? What could they do differently

next time?


Practice Educator(s) signature:

Date:

Student Signature:

Date:

63




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

64




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

65




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

66




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

67




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

68




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

69




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

70




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

71




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

72




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

73




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

74

Reflection 1 (link to a proficiency) Date:

Chosen Evidence:

75

Developmental Needs:

Relevance/links to academic modules:

Links to HCPC Standards of Proficiency (HCPC, 2013)

Links to Code of Ethics (COT, 2015)

Practice Educator(s) Signature: (If the reflection is typed, sign across typing please)

76


Chosen Evidence:

77






78


Chosen Evidence:

79






80


Chosen Evidence:

81






82


Chosen Evidence:

83






84


Chosen Evidence:

85






86


Chosen Evidence:

87






88


Chosen Evidence:

89






90


Chosen Evidence:

91






92


Chosen Evidence:

93






94


Chosen Evidence:

95






96


Chosen Evidence:

97






98

Record of Practice Hours

This sheet should be used to monitor hours throughout the placement. Please ensure that all hours and any

absences are accurately recorded and weekly totals initialled by practice educator(s). Total hours at end of the

placement should be logged on the separate ‘Overall Record of Hours’ sheet.

Date Hours Initials Date Hours Initials

Mon Mon

Tues Tues

Weds Weds

Thurs Thurs

Fri Fri

Sat Sat

Sun Sun

Weekly total Weekly total

Mon Mon

Tues Tues

Weds Weds

Thurs Thurs

Fri Fri

Sat Sat

Sun Sun


Mon Mon

Tues Tues

Weds Weds

Thurs Thurs

Fri Fri

Sat Sat

Sun Sun


Mon Mon

Tues Tues

Weds Weds

Thurs Thurs

Fri Fri

Sat Sat

Sun Sun


Mon Mon

Tues Tues

Weds Weds

Thurs Thurs

Fri Fri

Sat Sat

Sun Sun


Mon Mon

Tues Tues

Weds Weds

Thurs Thurs

Fri Fri

Sat Sat

Sun Sun


TOTAL HOURS THIS PLACEMENT:

99

Criteria for the award of a merit

The award of a merit is for those students whose performance is exceptional and beyond

that expected for their stage of training. At the end of each placement the Practice

Educator has the ability to recommend a student for the award of a merit. Students

recommended for this award will be reviewed by the University’s moderation panel. The

panel will consider the Ongoing Achievement Record which includes the assessment of

practice tool completed by the Practice Educator and other supporting evidence from the

student. For a merit to be awarded the following criteria for each component of the

ongoing achievement record should be answered positively.

Component of Ongoing

Achievement Record

Criteria for merit Achieved?

(yes/no)

Assessment of Practice

Tool (APT)

All proficiencies passed

Written feedback from PE indicates high

level of achievement for all proficiencies

Examples of words to describe someone

performing at merit level include:

thorough, outstanding, exceptional,

excellent, highly professional, attention

to detail, broad range and depth,

comprehensive, ability to link theory

and practice

Student has completed self-evaluation

indicating high levels of performance

and learning which correlates with

feedback from the Practice Educator

Learning Contract,

objectives and log

Well written, challenging and relevant

learning objectives that consistently

evidence level of achievement higher

than expected for stage of training

Learning objectives are written in

SMART format

Additional learning is identified showing

an ability to work beyond the required

levels of proficiency

Learning logs routinely updated to

record progress and actions

Range of evidence to support learning

documented

Learning logs dated and signed by

student and PE

Supervision logs Clear and concise supervision logs

completed by student

Professional language used throughout

Well presented and legible

100

Cross referenced to other related

evidence eg learning logs, feedback

from service users/other professionals

Ability to respond to feedback and

integrate into practice evidenced

Signed by both student and Practice

Educator

Service user feedback Feedback consistently sought and

evidenced throughout placement

Feedback indicates high level of

satisfaction with student

Other professionals

feedback

Feedback consistently sought and

evidenced throughout the placement

Feedback indicates high level of

satisfaction with student

Ability to work collaboratively with a

range of professionals evidenced

Written reflections Correct number for the placement

completed

Style of writing appropriate to stage of

training

Work is reflective in nature and evidence

of application and integration of theory

is present

Appropriate references to literature is

made

Completion of accurate list of references

is given

Links to HCPC standards of proficiency

are included and relevant to reflection

Action plans for future learning

identified and if appropriate cross

referenced to learning objectives

Moderation Panel Members:

Merit Awarded (Please delete as appropriate) Yes No

Date of panel:

101

End of placement checklist:

Student and practice educator(s) details recorded on pages 1 & 2

Sample signature completed for practice educator(s) on page 5

Formative assessment (working towards/not met) initialled and dated

by practice educator(s) for each proficiency

Summative assessment (Pass/Fail) initialled and dated by practice

educator(s) for each proficiency

Practice educator(s) feedback on assessment of practice tool

completed and signed page 23

Overall pass or fail deleted as appropriate on page 23

Overall hours recorded onto student record of hours sheet (for passed

placements only)

Emergency contact detail form returned to student or confidentially

destroyed page 12

All learning objectives/learning logs signed by student and practice

educator(s)

All supervision logs signed by student and practice educator(s)

Service user/carer feedback forms signed by student and practice

educator(s)

Feedback forms from other professionals signed by student and

practice educator

ongoing achievement record · students structure their time during placement and assist in...

Documents