pre-placement workshop - paul farrand · [email protected] tracey rydin-ordin tutor for devon...
TRANSCRIPT
Pre-Placement Workshop
Ruth BakerClinical Director
2018-2019
Outline
10.00 – 11.10 Introductions and aims for the dayOverview of Academic Strand
11.10 – 11.30 Break
11.30-12.30 Overview of Clinical Strand
12.30 – 1.30 Lunch
1.30 -2.30 Reflective Practice
2.30-2.45 Break
2.45 – 3.45 Overview of Research Strand
3.45 – 4.00 Reflections/Questions
4.00 Finish
What would be useful to know?
Questions?
What do you want to get out of today?
Placement structurePlacements can be 6 months or 12 months
Year 1 - Children and Young People & Learning Disabilities
Year 2 – Adults through the life span (working age and later life)
Year 3 - Consolidation, specialisation and preparation for qualified practice
Competency based training
Supervised clinical placements account for over half of the three years in training.
In line with the British Psychological Society’s requirements for clinical psychology training (Standards for Doctoral Programmes in Clinical Psychology, 2014) and the Health & Care Professions Council (HCPC Standards of
Education and Training Guidance), we have a core competence model of training.
Core Competencies
1. Generalisable metacompetencies2. Psychological assessment3. Psychological formulation4. Psychological intervention5. Evaluation6. Research7. Personal and professional skills and values8. Communicating and teaching9. Organisational and systemic influence and leadership
Placement datesYear One and Two : Induction to placement days: 11th & 12th October (Year 1); 10th &
11th October (Year 2)*. Placement: Wednesday 14th November 2018 to 22nd September
2019. If trainee doing two 6 months placement then end / start date needs to be negotiated April / May 2019
Paperwork submission dates: 7th May and 27th August (Year 1); 6th
May and 26th August (Year 2) Placement audit forms: May / June and SeptemberYear Three: Placement start and end dates: October/November – 30th
September Paperwork submission dates: 10th June (recommended 40 minimum
placement days at this time) Placement audit forms: July
Clinical Assessments
Goals
Cumulative record
Portfolio / log
Observations
Clinical assessment deadlines
All relevant forms can be found on
http://cedar.exeter.ac.uk/handbook/clinical/clinicalassessment/
Clinical tutor role Year 1 and Year 2
Clinical Tutor role Year 3
January
Check draft goals and forward signed supervision
contract to DClinPsy
Spring
Send email arranging visit
Throughout the year
Flexible visit as required.Write up
placement visit and send to DClinPsy and cc in
appraisser
June
Clinical assessment paperwork due. Check all
paperwork
June
Appraisals.
Placement induction days
First 2 weeks of placement - Develop goals &agree (sign) supervision agreement
First 2-4 weeks of placement - Trainee sendsdraft goals & signed supervision contract toClinical Tutor
May / Aug for year 1 & 2 or June for Year 3complete paperwork-Review and evidence goals – grade competencies-Review portfolio – grade-Provide over-all assessment – Pass / Conditional Pass / Refer
During the placement - Complete anobservation form
Induction days
Get to know trainee’s strengths & learning needs (look atprevious placement paperwork),
Discuss if trainee has any relevant health / disabilityissues,
Give an outline of the service/organisational context andpossible learning opportunities,
Begin to develop goals and plan placement experiences,Consider study and annual leave,Sort out IT access etc,Tour of the building,Tips on parking, tea / coffee etc.
Clinical Competence Goals and Evaluation Form
In first two weeks
Explore trainee’s previous experience and current learning needs
Discuss opportunities on placement
Develop goals for each core competency
Supervision Agreement
In first two weeks discuss Explore what would be
helpful / unhelpful in supervision
Consider how to give / receive feedback
Agree times for supervision Discuss and agree
supervision agreement.
BPS Accreditation criteria
A variety of supervisory arrangements is acceptable. Theseinclude trainee to supervisor ratios of 1:1 and 2:1 and variousforms of team supervision for groups of trainees.
A written placement contract should be drawn up towards thestart of the placement.
There must be a formal, scheduled supervision meeting eachweek that is of at least an hour's duration.
The trainee must have an appropriate amount of individualsupervision in addition to any group supervision.
Total ‘contact’ time between supervisor(s) and trainee(s) mustbe at least three hours per week.
BPS, 2014
Observations
A completed observation must be handed-in at eachassessment time point.
A number of observation tools are available. Trainees must do CAPS (Yr1) and CTS-R (Yr2).
These should be used formatively and developmentallyand can be completed by any supervisor.
The supervisor is not expected to be accredited in anyparticular therapy to be able to use these tools.
Observations continued …
Observation of trainee by supervisor, and supervisor bytrainee is an essential part of the learning experience.
How can this be done?
Any blocks to observation?
Tips for giving constructivefeedback - CORBS Clear Owned Regular Balanced Specific
Other points The sooner the better - feedback is most effective when it is given immediately,
rather than a few days, weeks, or months down the line. Feedback should not be so detailed and broad so as to "overload" the trainee. Plan for feedback. Ask the trainee what they would like feedback on. Agree time
for observation (e.g. supervision, or after session). Start by asking the trainee what they thought went well / not so well.
Logging clinical activity
In first two weeks, trainees complete their ‘Cumulativerecord’.
Over the course of placement they are responsible forrecording their clinical activity in the ‘Log of ClinicalActivity’.
Supervisor sign it at the end of placement to ensurethat this is representative of their experience.
Placement monitoring
Placement reviews (March/April and June/July)These visits are to reflect on the progress on placement, andreview any action plans that are in place to address specificlearning needs.
Normally the clinical tutor visits two times in a year. This canbe increased if required.
Where two six monthly placements occur, a placementreview will take place at the mid-point of each placement.
Year 3 flexible visit agreed individually
What do you do if you have a concern about your trainee?
How will we seek to support you?
Guiding principles to managingproblems Confront the problem early Share concern with trainee, formulate the problem,
identify learning need (based in competencies),implement plan and follow up
Involve clinical tutor Transparency and problem solving No surprises
Assessing trainee’s
competence
Grading your trainee Moderating process
Assessing trainee’s competenceClinical Competence Goals and Evaluation Form Record evidence of achieved goals Give a rating for the trainee’s performance in each of the
nine core competence areas Give an evaluation of the trainee’s overall competence Record strengths and future learning needs Provide an opportunity to share reflections on the
placement and supervision
The form is completed by trainee and both supervisors.Supervisors and trainees should exchange a draft version ofthe form to allow discussion and correction of any factualerrors.
Continued…Rating for the trainee’s performance in each of the nine corecompetence areas Satisfactory = performance is generally at the level expected of
a trainee at this stage of training (although there may be somelearning needs that require particular attention the nextplacement period)
Good = performance has generally exceeded the level expectedof a trainee at that stage of training (and that learning needsare as expected at this stage of training)
Significant concerns = taking into account the stage of training,there are significant difficulties regarding this aspect of thetrainee’s development which, unless they are urgently andsuccessfully attended to in subsequent placement period(s),mean that the trainee will likely not reach the level ofcompetence expected of a newly qualified clinical psychologist.
Continued…Evaluation of Trainee’s Overall Competence
Supervisor makes a recommendation as to whether ….• Pass = trainee has exceeded or reached the overall competence of a trainee at
this stage of training (i.e. least “good enough” ).• Conditional pass = Trainee has exceeded or reached the overall competence of
a trainee at this stage of training, but there are some learning needs thatrequire particular attention in the next placement period and must be identifiedin the next stage of goal setting.
• Referred = Trainee has not reached the overall level of competence expectedfor a trainee at this stage of training. There are significant concerns in one ormore competence area(s), which, unless they are urgently and successfullyattended to through an action plan for subsequent placement period(s), meanthat the trainee will likely not reach the level of competence expected of anewly qualified clinical psychologist. (NB if the trainee is referred again on anysubsequent placement period they would normally fail the programme.)
• Fail = Where, following appropriate enquiry and due process, the trainee hasbeen found to have engaged in serious professional misconduct.
Disability / Health and mat leaveEveryone is unique – therefore managed on a case by casebasis
Guiding principles: Working in partnership Fitness to practice Guidance on conduct and ethics for students, HCPC Youshould tell your education provider and placement providerabout any existing health conditions or changes to yourhealth which may put your service users or yourself at risk.
Reasonable adjustments ‘out of synch’ trainees (maternity leave etc)
Educational / Healthcare context Health Education South West (HESW)(Commissioning, Workforce planning, Placement tariffs) Audit - 3 month audit, yearly audit and goals 6 monthly
audit Learning Development Agreements (LDA) Agreed with Trusts
and heads of service to provide the relevant learning andworking environment for trainees (insurance etc)
CQC – ‘safe’ environments for placements DBS Induction (Taunton &Somerset Trust)
Online Handbook http://cedar.exeter.ac.uk/handbook/
The Clinical Team
Clare Ogden
Tutor for [email protected]
Tracey Rydin-Ordin
Tutor for Devon T.J.Rydin-
Programme Administrator
+44 (0) 1392 725762
Please contact us if you have any queries
Jackie Pridham
Senior Clinical Tutor [email protected]
Ruth Baker
Clinical [email protected]
