Role Emerging Practice PlacementRole Emerging Practice PlacementModelModel

Moyra MuirMoyra MuirPractice Education Facilitator/Lecturer Practice Education Facilitator/Lecturer

(OT)(OT)AHP Lead Practice Education (School AHP Lead Practice Education (School

of Health and Social Care)of Health and Social Care)

AimAim

Provide brief overview of role emerging Provide brief overview of role emerging placements and their use within GCU placements and their use within GCU Division of Occupational TherapyDivision of Occupational Therapy

Highlight potential benefits/challenges of Highlight potential benefits/challenges of such placementssuch placements

Points to consider if planning role Points to consider if planning role emerging placementsemerging placements

Role Emerging ModelRole Emerging Model

Also known as:Also known as:Self directed; Long arm supervision; Project placement; Self directed; Long arm supervision; Project placement; Independent community placement; Role emerging Independent community placement; Role emerging fieldwork; non-traditionalfieldwork; non-traditionalStudent/s placed in setting where no established OT Student/s placed in setting where no established OT serviceserviceOn site support from employee within organisation On site support from employee within organisation Professional weekly formal supervision from Professional weekly formal supervision from occupational therapist (HEI or external)occupational therapist (HEI or external)Students often in pairs/groups and “peer learn”Students often in pairs/groups and “peer learn”Assessment – tripartite Assessment – tripartite

Role Emerging Placements at GCURole Emerging Placements at GCU

Used for 10 years 1995 - 2005Used for 10 years 1995 - 2005

No longer compulsory within No longer compulsory within undergraduate programmeundergraduate programme

Option to use at L3Option to use at L3

MSc students still do summer “role MSc students still do summer “role emerging” placementemerging” placement

Why use Role Emerging Why use Role Emerging Placements?Placements?

College of Occupational Therapy reported College of Occupational Therapy reported that we shouldthat we should

““actively seek placements that reflect the actively seek placements that reflect the rising flexibility in workforce patterns and rising flexibility in workforce patterns and location”location”

(COT 2004)(COT 2004)

““Exciting new options in career development Exciting new options in career development are arising for professionals and support are arising for professionals and support staff, options that AHPs, supported by staff, options that AHPs, supported by strong leadership and education strong leadership and education structures, are enthusiastically pursuing.structures, are enthusiastically pursuing.

(Scottish Executive Publications 2005)(Scottish Executive Publications 2005)

Placement Crisis?Placement Crisis?

““The number of students needing The number of students needing placements have increased at a time when placements have increased at a time when organisational changes within the Health organisational changes within the Health and Social Care system have been taking and Social Care system have been taking place”.place”.

(OT News 2005)(OT News 2005)

Role Emerging Placements Role Emerging Placements Potential BenefitsPotential Benefits

To students – knowledge and experience:To students – knowledge and experience:

Theory Theory

clinical reasoningclinical reasoning

other care providers other care providers

– – roles and differing perspectivesroles and differing perspectives

more autonomous working more autonomous working

peer learning and supportpeer learning and support

possible job opportunitiespossible job opportunities

Potential BenefitsPotential Benefits

To clients/patients:To clients/patients:

Receive a service they would not Receive a service they would not otherwise have access tootherwise have access to

May be continued after students leave eg. May be continued after students leave eg. exercise group, women’s groupexercise group, women’s group

Benefits to ProfessionBenefits to Profession

Promotes :Promotes :

Interprofessional workingInterprofessional working

Understanding of rolesUnderstanding of roles

Opportunities to advance into new areasOpportunities to advance into new areas

Role Emerging ModelRole Emerging Model

Evidence suggests more suited at Evidence suggests more suited at level 3 or 4 for undergraduateslevel 3 or 4 for undergraduates

Works well for masters students Works well for masters students who are used to being more self who are used to being more self directeddirected

A Student Perspective on Role A Student Perspective on Role Emerging Placement (REP):Emerging Placement (REP):

Challenges and OpportunitiesChallenges and Opportunities

Rhona HastingsRhona HastingsLevel 2 StudentLevel 2 Student

MSc Occupational Therapy (Pre-Registration)MSc Occupational Therapy (Pre-Registration)Glasgow Caledonian UniversityGlasgow Caledonian University

BackgroundBackground

11stst year student of 2 year MSc Occupational Therapy (Pre-Reg) year student of 2 year MSc Occupational Therapy (Pre-Reg)1 placement prior to REP1 placement prior to REP

Understanding of REP:Understanding of REP:OT to be ‘more widely understood’ – OT to be ‘more widely understood’ – or further diluted by generic work?or further diluted by generic work?OTs to take ‘unique skills into mainstream workplaces’ – OTs to take ‘unique skills into mainstream workplaces’ – not even not even qualified yet and goalposts shifting already ?qualified yet and goalposts shifting already ?Student/profession -needs led – Student/profession -needs led – or reactionary policy?or reactionary policy?

Initial response to prospect of REP:Initial response to prospect of REP:DisappointmentDisappointmentFrustrationFrustrationSuspicionSuspicionScepticismScepticismInsecurityInsecurity

REPREP

8 weeks in setting where there are no OTs employed8 weeks in setting where there are no OTs employed

Paired with fellow course matePaired with fellow course mate

Weekly supervision from university tutorWeekly supervision from university tutor

Setting: urban voluntary organisationSetting: urban voluntary organisation

Issues: mental health problems, learning difficulties, Issues: mental health problems, learning difficulties, chaotic lifestyles, drug & alcohol rehabilitation, forensic chaotic lifestyles, drug & alcohol rehabilitation, forensic placementsplacements

ChallengesChallenges

Unfamiliar organisational structure and differing concepts Unfamiliar organisational structure and differing concepts of professional boundariesof professional boundaries

Developing and maintaining role and identity in Developing and maintaining role and identity in interdisciplinary working interdisciplinary working

On site supervision from professional outwith own On site supervision from professional outwith own professionprofession

Pairing with fellow studentPairing with fellow student

OpportunitiesOpportunities

Honing interpersonal & observational skills and Honing interpersonal & observational skills and appreciation of Code of Ethicsappreciation of Code of Ethics

Strengthening understanding of practice, professional Strengthening understanding of practice, professional identity and problem solvingidentity and problem solving

Promoting initiative, independence and clinical reasoningPromoting initiative, independence and clinical reasoning

Peer collaboration, quality reflection and shared learningPeer collaboration, quality reflection and shared learning

ConclusionConclusion

Safe environment for professional developmentSafe environment for professional development

Benefits host placementBenefits host placement

Benefits employees and employersBenefits employees and employers

Reflection on REP experience:Reflection on REP experience:

IntenseIntense

ChallengingChallenging

SatisfyingSatisfying

EducationalEducational

InvaluableInvaluable

Important ConsiderationsImportant Considerations

Requires careful “vetting” of suitable sites to ensure they Requires careful “vetting” of suitable sites to ensure they can meet requirements eg. Health and Safety and can meet requirements eg. Health and Safety and learning outcomeslearning outcomesSupport and training for non-profession specific practice Support and training for non-profession specific practice educators – must be clear on expectations of all!educators – must be clear on expectations of all!Resource intensive – visiting weekly and responding to Resource intensive – visiting weekly and responding to crises!crises!Pool of potential visiting tutors?Pool of potential visiting tutors?Not suitable for all students so should it be optional?Not suitable for all students so should it be optional?Preparation of students essentialPreparation of students essentialDifferent ways of assessing competence eg. not through Different ways of assessing competence eg. not through direct obs!direct obs!

PublicationPublication

““Developing the occupational therapy Developing the occupational therapy profession: providing new work-based profession: providing new work-based learning opportunities for students”.learning opportunities for students”.

(College of Occupational Therapy 2006)(College of Occupational Therapy 2006)

Available at Available at www.cot.org.ukwww.cot.org.uk free of charge free of charge

Any Questions/Comments?Any Questions/Comments?