1 Canterbury Christ Church University Faculty of Health & Wellbeing ONGOING ACHIEVEMENT RECORD BSc(Hons) Occupational Therapy Placement 1 Name: Number: Cohort: Personal tutor: RCOT Membership Number: Submission Date:
1
Canterbury Christ Church University
Faculty of Health & Wellbeing
ONGOING ACHIEVEMENT
RECORD
BSc(Hons)
Occupational Therapy
Placement 1
Name:
Number:
Cohort:
Personal tutor:
RCOT Membership Number:
Submission Date:
2
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 5
Mandatory Requirements 6
Practice Learning Expectations/Guidelines 7
Placement orientation 11
Emergency contact details for student 12
Initial Student/Practice educator interview 14
Assessment of Practice Tool 15
Formative assessment summary by practice educator 22
Summative assessment by practice educator 23
Learning contract and learning log 24
Supervision logs 26
Feedback from service users/carers 33
Feedback from other professionals 47
Reflections 54
Mid placement visit from academic tutor 68
Record of practice hours 70
Criteria for Merit Award 71
End of placement checklist 73
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.
7
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 10).
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.
8
Assessment of practice (pages 15-20)
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 (pages 71-72)
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 24/25)
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
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.
9
New learning objectives can be added as the placement progresses and as existing
objectives are completed.
Supervision: (page 26)
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 6 Week 7
Feedback from service users/carers (page 33)
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 47)
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
experiences. Routinely during placement this feedback and reflections should be recorded
as part of the overall evidence of achievement for placement.
Reflections: (page 54)
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.
10
Record of Hours: (page 70)
Students should work 37½ hours per week of placement and for this placement should
accrue approximately 262½ 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: (page 68)
Students and practice educators will be visited by a member of the academic team at
approximately the half way stage of the placement. Practice educators will be contacted in
advance to arrange a mutually convenient time. The purpose of the visit is to:
provide support for the student and Practice Educator if required
gain an interim report from the Practice Educator on the student’s progress
ensure the student is on target to meet placement proficiencies
evaluate the quality of the student’s learning experience
monitor and guide the student’s personal and professional progress
become more familiar with the placement and facilities for learning
act as an advocate for the student to maximise learning opportunities
Contact details:
Practice Learning Unit:
Sam O’ Sullivan, Placement Administrator (Occupational Therapy)
01227 922381
Lindsey Keefe, Placement Lead (Occupational Therapy)
01227 922216
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
11
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
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
14
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
15
Assessment of Practice Tool
Module
Reference
Working
towards
HCPC
SOP
No Proficiency
Works safely under direct
supervision
Formative
Assessment (initial &
date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
WWP
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
identify and work within key
legislation, policies and procedures
and begin to recognise the
implications for practice
WWP
2
begin to identify limits of own practice
to maintain safe working practices
APD
3 actively reflect on and identify own
learning needs and action these
through the supervisory process
APD
WWP
4 appropriately engage in formal and
informal supervision with practice
educator and other professionals to
identify personal and professional
strengths and areas for future
development
APD
5 begin to take responsibility for
preparing for and maintaining
accurate supervision records
WWP
6 raise issues that may impact on
personal performance and act on
guidance
Student’s formative evidence:
Student’s summative evidence:
16
Module
Reference
Working
towards
HCPC
SOP
No Proficiency
Professional Communication
Formative
Assessment (initial
& date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
AOP
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 Establish therapeutic rapport with
service users to gather basic
information and to understand the
importance of occupation on health
and well being
WWP
8
initiate and appropriately engage in
discussions with other professionals
AOP
OAW
9 demonstrate understanding of the
importance of accurate professional
documentation and utilise relevant
technology to complete basic
documentations under supervision
APD
10 begin to participate in routine
administrative tasks
Student’s formative evidence:
Student’s summative evidence:
17
Module
Reference
Working
towards
HCPC
SOP
No Proficiency
Professional Values, attitude and
conduct
Formative
Assessment (initial &
date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
WWP
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
11
maintain confidentiality and security
of written and verbal information
acquired in a professional capacity
adhering to information governance
WWP
APD
12
discuss the importance and relevance
of the Health & Care Professions
Council Standards of Conduct,
Performance and Proficiency (2013)
WWP
APD
13 discuss the importance and relevance
of the Code of Ethics and
Professional Conduct for
Occupational Therapists (2015)
WWP
14 identify and begin to demonstrate
professional behaviour and
demeanour
APD
15 begin to demonstrate skills of self
management
APD
16 begin to reflect on and discuss how
personal values and beliefs influence
practice
APD
AOP
17 recognise, respect and actively
support diversity, expertise and
experience of individuals, cares and
colleagues
Student’s formative evidence:
Student’s summative evidence:
18
Module
Reference
Working
towards
HCPC
SOP
No Proficiency
Professional Collaboration
Formative
Assessment (initial &
date)
Summative
Assessment
(initial & date)
Working
towards
Not met Pass Fail
APD
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
18
identify the roles of different team
members and discuss the work they
do
APD
19
discuss how the values and beliefs of
different professionals impacts on
team work and the services provided
APD
20 identify and discuss collaborative
working opportunities
WWP
AOP
21 begin to engage with service users
and carers to come to a shared
understanding of their values and
beliefs
Student’s formative evidence:
Student’s summative evidence:
19
Module
Reference
Working
towards
HCPC
SOP
No Proficiency
Occupational theory and
application
Formative
Assessment (initial
& date)
Summative
Assessment
(initial & date)
Working
towards
Not
met
Pass Fail
AOP
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
22 under guidance use some relevant
assessment tools to identify individual
occupational performance needs
AOP
23
discuss observations of service user’s
daily occupations in relation to self-
care, leisure and productivity
AOP
24
identify and describe the personal,
environmental, occupational and
cultural factors impacting on service
users’ participation in occupation
AOP
25 demonstrate an understanding of the
use of occupational performance
analysis as a core tool of occupational
therapy practice.
OAW
26 discuss the role of the occupational
therapist in the practice setting
identifying internal and external
factors impacting upon occupational
therapy provision within the setting
OAW
27 begin to discuss the theoretical
underpinnings impacting on
occupational therapy interventions
AOP
MAB
28 demonstrate a basic understanding of
a range of key cognitive, psychological
and emotional processes and their
relationship to occupational
performance.
MAB
OAW
29 begin to use appropriate terminology
to describe how relevant body systems
and their components influence and
impact on occupational performance
20
Student’s formative evidence:
Student’s summative evidence:
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:
Student Signature: Date:
27
Week 2
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:
Student Signature: Date:
28
Week 3
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:
Student Signature: Date:
29
.
Week 4
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:
Student Signature: Date:
30
Week 5
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:
Student Signature: Date:
31
Week 6
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:
Student Signature: Date:
32
Week 7
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:
Student Signature: Date:
33
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?
34
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:
35
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?
36
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:
37
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?
38
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:
39
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?
40
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:
41
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?
42
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:
43
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?
44
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:
45
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?
46
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:
47
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
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?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
48
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
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?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
49
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
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?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
50
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
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?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
51
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
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?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
52
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
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?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
53
Feedback from other Professionals
We would like to receive your views about the way the student occupational therapist has
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?
Student reflection on feedback given and own action plan.
Practice Educator(s) signature:
Date:
Student Signature:
Date:
54
Reflection 1 (link to a proficiency) Date:
Chosen Evidence:
55
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)
56
Reflection 2 (link to a proficiency) Date:
Chosen Evidence:
57
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)
58
Reflection 3 (link to a proficiency) Date:
Chosen Evidence:
59
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)
60
Reflection 4 (link to a proficiency) Date:
Chosen Evidence:
61
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)
62
Reflection 5 (link to a proficiency) Date:
Chosen Evidence:
63
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)
64
Reflection 6 (link to a proficiency) Date:
Chosen Evidence:
65
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)
66
Reflection 7 (link to a proficiency) Date:
Chosen Evidence:
67
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)
68
Mid Placement Visit from Academic Tutor
This form is completed by the visiting tutor and a copy taken and returned to the University. The practice
educator(s) may also wish to retain a copy for their own records.
Student Name & Cohort:
Practice Educator(s) Name:
Placement Address:
Telephone number:
Dates of placement:
Number of weeks:
Visiting tutor:
Date of visit:
EVALUATION OF STUDENT’S PROGRESS (Please comment in each section)
Learning Contract: Has the learning contract been jointly negotiated and signed? Are objectives appropriate to
the level of the student and relate to the placement proficiencies? Are they regularly updated? Is the evidence of
achievement being recorded? Are they in SMART format? Is there a sufficient range of learning opportunities available to
the student?
Supervision: Are weekly supervision logs being maintained? Is there evidence of formal and informal supervision
opportunities? Is supervision supportive and provide constructive feedback? Does the student feel they are receiving
appropriate supervision? Is there recorded evidence of service user and other professionals’ feedback?
Assessment of Practice: Has the formative report been given? Are strategies in place to address any ‘not met’ or
‘partially met’ areas? Is the student on target to achieve the proficiencies for this placement?
Written reflections: Are written reflections being completed? Are they shared with and read by the practice
educator(s)? Are links being made to HCPC Standards of Proficiency, COT Code of Ethics and academic modules? How
could they be enhanced?
69
General: Is alternative support identified in case of the PEs absence? Does the student feel valued in the practice setting?
Are there concerns about the professional conduct of the student? Are there any service changes/developments the
University should be aware of?
Has the student had any absences from placement? Yes/No (If yes please determine reason and
detail expected impact on achieving the placement proficiencies)
Does the student have a Placement Learning Support Plan (PLSP)? Yes/No (If yes please
comment on reasonable adjustments that are in place and if they are meeting the needs of the student – discuss and
document further adjustments if necessary)
Has the practice educator(s) attended an educator training session within the last 12
months? Yes/No (If not please check they are familiar with all requirements of them and recommend booking a
training session)
Any cause for concern? Yes/No (If yes please document and liaise with placement team as soon as possible to
discuss)
Is a further visit/contact required? Yes/No (If yes please liaise with placement team as soon as possible to
discuss)
AGREED ACTIONS:
Academic tutor signature:
Practice educator(s) signature:
Student signature: Date:
70
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
Weekly total Weekly total
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
Weekly total Weekly total
TOTAL HOURS THIS PLACEMENT:
71
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
Cross referenced to other related
evidence eg learning logs, feedback
from service users/other professionals
72
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:
73
End of placement checklist:
Student and practice educator(s) details recorded on pages 1 & 3
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
Summative assessment (Pass/Fail/ recommendation for merit indicated
on page 3)
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) and filed in date order
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
74