ONGOING ACHIEVEMENT RECORD...2017/09/02 · 1 Canterbury Christ Church University Faculty of Health...

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

[email protected]

Lindsey Keefe, Placement Lead (Occupational Therapy)

01227 922216

[email protected]

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

mailto:[email protected]

mailto:[email protected]

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

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



17

Module

Reference

Working

towards

HCPC

SOP

No Proficiency

Professional Values, attitude and

conduct

Formative


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



18

Module

Reference

Working

towards

HCPC

SOP

No Proficiency

Professional Collaboration

Formative


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



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



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

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




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?

36






Student Signature:

Date:

37




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?

38






Student Signature:

Date:

39




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?

40






Student Signature:

Date:

41




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?

42






Student Signature:

Date:

43




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?

44






Student Signature:

Date:

45




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?

46






Student Signature:

Date:

47

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:

48




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

49




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

50




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

51




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

52




Student’s name:


you:

Signature:



next time?



Date:

Student Signature:

Date:

53




Student’s name:


you:

Signature:



next time?



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


Chosen Evidence:

57






58


Chosen Evidence:

59






60


Chosen Evidence:

61






62


Chosen Evidence:

63






64


Chosen Evidence:

65






66


Chosen Evidence:

67






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:


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


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:

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

Date post:	06-Oct-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

ONGOING ACHIEVEMENT RECORD...2017/09/02 · 1 Canterbury Christ Church University Faculty of Health...

Documents