for BSc (Hons) Physiotherapy

2019

Placement Handbook

Department of Health, Psychology and Social Studies

The UK Quality Code for Higher Education identifies the following ‘Expectation’ relating to learning and teaching, which higher education providers are required to meet:

‘Higher Education providers, working with their staff, students and other stakeholders, articulate and systematically review and enhance the provision of learning opportunities and teaching practices, so that every student is enabled to develop as an independent learner, study their chosen subject(s) in depth and enhance their capacity for analytical,critical and creative thinking’.

The University defines ‘placement’ as a period of work experience, either paid or unpaid:

Which is undertaken as an integral part of the student’s programme Where the student is enrolled at the institution during this period Where there is a transfer of direct day to day supervision of the student to

a third party[Adapted from the UCEA (2009) definition]

This handbook is a guide to the placement element of the programme you are studying. The formal regulations applying to the programme are the University of Cumbria Academic Regulations –accessible at the Academic Quality and Development Service website and the Programme Specification which can be found on the Programme Blackboard site. In the event of any information contained in this handbook conflicting with that in the Academic Regulations then the latter should be taken as the definitive version.

The information contained within this handbook may be subject to amendments and revisions. Please be informed that any revisions will supersede the information contained herein.

Important Note:The University has taken all reasonable steps to ensure the accuracy of the information contained in this placement handbook and will use all reasonable endeavours to deliver programmes in accordance with the descriptions set out within the handbook. Nevertheless, circumstances outside the University’s reasonable control may arise which limit its ability to deliver the programme as described. For example, the placement arrangements may vary from student to student depending on the circumstances of the particular placement provider, including if a particular placement provider were to withdraw or vary the conditions of the placement; there may be changes in the availability, or withdrawal of funding. Where reasonable and appropriate to do so, the University will make all reasonable endeavours to put in place alternative arrangements to achieve the relevant learning outcomes, and provided the University does so, it will not be responsible to the student for any failure to provide the programme in accordance with the placement handbook.

Glossary of Terms

CAT Common Assessment Tool

CPD Continuing Professional Development

CSP Chartered Society of Physiotherapy

DBS Disclosure & Barring Service

EE External Examiner

HCPC Health and Care Professions Council

HEI Higher Education Institution

HEA Higher Education Academy

HEE Health Education England

ILO Intended Learning Outcomes

MAB Module Assessment Board

ML Module Lead

PAd Programme Administration

PEF Practice Education Facilitator

PLI Professional Liability Insurance

PLSP Placement Learning Support Plan

PPD Pebblepad Professional Development

PE Practice Educator

PPT Practice Placement Tutor

PT Personal Tutor

PU Placement Unit

PVIs Private, Voluntary & Independent Sector

SASS Student Academic Support Services

UAB University Assessment Board

UoC University of Cumbria

VT Visiting Tutor

WCPT World Confederation of Physical Therapists

Contents

Page Number

1. Introduction

2. Finding a placement

3. Accommodation/Transport

4. Place in Programme of Study

5. Learning Outcomes

6. Assessment of Placement

7. Mentoring/Tutoring Arrangements

8. Responsibilities

9. Communication

10. Attendance

11. Access to library support and learning resources whilst on placement

12. Dress Code

13. Placement Evaluation

14. Health and Safety

15. What to do if you have concerns about your placement

16. Additional information

17. Information for Disabled/ SPLD Students and the Provision of Reasonable Adjustments

Appendices:

Illustrative Planner

Placement details form

Practice Placement Record

Learning Contract

Assessment Form

QPU2 Notification Form

Exemplar: Practice Educator Training programme

Disability Support Plan

Self Assessment form

Health & safety checklist

Tutor visit record

Study abroad student Checklist

Study Abroad/Exchange Risk Assessment Form

Travel Tips – study abroad and exchange programmes

International Placements (Health and Social Work programmes)

1. Introduction

Welcome to the practice placement element of your programme. This Handbook has been compiled to provide you with information pertinent to your practice based learning throughout your programme. It includes essential information which when read and understood will facilitate the success of your practice placements. You also need to refer to your Programme Handbook and to the specific Practice Placement learning module Blackboard sites as well as the Placement Unit Blackboard site, for further essential information, policies and forms. The My Cumbria webpages also provide information pertinent to practice placements:https://my.cumbria.ac.uk/Student-Life/YourStudies/Placements/Physiotherapy/

Copies of the policies and forms are not necessarily included within this Handbook as they are regularly updated and it is also expected that you will actively engage with Blackboard sites on a regular basis throughout your programme to access these.

1.1 Defining Practice-based Learning

The Health & Care Professions Council defines practice-based learning as:

“The clinical or practical experience that forms an essential part of an approved programme. It may take place in separate periods of time or throughout a programme.”

The University defines ‘placement’ as a period of work experience, either paid or unpaid:

• Which is undertaken as an integral part of the student’s programme• Where the student is enrolled at the institution during this period• Where there is a transfer of direct day to day supervision of the student to a third party[Adapted from the UCEA (2009) definition]

Within Physiotherapy a block of learning undertaken in a work setting is termed a “practice placement” (CSP 2015) and is referred to in this manner throughout this Handbook.

1.2 Practice Placements within Physiotherapy

Practice placements are an essential component of the Physiotherapy programme enabling you to develop the skills required to effectively interact with service users, carers and colleagues. They provide the opportunity to work closely with people in real settings and in real time. Each practice placement enables the integration of theory to practice in a realistic, meaningful and reflective manner to develop the generic and core skills required for professional practice. You will have the opportunity to apply and further develop knowledge; practice, consolidate and transfer existing skills and learn new skills relevant to each practice setting. You will experience practicing in a safe and ethical manner in a supported environment.

You are required to successfully complete a minimum of 1000 hours of assessed supervised work based learning (Chartered Society of Physiotherapy, 2015) to be eligible for registration with the Health & Care Professions Council (HCPC) and for professional membership of the Chartered Society of Physiotherapist (CSP) on the successful completion of the programme. Practice placement experience is essential in the development of competence to practice.

During the programme you will experience a variety of practice placements in a range of different settings. HCPC (2017) stipulate that you, as students “have access to an appropriate range of practice-based learning experiences which reflect the nature of modern practice and the range of practice settings of the profession they are preparing to enter.” The Chartered Society of Physiotherapy (2015) recommends that “each student should experience a balanced sequence of practice placements representing a diverse range of settings in which they are likely to practice on qualification…and “must also be enabled to develop their understanding of the wide range of individuals who can benefit from physiotherapy.”

The current ongoing changes within health and social care are creating many challenges for physiotherapists requiring them to work in ever more flexible and creative ways. These challenges also provide exciting opportunities for practice placements. Practice placements are, therefore arranged within traditional settings (NHS and Social Services) and non-traditional settings within the Private, Voluntary and Independent sector (PVI). This means you may have the opportunity to work with: children; older adults; younger disabled people. Adults and / or children with a physical disability, a learning disability and / or mental health difficulties. There may be the opportunity to undertake diverse role placements such as project placements, management role placements and emerging role placements.

During your practice placements you will be guided, supervised and assessed in your learning and development by a Practice Educator (PE). Practice Educators must be registered as Physiotherapists with the HCPC. Where this is not the case, such as during an emerging role placement, a Physiotherapist registered with the HCPC will be appointed by the University to undertake your professional guidance, supervision and assessment.

Practice placements are timetabled into the programme in a way which aims to enable you to integrate theories learned in the academic setting with the practical experiences gained during placement (see illustrative timetable, (Appendix 1). Practice placements Learning Outcomes have been developed to be progressive to reflect the graded nature of student development, enabling you to transfer knowledge and skills as well as develop new ones during each consecutive placement.

1.3 The NHS Constitution:

The values found within the NHS constitution (2015) are central to the delivery of the programme including practice placements at all levels. The core values are:

Respect and dignity: valuing each person as an individual

Commitment to the Quality of Care: striving to get the basics right every time (both from a technical and scientific standpoint as well as a psychosocial perspectives)

Compassion: having empathy for patients and striving to support patients, not because it is part of our professional role but because we care

Improving Lives: a professional approach will improve health and well-being as well as people’s experiences of the NHS

Working Together for Patients: putting the needs of patients before organisational boundaries

Everyone counts: NHS resources are for the whole community. No one must be left behind

The University’s Placement Learning Policy can be found here.My Cumbria information on university placements can be found here.

2. Finding a Placement

You must ensure that you have completed your placement details form (Appendix 1) and have updated the Placement Unit (PU) about any changes in your circumstances to facilitate the placement allocation process.

2.1 Practice Placement Tutors

There is a small team of Practice Placement Tutors (PPTs) at the Carlisle campus who are dedicated to ensuring quality in your practice learning experiences:Annie Levis: Placement Tutor Ann Noblett: Placement Tutor

Additionally, the responsibilities of these tutors are:

Development & support of practice placements. Liaison with Practice Education Facilitators (PEFs). PEFs are located in each Trust area and also have responsibility for ensuring that you have good learning experiences in the practice environment.

Evaluating and maintaining quality practice placements Locality based Update Sessions (with PEFs) Audit (with PEFs) Advising the PU on the allocation of practice placements in line with your

previous placement experiences and other requirements Supporting you whilst on your practice placement Preparing you for practice placements and de-briefing following

practice placements Developing new practice placements sites Supporting NHS Trust based Practice Education Facilitators (PEFs) Supporting Practice Educators Maintaining accurate and appropriate practice placement records Supervision role with some diverse role placements

2.2 Allocation of Practice Placements

The University’s Placement Unit (PU) is responsible for obtaining and allocating the practice placements Observation Placement, QPU1 (Introduction to Physiotherapy) PP1, PP2, PP3, PP4.

You will source your own placement for QPU2 a Negotiated Placement in close liaison with the placement tutor. This placement allows you to gain experience in a variety of settings recognising the diversity of Physiotherapy practice within the Health and Social Care sector (CSP, 2015)

You are required to have experience in a variety of settings (HCPC 2017) and the Practice Placement Tutors will work in association with the Placement Unit to ensure that you experience as wide a range of practice placements as is possible.

The majority of the practice placements are obtained within Cumbria and Lancashire, though placements are also utilised in the Isle of Man and South West Scotland. Merseyside, Cheshire, Greater Manchester and the Wirral are also utilised on occasion though these sit outside of the main placement allocation area.

Care is taken to ensure that, as far as is possible, there is fair allocation of local and more distant placements. Some practice placements require students to be car owners / drivers due to their remote location or dual bases and where you do not have your own transport this will be taken into account.

An essential information form needs to be completed by you at the beginning of the programme. This is used to assist the PU to allocate the placements.

The form is normally provided for you to complete during the Induction week and must be returned to the PU promptly. It is you’re your responsibility to inform the PU immediately if your personal circumstances change in such a way that may affect your placements eg: change of address; ill health and so on. You must complete a Change of Circumstances form (available on the PU BB site).

For a variety of reasons practice placements may be cancelled by the provider. Where this occurs the PU will endeavour to find and allocate another appropriate practice placement to you, if at all possible. Where this is not possible it may be necessary for you to undertake the practice placement at a later date. This would normally be when the next practice placement occurs or the summer vacation (if sooner). Where you are a practice placement behind your cohort you will need to undertake the deferred practice placement during the summer vacation period in order to progress into the next academic level.

For additional information please refer to:- Physiotherapy Practice Placement module Blackboard Site- PU Blackboard site

Note: Students are not able to undertake practice placements with teams that they have associations with. This might be, for example: relatives

working in the team, previous or current work as a member of staff within the team; or being a service user of that team. This is to prevent a conflict of interest and ensure all students receive a fair assessment whilst on practice placement within the organisation.Note: You must ensure that the details the University holds on you are correct eg: correct current address, telephone number as these are the details which may be used to allocate your placements (alongside your campus base).

2.3 On Allocation of your Practice Placement

Your practice placement allocation will be made available for you to view on the InPlace system. You will be notified once the allocations of the practice placements are ready to view. You need to access InPlace to view your practice placement allocation as soon as possible.Once you know where you are going you should make contact with the practice placement coordinator by email; their details will be available on the InPlace notification.Send an introductory letter and the Placement Information sheet to them no later than 15 working days before your practice placement commences (if you leave it any later than this there is a danger that your practice placement may be cancelled). Please ensure that all your correspondence is appropriately and professionally written. Don’t forget that first impressions count and this is your first point of contact with your practice placement provider; you will want to make a good impression.Copies of an example Introductory letter (Appendix 3) and the Placement Information sheet(Appendix 2) can be accessed on your Practice Placement Module Blackboard site.

2.4 Requesting a Change of PlacementYou may feel you need to request that your practice placement is changed. Your need to do so may be for a variety of reasons but practice placements can only be changed in very exceptional circumstances. The request must be discussed and agreed with the Practice Placement Tutor. A Request to Change Placement form must be completed and submitted to PU (available on the PU Bb site). The Practice Placement Tutor must sign it (if agreed to) before submission.If it is possible to do so, a different practice placement will be allocated to you. You must be aware that it is not always possible to do this and it may be that you have to defer your placement to the vacation period as a result if another practice placement cannot be found.

2.5 Negotiated Placement (QPU 2)

Students are expected to organise for themselves the final elective placement (EP) with guidance and negotiation with the Practice Placement Tutor. This will involve identifying an area of practice in which you hold an interest or wish to gain experience. You are expected to contact the relevant practice placement co-ordinator / educator and organise your own accommodation and travel arrangements. This will facilitate the

development of self-management capabilities and other key skills in preparation for employment as a Physiotherapist.

Supervision and assessment for the elective placement must be undertaken by a qualified Physiotherapist with the appropriate professional and statutory qualifications as recognised by the Chartered Society of Physiotherapy (CSP).

The elective placements may be taken within the United Kingdom or abroad. If you wish to go abroad you must ensure that the host country and Practice Placement Educator has qualifications which are recognised by the CSP in order for the placement hours and assessment to be valid. Students are expected to meet all costs incurred on placements undertaken aboard.

Process:

The PU has developed a clear protocol of obtaining your elected placements and this can be found on the Placement Unit Bb site.

It is recommended that you obtain confirmation of an offer for your elected experience in writing. If your experience is longer than 1 week you are also required to complete the Elective Placement form (available on the PU Bb site - also see Appendix 6) and return this to the PU and Practice Placement Tutor via e-mail. You should also ensure that the Practice Placement Educator receives an electronic copy of the Practice Placement Handbook (available on the Practice Placement Module Bb site and the BSc Programme Bb site)

2.6 Communication with University whilst on this placement:

You will not have a routine visit from a University tutor during QPU2.However, support will be offered if needed via communication eg telephone / e-mail or Skype

Examples of when more support may be offered include: student not achieving the expected level, inconsistency in expectations between student and educator, communication difficulties between student and educator (this is not an exhaustive list).

If additional University support is needed, you or your Placement Educator should make contact with your Placement Tutor in the first instance by telephone.

2.7 Professional Liability Insurance

It is strongly advised that you become a student member of the Chartered Society of Physiotherapists for the benefit of the Professional Liability Insurance (PLI) cover for non NHS practice placements in the UK. This is a requirement in many other countries eg. Northern Ireland, Republic of Ireland. When undertaking the Elective placement abroad you are advised to ascertain that the PLI meets the requirements of the host country. The CSP website www.csp.org.uk. has further information on this.

2.8 Disclosure & Barring (DBS) Checks

You are required to complete this process prior to joining the programme. Once you have DBS clearance this will normally last for the duration of your programme (unless you have a break in your studies). It is essential that you hold up to date DBS before you can be allowed to go out on any practice placement. If you do not have an up to date DBS this will mean that you are not allowed to go out on practice placement.

The DBS clearance document belongs to you. It is an essential professional document and must be treated as such. It is extremely important that it is kept safe. This is each student’s responsibility. You may be required to produce this for placements or visits necessary within the programmes.Failure to produce this may mean that you cannot attend that particular placement.

The University requests a DBS clearance prior to commencing the programmes and therefore pays for this. The University can only hold a copy of the DBS clearance for a very limited timescale and is not, therefore, in a position to provide a copy should it become lost. In the event that it is lost the University can only provide a covering letter stating that the student has current DBS clearance and a reference number. There will be an administrative charge for this. You can also apply for full clearance again at your own expense.

Some practice placements require an up to date DBS (ie. within 12 months). This is not a difficulty in the first year of study but in subsequent years you will need to have the DBS check re-done prior to going out on the practice placement. This needs to be done well in advance as there is often a time delay of a number of weeks. The Placement Tutors will inform you as early as possible prior to placement where this is an issue. Forms to update the DBS are obtained from the Student Admissions office. Any costs incurred are to be met by yourselfPlease note the following:•Those who intercalate or become external students will be required to apply for new DBS prior to their return to the University. The University will contact you regarding this before your return to study. If you do not have an up to date DBS this will mean that you are not allowed to go out on practice placement. The cost of this new DBS is met by the student.•Those undertaking practice placements in Scotland are required to have the Scottish equivalent of the DBS. This means applying for this if you are allocated a placement in Scotland. The relevant forms can be obtained from the PU and practice placement module Bb sites for this. There is no charge of this.

If good health or character status changes from the original DBS application you must inform the University Academic Lead for Physiotherapy immediately

2.9 Medical Clearance

You will be required to undergo clearance by Occupational Health, once you commence your programme, to ensure that you are in good health and have the required inoculations for practice placements. This is essential to safe guard your own health. If you have not received clearance from Occupational Health you will not be allowed out on practice placement. It is therefore essential that you attend all Occupational Health appointments.

Please note the following:

• Those who intercalate or become external students will be required to have further medical clearance prior to their return to the University. The University will contact you regarding this before your return to study.• Any new illness or injury should be declared if it may affect performance or ability to attend a practice-based learning placement.

3. Accommodation/Transport

3.1 Accommodation

Although you will need to travel to access practice placements the PU tries to allocate placements to limit travel to a maximum of within 1½ hours in each direction (AA Route Planner is used to guide this). Where travel is further you will need to consider staying away from your campus or home. Normally you would only be allocated these placements where accommodation is available.

Organising accommodation, where required whilst on practice placement, is the responsibility of individual students. Accommodation is now only available on some hospital sites; there is usually a charge for this. The PU has some information on this and on alternative accommodation when this is not available (available from BB site). Information may also be provided by the Practice Placement Educator or PEF.

3.2 Transport

Arranging transportation to and from the practice placement is also the responsibility of each individual student. You should ensure that before you commence your placement you are aware of how to get there and the time it takes. First impressions count and you do not want to be late on your first day of placement.

If you are required to use your car for practice placements you need to ensure that you have adequate insurance cover before the practice placement commences. You are advised to discuss this with your car insurance company.

3.3 Claiming expenses

You may be able to claim back some accommodation and transport expenses incurred during practice placement. Please read the Expenses Claim Guidance available on the PU Bb site. You are able to submit expenses forms during and / or at the end of each practice placement.Note: It is recommended that you make photocopies of the completed form and all receipts.

4. Place in Programme of Study

Practice placements are timetabled into the programme in a way which aims to enable you to integrate theories learned in the academic setting with the practical experiences gained during practice placements (see Appendix 1 for an illustrative timetable). They provide you with the opportunity to work closely with service users and carers in “real settings” and in “real time”.

Both Practice Educators, service users and their carers through their contact with you, have the opportunity to provide direct feedback to you in terms of your abilities, effectiveness and professionalism.

Reflection on practice placement learning is, therefore, an integral element of linking theory to practice both in the university and whilst on practice placement. This enables you to meet the necessary professional and academic requirements to practice as a newly qualified Physiotherapist.

4.1 Placement Structure

The BSc (Hons) Physiotherapy programme includes 4 introductory placement weeks in year one and 5 practice placements over years two and three. The length of the placements and where they sit within the programme has been developed in conjunction with the views of previous students and Practice Placement Educators. They have been timetabled to facilitate learning, skill development and ability to link theory to practice throughout the programme.

The first practice placement; PP0, is an observation week and this is followed at the end of year one by a three week introductory placement introducing you to principles of physiotherapy rehabilitation. Four six week practice placements follow as modules in their own right. Each practice placement module will assess physiotherapy skills and understanding of the different aspects of physiotherapy skills and theory in practice. The final elective placement (EP) of five weeks allows you to further develop the band five skills expected of you as a graduate physiotherapist. For the exact timing of the practice placement modules refer to the illustrative programme timetable (Appendix 1).

Practice Placements take place at all three levels as detailed below:

Level 4 4 weeks1 week Observation placement (PPO) (not formally

assessed)3 week Pass/Fail)

Introduction to Physiotherapy Practice(IPP)(

Level 5 12 weeksTwo x 6 weeks assessed placements

Level 6 17 weeksTwo x 6 week assessed placements.One 5 week Elective Negotiated placement (EP)(Pass/Fail)

4.2 Placement Hours

You are expected to undertake practice placements on a full time basis. This is normally a 37 ½ hour week (based on the NHS standard working guidelines). It may be possible to arrange the practice placement in a more flexible manner, but only in exceptional circumstances and by prior agreement with your Personal Tutor, Practice Placement Tutor and Practice Educator.

7 day working:Where it is normal working practice, you will be required to be involved in evening or weekend working.If this will cause difficulties you should discuss this with your PPT and PE. You will be notified, by the host organisation, prior to the placement commencing where this is a requirement.

Shift work:In some circumstances, where it is normal working practice, you may be asked to be involved in shift working. Where this will cause difficulties you should discuss this with your PPT and PE.

A record must be kept of the hours undertaken during each practice placement and an Hours form must be completed and signed by your Practice Educator this will either be on the electronic PARE system of via a hard copy document.

Note: Hours from failed practice placements do not count towards the minimum requirement of 1000 hours.

4.3 Study Time

You are entitled to a half day each week, for placement related study, for example: working on the Continuing Professional Development (CPD) portfolio, researching conditions, case study work.This study may be taken away from the workplace. The timing of this half day will be dependent on the practice placement demands and should be negotiated with your PE. It is possible to undertake a full day study every second week if this suits you and your PE better.

Note: This half day is already included in the placement hours (so not taking it will not increase your week’s hours on placement).

4.4 Summary of Practice Placement Hours

Total number of placement weeks = 32 weeksTotal number of placement hours = 32 x 37 ½ = 1200 hours

This allocation complies with the requirement for 1000 hours of practice placement during pre-registration education (CSP, 2015)

4.5 Supernumerary status of learners

You will undertake your practice placements in a supernumerary status. This means that you are additional to the service requirements and staffing establishment figures for your placement area.

However this does not mean that you are in a continual observational role; you will practice within your current educational level and make an increasing contribution to the work of the practice area whilst under supervision.

As your experience develops you will be expected to progress from dependent practice through assisted and minimal supervised practice to independent practice during the programme.

4.6 Placement costs

Practice placements can be costly and you should plan ahead to budget for this. Practice Placement costs may include the following:

• Accommodation & Transport:The cost of accommodation and transport is met by you in the first instance. It may be possible for you to claim accommodation and travel expenses costs back (see Section 3.3)

Examples of placement costs

A six week placement in Lancaster in non-commercial ( ie University or NHS accommodation) could cost £800 including weekly travel back to University. Whereas a six week placement in Blackpool in private accommodation could cost up to £1000 including weekly travel back to university.

• Costs of Placements Abroad:Where students undertake practice placements aboard the costs for accommodation, transport, medical, personal and additional liability insurance is met entirely by the student. Reimbursement claims cannot be made.

• Professional Liability Insurance:It is strongly advised that students become registered with the Chartered Society Physiotherapy for the benefit of the Professional Liability Insurance

cover. This is essential for non NHS practice placements in the UK (refer to Section 2.5)

• Car insuranceThe cost of additional insurance cover where a car is required for practice placements is met entirely by the student (refer to Section to 3.2)

• DBS

Replacement DBS costs are met entirely by the student (refer to Section 2.6)

• Financial Support

If you feel that you are unable to meet the cost of practice placements you should seek advice / support from https://my.cumbria.ac.uk/media/MyCumbria/Documents/PlacementLoans.pd f

Note: Placement allocations cannot be changed on the basis of lack of finances – it is your responsibility to ensure that you plan for your placement in advance in terms of costs.

5. Learning Outcomes

5.1 Achievement of Learning OutcomesThe Learning Outcomes of practice placement learning will include professional competencies. All students, regardless of disability, will need to be able to meet the professional competencies that are required by the Physiotherapy profession. These are subject to regulation and criteria by the CSP and HCPC.The University is not required and is unable to adjust the required professional competencies or the level of competency required. Individual guidance is available on reasonable adjustments that may be available to support you to meet the required professional guidelines.You should be aware that the University is supportive of providing reasonable adjustments related to assessment methods/ demonstrations of the required skills/ and or learning outcomes.

5.2 Observation Placement

Aims of Practice

Placement:

The aim of this observation placement is to begin to develop the Standards of Proficiency( HCPC, 2013)required for successful registration.

Intended Learning Outcomes:

On completion of the module you will be able to: Describe activity in a specified placement location

- Demonstrate emerging professional communication skills with colleagues, service users, their relatives and carers.

- Demonstrate a basic understanding of the need to establish and maintain a safe practice environment.

- Demonstrate emerging skills of self awareness with the ability to identify and articulate your own professional needs.

Assessment:

This is an OBSERVATION module only and is not assessed. However, Practice Placement Educators are asked to comment, briefly, on your professional behaviour during the week (see Appendix 4).

5.3 Introduction to Physiotherapy Practice( HRBP 9101)

Aims of Practice Placement:

The aim of this placement is to begin to develop student physiotherapy practice working towards the Standards of Proficiency( HCPC, 2015) required for successful registration. The placement will be closely supervised and allow students to use their supervisor as a role model and practice the foundational aspects of the physiotherapy process. Professional socialisation and the ethical and legal framework of physiotherapy practice will be stressed.

Intended Learning Outcomes:

On completion of the module you will be able to:

With assistance demonstrate safe and professional communication skills with colleagues, service users, their relatives and carers.

With assistance complete an effective subjective assessment. With assistance safely select and carry out aspects of an objective

assessment and contribute to decision making regarding physiotherapy management planning for the service user.

With assistance accurately document and maintain physiotherapy records in accordance with applicable legislation, protocols and guidelines.

Practice as a safe and reflective professional. Select appropriate evidence of meeting the standards, guidance and codes of the regulatory and professional bodies to contribute to your professional development portfolio.

Practice Placement Report = Pass/Fail ( Appendix 5) Qualificatory: Professional Development Portfolio evidence.

5.4 Level 5 Modules PP1( HRBP 5003 ) and PP2( HRBP 5004)

Aims of Practice Placement:

To allow students to develop a breadth of clinical experience reflecting the wide range of physiotherapy practice which will be encountered on graduation. Each placement will develop transferable skills such as assessment, critical appraisal and evaluation; clinical reasoning and problem solving, caseload management, communication and teamwork.

Intended Learning Outcomes:

On completion of the level 5 modules you will be able to:

Demonstrate professional and appropriate communication skills with colleagues, service users , their relatives and carers.

With guidance demonstrate the effective identification and assessment of the health and social care needs of service users.

With guidance formulate, deliver and review physiotherapy management plans using analysis and evaluation of examination information, research, reasoning and problem-solving to determine appropriate actions.

With guidance accurately document and maintain physiotherapy records in accordance with applicable legislation, protocols and guidance.

Demonstate consistently safe, professional and reflective practice. Select appropriate evidence of meeting the requirements of the regulatory and professional bodies to contribute to your professional development portfolio.

Assessment:

Practice Placement = 70% (CAT document level 5 report HRBP 5003 and HRBP 5004)

Portfolio Building presentation or written assignment =30%

5.5 Level 6 Modules PP3( HRBP 6001) and PP4( HRBP 6004)

Aims of Level 6 Modules:

The aim of each placement module, building over the course of the programme, is to allow students to develop a breadth of clinical experience reflecting the wide range of physiotherapy practice which will be encountered on graduation. Each placement will develop transferable skills such as assessment, critical appraisal and evaluation; clinical reasoning and problem solving , caseload management, communication and teamwork.

PP3 (HRBP 6001)

Intended Learning Outcomes:

On completion of this module you will be able to: Consistently demonstrate professional and appropriate communication

skills with colleagues, service users , their relatives and carers. With minimal guidance demonstrate the effective identification and

thorough assessment of the health and social care needs of service users. With minimal guidance formulate, deliver and review physiotherapy

management plans using analysis and critical evaluation of examination information, research, reasoning and problem-solving to determine appropriate actions.

With minimal guidance accurately document and maintain physiotherapy records in accordance with applicable legislation, protocols and guidance.

Demonstrate consistently safe, professional and reflective practice. Select appropriate evidence of meeting the requirements of the regulatory and professional bodies to contribute to your professional development portfolio.

Assessment:

Practice Placement = 70% (CAT document level 6 report)

Professional Development Portfolio presentation or written assignment = 30%

PP4 (HRBP 6004)

Intended Learning Outcomes:

On completion of this module you will be able to: Consistently demonstrate professional and effective communication skills

with colleagues, service users, their relatives and carers contributing to collaborative team working and service user engagement.

Independently and consistently demonstrate the effective identification and thorough assessment of the health and social care needs of service users.

Independently and consistently formulate,deliver,review and justify physiotherapy management plans using analysis and critical evaluation of assessment information, research, reasoning and problem-solving to determine appropriate actions.

Independently and accurately document and maintain physiotherapy records in accordance with applicable legislation, protocols and guidance.

Demonstrate consistently safe, professional and reflective practice. Select appropriate evidence of meeting the requirements of the regulatory and professional bodies to contribute to your professional development portfolio.

Assessment:

Practice Placement = 70%Clinical Reasoning Presentation= 30%

5.6 EP Elective Placement( HRBP 9102)

Aims of Practice Placement

The aim of the module is to prepare you for employment as a qualified physiotherapist, facilitating the development of self- management capabilities. You are encouraged to identify gaps in their experience profile or areas in which further consolidation of knowledge and skills would be beneficial.The aim is that by the end of placement you should be managing a workload approaching that of a newly graduated band five physiotherapist.

Intended Learning Outcomes:

On completion of this module you will be able to: Consistently demonstrate professional and effective communication skills

with colleagues, service users, their relatives and caers, contributing to collaborative team working and service user engagement.

Independently and consistently demonstrate the effective identification and thorough assessment of the health and social care needs of service users.

Independently and consistently formulate,deliver,review and justify physiotherapy management plans using analysis and critical evaluation of assessment information, research, reasoning and problem-solving to determine appropriate actions.

Independently and accurately document and maintain physiotherapy records in accordance with applicable legislation, protocols and guidance.

Practice as a safe and critically reflective professional. Critically review your personal development portfolio and its ability to successfully evidence your

fulfillment of statutory and professional body requirements as a band five physiotherapist.

Assessment:

CAT document Level 6 Report = Pass/FailQualificatory: Professional Development Portfolio evidence. This will be your

final submission of your portfolio. Evidence of adherance to all the HCPC Guidance on conduct and ethics( 2016) will be required. The portfolio will be marked on a pass/fail basis.

Learning outcomes of placement learning will include professional competencies. All students, regardless of disability, will need to be able to meet the professional competencies that are required by the different professions which are subject to national regulations and criteria. The University is not required and is unable to adjust the required professional competencies or level of competency. Individual guidance is available on reasonable adjustments that may be available to support you to meet the relevant professional guidelines. All students should be aware that the University is supportive of providing reasonable adjustments related to assessment methods/ demonstrations of the required skills/ and or learning outcomes. Please see section 17 and Appendix 4 for further details

6. Assessment of Placement

6.1 Practice Placement Assessment Strategy

Practice Placement modules PP1, PP2, PP3and PP4 are assessed in two parts:

A) Practice placement: 70% of module markB) Pebblepad Professional Development (PPD) Portfolio : 30% of the

module mark

Qualificatory Placement Units QPU1 and QPU2 are assessed on a pass/fail basis and do not contribute to your overall degree classification. These Units need to be passed to be able to progress into the next year of study.

6.2 Assessment of Practice Placements

Formal assessment of the practice placements will occur during the following modules: a grade will be awarded to your performance during your placement and a grade will be awarded to your Pebblepad Professional Development (PPD) Portfolio. Thus your Levels 5 and 6 practice placement module grades will count towards your degree classification:

Physiotherapy Practice 1Physiotherapy Practice 2Physiotherapy Practice 3Physiotherapy Practice 4

Assessment of performance on practice placement is an integral part of the Physiotherapy programme. Its purpose is to ensure that you develop professional skills and operate competently within the practice setting at the expected level.

You will be given ongoing informal feedback throughout your practice placement by your PE in activities such as formal supervision sessions, informal discussion, or instruction whilst performing activities and case discussions. This is a two-way process and you will take increasingly more responsibility for reflecting on and evaluating your own performance during practice placements. This will enable you to improve performance, progression and establish on-going development needs.

A formative report will be completed at the mid-point of the practice placement using the appropriate Common Assessment Tool (CAT document, see Appendix 4) and via PARE North West. The document will be completed collaboratively by you and your PE. Strategies to rectify any identified weak performance will be discussed at that time, if not already in place. It is usual to have this document available to discuss with the visiting tutor during the placement visit.

The formal summative assessment will usually occur during the second half of the last week of the placement. The CAT document will be completed collaboratively by you and your PE. The PE must however make the final decision and complete the summative CAT document. The PE should also make recommendations, relating to your performance, in order to give you feedback on areas of strengths and/or weakness which you may need to develop during future practice placements. Your Learning Contract (Appendix 4) also contributes to the assessment process in terms of documenting your progress towards your own personal learning objectives.

You should be allowed some private time (normally 48 hours, and not less than 24 hours) to consider the completed CAT document. Both you and your Practice Educator have the opportunity to make comments on this form and you must both sign the form. The master copy of both the formative and summative CAT documents must be submitted to the University by a designated time following completion of the placement (refer to specific Practice Placement Module Guides on Blackboard). Note: You are also required to submit your CAT document to your Continuing Professional Development (CPD) Portfolio.

You will be notified of your practice placement module grades via the appropriateBlackboard site Grade Centre facility. All practice placement CAT documents, Learning Contracts, Hours forms, Pebblepad portfolios and module grades will be made available for scrutiny by External Examiners and presented to the University’s Module Assessment Boards and University Assessment Boards for external scrutiny and ratification of marks.

6.3 The Assessment Form

The assessment form is divided into two parts:

Part 1 comprises ten aspects of practice that contribute to the overall assessment of your performance. These are based on the Standards of Proficiency for Physiotherapists (HCPC 2013) and the KSF Dimensions (2010). These are grouped into four areas: Inter-professional Skills Management of SelfManagement of Service users / Carer Documentation / Informatics

Part 2 relates to safety and professional behaviour.

Both Parts must be passed in order to pass the placement.

All sections are required to be completed. Your PE will write a commentary about your performance and feedback is also sought from Public and Patient involvement PPI (service users and /or their carers).The assessment form (see Appendix 5) detail the assessment profiles you are expected to achieve on each placement. Practice Educators are expected to complete the assessment form at the end of the placement with reference to:

• the profile of attainment for the placement, in relation to the defined grades and in considering your level within the programme• the University set aims and learning outcomes identified for the placement• the personal learning needs identified in your learning contract

6.4 Passing and Failing the Practice Placements Modules:

Both the practice placement and the CPD portfolio & discussion must be passed in order to pass the module.

If you fail one element of the module you are only required to undertake the failed element again. For example: If you fail the placement but pass the portfolio element you would only be required to undertake the placement again. If you pass the practice placement but fail the portfolio you will only undertake the portfolio discussion again.Please also see 6.5 below on failing the practice placement.

Please note:It is essential that all practice placement paperwork is submitted to the University e.g. half way and final reports, hours forms, learning contract and the evaluation completed on the PARE system at the end of every placement. All documentation must include your name and the signature of your PE. Documents will not be accepted by the University until the PE signatures are in place.You will be notified of how to submit the paperwork during the practice placement modules.

6.5 Failing a Practice Placement:

This section should be read in conjunction with the Programme Handbook and the relevant Practice Placement Report form.

There are a number of reasons why students might fail a practice placement (Duffy 2013). In most cases the outcome of retaking the placement is a positive one and students benefit from having the extra opportunities the additional weeks on practice placement affords them.All practice placements must be passed in order to be eligible for registration with the HCPC. Failed placements are not condoned and must be redeemed before you can progress into the next level of study. This would mean that you would retake the placement at the next placement opportunity or during the summer vacation period (whichever is the sooner). If you fail the placement at the resit opportunity you must leave the programme (CSP 2017).You should discuss the reasons for the failure with your PT and the Practice Placement Tutor as soon as you can following the placement so they can help you to develop the skills you require to successfully complete your resit.

You should also note the following:

• You are only allowed one resit attempt at a practice placement and practice placement module (CSP, 2017).

• Hours from failed practice placements do not count towards the minimum requirement of 1000 hours.• If you have started a practice placement you will be withdrawn if a Confirmed Fail is awarded, for any module, during the course of that placement.• If you are due to go out on practice placement when a Confirmed Fail is awarded the placement will be cancelled even where an appeal is to be submitted.• Where you have been identified (by your PE) as possibly failing a practice placement an Action Plan(s) should be put in place to support you in order to achieve a pass. In some circumstances ie: where a pass is deemed to be irretrievable (by the PE and a university tutor; who is usually the tutor undertaking the placement contact) the practice placement may be terminated early and a fail awarded.

Please note:It is essential that all practice placement paperwork is received and submitted to the University e.g. half way and final reports, hours forms, learning contract and the evaluation completed on the PARE system, even and especially when a student has failed the placement.

7. Mentoring/Tutoring Arrangements

In line with the Health & Care Professions Council (2017) and CSP (2015) students and Practice Educators are provided with appropriate guidance and support in preparation for, during and following practice placements. Please also refer to Section 9.

All new practice educators are expected to attend an 'Introduction' session on supporting students on placement prior to taking students. If this isn't possible for any reason individual support via the PEF and /or placement tutor is provided. All practice educators are expected to engage in annual

updates. The training is delivered by the Practice Education Facilitators in a range of practice settings to meet the needs of the clinicians who are spread across a wide geographical rural area (See Appendix 7). Exemplar training programme). The placement tutors attend the afternoon component of the training day to update staff on issues of interest and to share information about curriculum developments once a year in each regional location. The University powerpoints and handouts are provided as a reference resource for all practice educator staff.

Practice educators are given individual support by the placement tutor or the visiting tutor when they encounter specific issues, for example how to support a student with a particular learning need on placement. The training status of practice educators is captured within the placement audit which is undertaken every two years and any lapse of staff mentorship training would be highlighted at this stage. A database of staff attendance at training is held by the relevant PEF.

The PARE evaluation system captures student feedback on the quality of the practice educator supervision; in the event of negative feedback, the PEF in liaison with the placement tutor offer appropriate support to all parties involved and additional education for the Practice Educator should this be required.

PEFs and Practice Tutors meet formally four times a year at the University Placement Partnership Meeting to share information and collaborate on developing practice initiatives and to ensure required training of clinical educator has taken place. Training attendance is also formally audited on a two yearly basis.

7.1 Practice Placement Preparation and Feedback

Each practice placement module includes a number of taught sessions, workshops and / or mandatory practical sessions. These sessions link the module content to the practice placement and introduce some of the skills required. They familiarise you with the module and the level of expectation required of them during placement. The specific aims and learning outcomes of each practice placement are reinforced and you will be given the opportunity to identify personal learning objectives which can be incorporated into your practice placement Learning Contract (Appendix 4).

On return to the university you will attend a cohort evaluation session to “enhance learning by reviewing and reflecting on the practice experience” (Mackenzie 2002). This also facilitates disengagement from practice placement and re-engagement with the academic setting.

Content of the taught and evaluation sessions may include the following: communication; use of supervision; reflection and reflective tools such as SWOT analysis, logs and diaries; clinical reasoning; risk management and decision making; relevant theory, as well as professional conduct issues.

All the module preparation and evaluation sessions are mandatory. Additionally, you are expected to meet with your Personal Tutors (PTs) to discuss and review your placement experiences and CPD portfolio in a one to one setting.

Material supporting all practice placement sessions are posted onto Blackboard and you should check the appropriate module Bb site regularly for updated notices and information.

7.2 Supervision

Throughout each practice placement you will receive supervision from your PE this may be formal (a formal 1:1 meeting) or informal (a talk in the car for example). The purpose of supervision is:• to provide an opportunity for you to discuss your work, development and learning during the placement with your PE• to reflect on experiences and to use this reflection for further development and learning• for the PE to provide constructive feedback to you on your progress.

It is usual for the practice placement intended Learning Outcomes, Learning Contracts, Formative and Summative reports to be discussed.

7.3 Placement Visit

A tutor from the programme will normally visit you during the practice placement around the halfway point, except QPU2 where a telephone contact will be made and PP2 and PP4 where no face to face visit is usually made and contact is via a telephone call or a skype meeting. For QPU2, PP2 and PP4 you and the PE’s can request a visit if this is felt to be necessary. Where there are significant travelling distances involved for the tutor this visit may be undertaken as a telephone call, videoconferencing or by e-mail. The intention for this will be discussed with you before the placement commences. Arrangements for the half way telephone / e-mail / VC contact will be made in the same way as for a visit.

These visits / contacts are intended to: Support and facilitate your learning Support the Practice Educator Provide an opportunity to liaise between university and practice settings Ensure parity of assessment across the practice placement sites

Provide a means of monitoring if placement learning outcomes are being met Provide an occasion for problem solving Provide an opportunity for mutual education Strengthen the relationship between practice settings and the university

Process:It is YOUR responsibility to arrange this visit / contact: Prior to your placement commencing you should:

Look at the Visiting Tutor list (on INPlace) to determine who your VT is You should make contact with your VT to obtain possible appointment dates and times

In your first week of placement you need to:

Confirm the placement visit date and time with your PE and VT

Ensure your VT knows where they are coming including an address and telephone numbers, site maps and directions.

The following will usually be discussed during the practice placement visit:

The Half Way (Formative) report The practice placement Learning Outcomes Your personal Learning Contract / development plan The strengths and weaknesses of the practice placement area Your strengths and weaknesses in relation to the practice placement The CPD portfolio and the collection of appropriate evidence A profile of your work Pastoral issues Any pertinent issues raised by you, the visiting tutor or the Practice Educator.

Each visit may be organised in a suitable way for the placement but a useful format is: Student and VT meet (it is valuable to have documents such as: Learning Contracts, Halfway Report) The VT and PE meet A concluding meeting between student, VT and PE to sum up, agree future goals or action plan as necessary.

If you, the PT or VT feel additional contact and / or visits to be necessary then these will be arranged. At each visit the visiting tutor will document a short report on the findings of the visit (Practice Placement Visit Report form (see Appendix 9).

Where this visit is to be undertaken by a newly appointed tutor they will be mentored by a more experienced member of staff for the first few visits. The format and purpose of the visit will be explained by the Practice Placement Tutor.

7.4 The Learning Contract

In addition to the Half-way and Final reports, students also complete a Learning Contract (Appendix 4) which documents progress achieved during the course of the individual placement. The Learning Contract is student- centred and designed to enable you to identify your own personal learning needs in the context of previously acquired skills and experience. Use of the Learning Contract enables you to become a partner in your practice education, and to identify and use your preferred learning strategies.

The Learning Contract enables you not only to take responsibility for your own learning, but also to form a genuine partnership with your PE. You are expected, in collaboration with the PE, to begin to identify your own learning needs and opportunities during the first week of the practice placement. Goals should also take into account the university’s aims and learning outcomes for the level of placement.

7. 5 Continuing Professional Development

You will be expected to use your practice placement experience to continue to update your portfolio. Copies of practice placement reports, learning contracts and hours forms should be included within this CPD portfolio. You will also be required to include reflective writing and other set work appropriate to your level of study and the individual practice placement module. Discussion and instruction on these requirements will be included in the module taught sessions.

7.6 The Reference File

It is recommended that you develop a reference file of relevant information for each practice placement. This should be checked for accuracy by the Practice Educator but will neither be marked nor contribute to the placement grade. This should aim to collect information which can be used as reference material to inform and complement university based learning.

7.7 Support for Practice Educators

Practice Educators are highly valued and essential members of the education team. They are supported in a number of ways by the Physiotherapy programme and Practice Placement Tutors:

The University Practice Placement Tutors and the NHS Trusts provide “in house” mentorship modules contributing to PEs own CPD Locality Update days: discuss practice placement concerns and experiences, as well as any proposed changes or developments within the programme which will affect practice education Locality based refresher sessions which aim to focus on the needs of teams and individual educators Locality based practice placement meetings which focus on practical and organisational issues One to one meetings / phone calls / e-mail for personal support for example: where a student is finding it difficult to meet practice placement learning outcomes, Half way visit University facilities where further support is required for students, for example: where the student has special needs and for the exceptional student where the educator may require further support in enabling this student to reach their potential.

Many Practice Educators develop close links with the university and become actively involved in its business for example: interviewing prospective students, university based sessions and assessment. They may sit on committees or be involved in meetings / focus groups and joint research projects to enable us to develop programmes which meet the needs of the modern workforce requirements.

7.8 Accreditation of Practice Educators

It is not an essential requirement (for HCPC or CSP) that Practice Educators hold formal qualifications to be able to support students during placements. However, the programme is continually working towards facilitating the mentorship skills of all Practice Educators to ensure a quality practice education experience for all students. To this end the NHS Trusts run “mentorship modules” designed to facilitate the knowledge and skills required for the support of students during practice placements. The ongoing support of learning and teaching in practice is a mechanism whereby quality practice placements can be assured.

7.9 Core Skills Framework

This is an initiative developed by Health Education England which aims to decrease duplication and to standardise the delivery of statutory and mandatory skills required by students for practice placement and employment. It is supported by Health Education England e-Learning for Healthcare (HEE e-LfH).

There are a number of core skills modules included within this framework, covering a range of topics including: Safeguarding; Health and Safety and Information Governance topics. These modules are delivered and completed online.

This mandatory training ensures you are safe to start/continue to access your practice placements. It is, therefore, expected that you will complete these at the beginning of each academic year. Failure to do so may well mean that your next placement is delayed. Achievement of the learning associated with these topics will be entered onto a central Core Skills Register and ultimately a Student Passport. You are able to print off a certificate for each module and are encouraged to do so as proof of completion and also for your PPD portfolios.

All BSc students are required to complete all level 1 (and some Level 2) modules in your 1st year; some further modules in 2nd year and all modules again at level 3 in the 3rd year).

You can access the e-lfh website via: http://portal.e- lfh.org.uk/Account/logon. A unique username and password will be generated for you at the commencement of the programme and this will remain active for the programme’s duration. You will receive log-in details to your University e-mail account.

If you experience difficulty in logging-in you should contact the e-lfh support team: http://portal.e-lfh.org.uk/contact_us.If further problems continue then learners should e-mail one of the Placement Tutors.

8.Responsibilities

Students, Practice Educators and visiting tutors have responsibilities in ensuring that the practice placements are successful.

8.1 Responsibilities of the Practice Educator

You will be assigned a Practice Educator whilst on placement. On some placements you may have more than one PE but one individual will be assigned the overall responsibility for the assessment. All PE’s will have the appropriate skills, training and preparation to provide support during the practice placement and will have had at least one year’s practice prior to taking students. Where the person responsible for you on a day to day basis during your practice placement is not a Physiotherapist, (ie. diverse role placements) supervision and assessment will be provided by an HCPC registered Physiotherapist approved by the university.

Practice Educators are responsible for:

Providing a suitable practice based learning experience that takes into account health and safety and ensuring there is an adequate number of qualified and experienced staff within the department Ensure that you receive adequate induction into the placement setting including: orientation to the department; local policy; health & safety, risk management Ensuring that they have the necessary skills to facilitate work base learning Ensuring that they regularly update their Practice Educator practice by attending Up Date sessions Facilitating student’s learning and development by providing appropriate learning opportunities Evaluating student’s progress during practice placement Ensuring an appropriate and supportive relationship is developed where the student can develop Providing and documenting constructive and regular formal and informal feedback to guide progress (usually at least 1 hour’s formal supervision per week) Formal assessment of student’s practical ability Evaluating student’s preparation for practice placement Providing students with appropriate information regarding the placement prior to the placement commencing Contacting and discussing issues affecting student performance with Practice Placement Tutors and PEFs where further support is required Ensuring that Action plans are put into place to support students who are identified as failing whilst on placement Ensuring that service users, carers and / or families understand the student role and receive consent for student involvement in interventions Ensuring students have access to essential policies Ensuring the Practice Placement Charter is displayed within the department and that students have read this

8.2Responsibilities of the visiting tutor

A tutor, usually from the Physiotherapy programme, will visit during each practice placement except for PP2, QPU2 (a telephone contact / Skype meeting will be made) and PP4 (unless a visit is requested) (see section 7.3 Half Way Placement visit).

The visiting tutor is responsible for:

Providing the student and Practice Educator with constructive feedback

Supporting the Practice Educator in their role Supporting the student in the learning environment Enabling the development & monitoring of an appropriate action plan where necessary Evaluating the placement, student’s performance and the Practice Educator’s role after each visit Moderating placement assessments, ensuring that the placement assessment is being undertaken fairly and in line with the university’s requirements.

8.3 Responsibilities of the student

Students are responsible for:

Ensuring that all checks required for practice placements are complete prior to the first placement. Failure to do so will result in you not being allowed out on placement eg: DBS, inoculations and Occupational Health checks. Ensuring that all relevant Core Skills modules are complete prior to the first placement in that academic year Being prepared for each placement; for example: you should have done relevant background reading relating to the placement speciality and identifying your own specific learning needs. Preparing and forwarding an information sheet, introductory letter and SPLP (if applicable) to the Practice Placement Educator in good time (no later than 3 weeks) prior to the commencement of the placement (both are available on the Practice Placement Bb sites and the PU Bb site) Attending the module launch and evaluation sessions Behaving in a professional manner (see section below – Professional Behaviour during placement) Ensuring that the practice placement site Practice Placement Charter is read and followed (NHS sites only) Demonstrating enthusiasm and motivation to learn Taking increasing responsibility for an appropriate learning contract / learning development plan which is ongoing throughout the practice placement, in negotiation with the PE (Appendix 3) Understanding the function and management of the practice setting in which the placement is situated Taking increasing responsibility for managing and recording supervision Reflecting on your practice Demonstrate links between theory and practice Alerting the PE and PPT to any issues which might prevent progress or successful completion of the placement Formally evaluating own progress throughout the practice placement Discussing learning experiences with the PE at the end of placement Completing the online evaluation form on the completion of placement Contacting PPT if there is concern about standards of safety in relation to contact with clients, levels of support and supervision, for example: if the PE is off sick and a replacement has not been found who can support and supervise. Collecting any information of value to academic modules, assignments and CPD portfolios (bearing in mind issues of confidentiality at all times)

Photocopying placement assessment documentation for Professional Development Portfolio Ensuring that all required placement paperwork is submitted as stipulated within the module guide Ensuring the practice placement is evaluated on the PARE system as required Raising areas of concern relating to standards of practice with the Placement provider and University (see 8.5 below) Ensuring the NHS constitution is followed Ensuring that you abide by Trusts / organisations policies fully during the placement. With particular emphasis on confidentiality and data protection. Eg: never be tempted to undertake placement paperwork on your own computer / other devices where service user names and details are listed (the Trust / organisation may wish to wipe clean your computer hard drive); do not use a memory stick on work computers.

8.4 Professional Behaviour during placement:

The public has a right to expect the highest possible standards of behaviour and professionalism from all its Physiotherapists and that qualifying Physiotherapists are fit to practice.

The University has developed a well-established Fitness to Practice Policy (University Fitness to Practise Policy) for student health professionals which is aligned to the HCPC and RCOT Standards and Student’s Codes of Conduct. Students will be expected to read, familiarise themselves and adhere to the requirements for professional behaviour and attitude at all times in university, practice placements settings and in their personal / public lives.

All students are expected to comply with the following codes of conduct at all times, Failure to do so may result in a Fitness to Practice procedure being implemented:

University of Cumbria Student Code Of Conduct https://my.cumbria.ac.uk/Student - Life/Support/Responding - to - your concerns/Student - Code - of - Conduct/

CSP Code of Ethics and Professional Conduct http://www.csp.org.uk/publications/code - members - professional - values - behaviour

HCPC Guidance on Conduct for Students: http://www.hcpc - uk.org/assets/documents/10002D1BGuidanceonconductandethicsforstudents

.pdf

8.5 Using the Learner’s Voice for better Learning and Better Care

Learners have an important role in raising concerns about the standard of care (Francis Report, 2013). You will face unfamiliar and challenging situations, but this cannot account for witnessing problems with care delivery, the environment, clinical resources or believing someone is being put at risk, abused or neglected.

Your view is respected and will be acknowledged and acted on. You should be able to raise any questions or concerns with your PPE and not fear reprisals or negative feedback.If you have a concern, speak to someone:1. Speak to your PE2. If you are not able to speak to them for any reason, talk to the placement manager or a lead clinician3. Contact the leads for education in practice (e.g. Practice Education Facilitator, Undergraduate Medical Education Manager, or Cadet Lead).*4. Use the local incident reporting system* or speak to the Patient Safety team.*5. If you are not happy to raise the issue with the placement, contact your PPT or PT.

Health Education England and your placement and education providers work in partnership to ensure the safety and quality of the learning environment. Concerns raised by learners provide a learning opportunity and will be taken seriously, acted on and outcomes shared

*Can be found within NHS Trusts

9. Communication

There are a number of ways in which information regarding practice placements is communicated to you. Announcements about practice placements, module launch and evaluation sessions, are regularly posted onto the Practice Placement Module Blackboard sites. Placement allocations are posted onto the PU Bb site. In addition, notices may be sent to you by e- mail. You are expected to check all these methods daily especially when your practice placements are being organised or are imminent.

Programme tutors may also need to contact you whilst you are on practice placement. You should, therefore, ensure that the University has up to date details of your address, telephone number and emergency contacts. The PU has the contact details of Practice Educators and PEFs. However, when you arrive on placement and find your educator, site or contact details have changed due to unforeseen circumstances it is your responsibility to inform Practice Placement Tutors and the PU immediately and supply your new details.

Whilst you are out on placement you will also need to check your e-mails and Blackboard sites for information on evaluation sessions and future academic modules as well as other notices. The practice placement module Blackboard sites host discussion boards by which you can communicate with other students whilst on placement for additional support for example to discuss interventions, roles and so forth. This board is to be used for placement related communications (ie. not for social use). Further communication is also offered by way of the half way visit or telephone call from your allocated visiting tutor (see section 7.2 for further details).

9.1 Contact details

You may need to contact university tutors whilst on placement and can do so by telephone or by e-mail.

E-mail contact:Students should use e-mail (using your University email account) to contact the Practice Placement Tutor for quick enquiries where a discussion is not required for example: I need to take a day off for a hospital appointment is this OK? How will this affect my hours? My department has two days for this Bank Holiday do I do the same? How do I calculate my hours? Email should also be used when students are unable to make contact by telephone.

Telephone Contact:Students should telephone the Practice Placement Tutor where the query is more complicated than can be dealt with by e-mail ie. When discussion and / or advice is required for example: you have had a period of sickness and are concerned regarding the effect this will have on your placement hours and ability to achieve the practice placement outcomes and assessment profile.

• Contacting the University

PEs and students are encouraged to consult with university staff if difficulties begin to arise as early as is possible during the placement so that remedial action can be facilitated.Note: An immediate response is not always possible but tutors will make contact as soon as they are able too.

University of Cumbria Lancaster: Main switchboard: (01524) 590800

University of Cumbria Carlisle: Direct dial telephone: (01228) 61 plus extension

Email addresses: [name].[surname]@cumbria.ac.uk (e.g. annie.levis@cumbria.ac.uk)

HEAD OF DEPARTMENT

Alison Hampson (Carlisle) Extension 6344

PRINCIPAL LECTURER

Karen Morris (Carlisle) Extension 6171

PROGRAMME LEADER

Frances Sapsford (Carlisle) Extension 6341

PRACTICE PLACEMENT TUTORS

Annie Levis (Carlisle) Extension 6023

Ann Noblett (Carlisle) Extension 6281

TUTORS

Steve Rowell Extension 6032Alex Benham Extension 6382Jayne Coleman Extension 6369Frances Sapsford Extension 6022Mark Stigant Extension 6327

PLACEMENT UNIT

Placement Unit

Placement UnitLancasterTel: 01524 590816Voicemail available 24 hours a day, 7 days a week

Placement Administration

10. Attendance

Attendance is mandatory for all practice placements and the classroom based sessions relating to them, such as the module launch and evaluation sessions. Attendance and punctuality are essential aspects of your professional behaviour whilst on practice placement.

Non-attendance on placement may mean that you cannot achieve the learning outcomes or assessment profile for the placement. This could result in a fail or a deferred placement.

Practice placement hours are recorded to ensure that you achieve the minimum 1000 hours required. Failure to meet this target will mean additional placement time will be required in order for you to meet professional body requirements and to successfully complete your degree.

Unauthorised absences are notified to your Personal Tutor for discussion in relation to your learning. Your sickness and absence record is also used by your Personal tutor when writing your references for employment.

10.1 Sickness & Absence Reporting

There is a clear process for reporting any sickness or absences to ensure that you have an accurate sickness & absence record whilst at University.

Sickness and Absence Procedures are available on the Physiotherapy Programme Blackboard site. When on placement the sickness and absence procedures of the organisation should also be adhered to.

10.2 Prolonged Absence:

In situations where you need to take an extensive period of time away from your practice placement (eg sickness or personal reasons) you must discuss

this with BOTH your Practice Educator and your Practice Placement Tutor. In some cases, it may be determined that you will have insufficient time to meet the learning outcomes for that practice placement and the decision may be taken to withdraw you to avert a possible failed placement. This will mean that you have the opportunity to take the practice placement again as a first attempt. This placement will either be taken at the next practice placement opportunity or during the summer vacation period.

If you feel that there have been extenuating circumstances that have affected the success of your achievement on placement, you should refer to the Extenuating Circumstances procedures.

11. Access to library support and learning resources whilst on placement

If you are going on placement for more than four weeks you can join the placement loan service that provides you with extended 4 week and 6 week loans, plus an entitlement to postal loans on items you request whilst you are away. You only need to register once each academic year to join the service, regardless of the number of placements you have in that year.You will need to complete the placement loan application form and obtain your lecturer’s signature before you go on placement; then return the completed form to the library together with any books you currently have on loan so the due dates can be reset. It is important to note, however, that any books you take away with you may be requested by another user. You may therefore have to return the requested items in person or by post to the library as normal.

Please ensure that you know your library PIN number before you start your placement to access your library account online. This will let you request books, check when books are due back, renew your loans, track your requests or check if you have any fines to pay.

You may also wish to request training from our staff in the libraries or gateway buildings before you leave to make sure that you know how to:• Search for and request items on the library catalogue• Search for online journal articles and conference papers• Join borrowing schemes with other University libraries near your home or placement site

You will find more information on extended loans and the other library services at: https://my.cumbria.ac.uk/Student-Life/Learning/ or ask at your local site library.

Please note that many types of disability related support such as study skills/ mentoring may be accessed remotely whilst on placement as well as early evening and or Saturday morning by arrangement and subject to demand To book sessions please contact disabilitysouth@cumbria.ac.uk

12. Dress Code

Most practice placements require students to wear a uniform and you will be provided with this before your first practice placement. Usually uniform measuring and provision occurs within the first week at University.

The university provides you with the following:3 Polo shirts OR tunics (preference) 2 pairs of trousers (navy blue)1 Fleece jacket (navy blue)

If you require additional items, you are required to purchase the same design as your initial provision from the designated uniform supplier yourself. Details can be obtained from the PU Blackboard site.

If wearing a uniform is not required for a particular practice placement this information and details of the appropriate dress code will be provided by the practice placement provider prior to your placement commencing. The cost for any additional clothing for this is your responsibility.

You are not provided with a name badge so should ensure you have your University card with you during your placement.

Please also make sure you read the University Uniform / Dress Code available on the PU Blackboard site.

13. Placement Evaluation

The programme deploys several methods of achieving and maintaining a high level of quality in practice based learning and continues to develop methods of assuring adherence to quality standards. All feedback is considered valuable and is in turn fed into action plans to improve the learning experience as well as influencing future programme development. Evaluation of your practice placement experience is essential in ensuring the continued high quality of the learning experience.

Your Practice Placement experience is formally evaluated using the online PARE system. This online survey must be completed for all practice placements and is an essential element of your placement documentation and therefore your practice placement module grade. Failure to complete this survey may affect your overall module pass / grade. You are able to access and record your evaluation of your practice placement as you proceed through your placement ie: you do not necessarily need to wait until you have completed your practice placement to begin to complete the PARE survey. You are also able to overwrite your comments and scores as you progress through your practice placement.

Note: Whilst you are strongly encouraged to write comments on the PARE please remember that you are undertaking a professional programme and you are expected to act in a professional manner at all times. You should adhere to the University’s, RCOT’s and HCPC’s codes of conduct at all times (please also refer to Section 8.4).

Feedback on the programme curriculum and student’s knowledge bases is also welcomed from Practice Placement Educators on an individual basis External Examiners are involved in the monitoring and evaluation of practice placements by scrutiny of practice placements documents and portfolios

14. Health and Safety

During the placement, we expect you to be effective, safe and reliable individuals. Placement providers are employers in their own right, and employers must ensure, so far as is reasonably practicable, the health and safety and welfare of their employees. The primary responsibility for meeting statutory health and safety requirements within a placement remains with the placement organisation. Whilst on placement you are therefore employees and are owed a duty of care. However, it also the responsibility of each student to conduct themselves in a professional and safe manner and also to raise issues where you have concerns (please also refer to Sections 8.1, 8.3 and 8.5).

15. What to do if you have concerns

15.1 Using the Learner’s Voice for better Learning and Better Care

You have an important role in raising concerns about the standard of care you observe or are part of within your practice placement (Francis Report, 2013). You will face unfamiliar and challenging situations, but this cannot account for witnessing problems with care delivery, the environment, clinical resources or believing someone is being put at risk, abused or neglected.Your view is respected and will be acknowledged and acted on. You should be able to raise any questions or concerns with your Practice Placement Educator (PPE) and not fear reprisals or negative feedback.

If you have a concern, speak to someone as soon as you are able to.

Who should you contact:1. Your Practice Placement Educator in the first instance2. If you are not able to speak to them for any reason, talk to the placement manager or a lead clinician3. Contact Practice Education Facilitator who is the lead for education in your practice area. *4. Use the local incident reporting system* or speak to the Patient Safety team.*5. If you are not happy to raise the issue within your placement, contact the Practice Placement Tutor (within the University see Section 9) or your Personal Tutor.

Health Education England and your placement and education providers work in partnership to ensure the safety and quality of the learning environment. Concerns raised by learners provide a learning opportunity and will be taken seriously, acted on and outcomes shared

There is also a University Student Complaints Policy.

16 .Additional Information

Students should also be aware of the following University policies: University Confidentiality Policy University Fitness to Practise Policy Fitness to Teach – medical clearance Fitness to Study Policy Placement Learning Policy

Student Code of Conduct

17. Information for Disabled/ SPLD Students and the Provision of Reasonable Adjustments

The programme has a positive and proactive approach to supporting students with disabilities on practice placement and is mindful of current legislation (Special Educational Need and Disability Act (SENDA), 2001) and professional guidance (HCPC, 2014) relating to this issue. Given the importance of the practice based setting within the overall education of a Physiotherapist, it is essential that students with disabilities have the same access to practice placements as their non-disabled peers.

You are encouraged to share information with placement providers to ensure that key staff have an awareness of the impact of a disability. The attached flow diagram gives an overview for student information, of the flow of information for students who declare SpLD’S / disability and the required reasonable adjustments.

A range of reasonable adjustments are available, subject to availability and demand, and might include:

• Awareness of the impact of their disability• Adjustments to travel time and method of travel

• Placements that meet accessibility criteria such as wheelchair user friendly, lifts etc• On placement adjustments, such as additional non-medical help.

You should contact disabilitysouth@cumbria.ac.uk and request an action plan meeting appointment with either Learning Development Adviser (SpLD) or Disability Officer (Disability). Information on reasonable adjustments will need to be incorporated into your individual action plan. Where substantive adjustments are necessary, University placements leads may use a further generic form to inform and facilitate further discussions. At all times the University advises you that there should be a written record of discussions to ensure that both you, the placement provider and University have a clear understanding of the agreed reasonable adjustments.

If you have had a disability assessment undertaken by the University and a Disability Action plan completed, then a Placement Learning Support Plan (PLSP) should be completed in conjunction with your PT. You should let your PT know that you have an SPLD (though they may already have been sent a copy) and make an appointment to discuss this with them. They will ask you to complete a Self Assessment form which you should do and take along to your PT meeting. Together you and your PT will complete an PLSP for you to send to your Practice Educators so they are aware of reasonable adjustments required in advance of the practice placement commencing. This form must be sent to your placement as soon as possible before the placement commences (preferably at least 3 weeks before the placement begins). On completion of the practice placement a review meeting will then be held between yourself and your PT to determine the success of the adjustments or if others are required. (See Appendix 8 A & B).

In some instances, a more formal pre-placement visit may be required to discuss reasonable adjustments and undertake risk assessments. If this is required, then your PT will liaise with the Practice Placement Tutor.Please note: Any information disclosed is treated as ‘sensitive, personal information’ as defined by the Data Protection Act (1998) and such information would only be relayed to the practice setting with the express permission of the student and would be on a ‘need to know’ basis.

n

Flow chart : Supporting the Reasonable Adjustments for Disabled Students on Placement/Work-based Learning

Individual student visits the Disability Officers and/or Learning Development Advisers and arranges for an Action Plan Meeting. This will discuss the reasonable adjustments that are required for their programme. An Individual Action Plan of the students’ needs is completed and circulated for placement/work-based learning adjustment to:

Placement Office

Academic Programme Leader (who is responsible for circulation to programme team)

Programme Administration Office (who attach to student file)

Placement Office Administration or Partnership Staff: Information on individual students’ needs into a database that enable allocations to be made. In allocation, a placement minimum travel adjustments and access requirements as per requirements will need to be taken account of. Placement allocation often begins three months prior to start of placement, so students needing adjustments are advised to contact the Disability Officers and/or Learning Development Advisers as soon as possible to discuss these.

Once a placement allocation is made Link Lecturer (Health) / Partnership Tutor (Education) / or other designated academic staff member contacts the placement/work- based learning provider and begins discussions to share the Action Plan.

Option 1 Action Plan is shared and no further adjustments / discussions are required Option 2 Action Plan is shared and pre placement meeting is identified as being required to discuss reasonable adjustments

Option 1Further discussion but no pre placement meeting required.Staff should record agreement and inform student in writing with copy to placement provider

Option 2The Action Plan identifies that a mini- assessment / further discussions are required and a pre placement three-way meeting is organised.Please use suggested / Academic Department pro-forma to record discussions and agreed outcomes and circulate after meeting

Students should also be aware of the following University policies:• University Confidentiality Policy • University Fitness to Practise Policy • Fitness to Teach – medical clearance • Fitness to Study Policy • Placement Learning Policy

References

Chartered Society of Physiotherapy. (2011). Code of Members' Professional Values and Behaviour London: CSP. http://www.csp.org.uk/publications/code - members - professional - values - behaviour

Duffy, K. (2013). Failing to Fail: A Systematic Review. Nursing: 21 (2), 224-238

Health & Care Professions Council, (2017). Standards of Education and Training Guidance. London: HCPC.Accessed athttp://www.hpc - uk.org/assets/documents/10000BCF46345Educ - Train - SOPA5_v2.pdf

Health and Care Professions Council. (2013). Standards of Proficiency: Physiotherapists. London: HCPC.Accessed at https://www.hcpc uk.org/assets/documents/10000DBCStandards_of_Proficie ncy_Physiotherapists.p df

Health and Care Professions Council. (2012). Guidance on Conduct for Students. London: HCPC. Accessed at http://www.hcpc uk.org/assets/documents/10002D1BGuidanceonconductan dethicsforstudents.pdf

Mackenzie, L. (2002). Briefing and Debriefing of student Fieldwork Experiences: exploring concerns and reflecting on practice. Australian Physiotherapy Journal.49 p.82-92

Special Educational Needs and Disability Act, (SENDA). (2001). http://opsi.gov.uk/acts2001

World Confederation of Physical Therapists :Regulation of the physical therapy profession (2015). Accessed at https://www.wcpt.org/policy/ps - regulation

Initial Generic Form for Discussions on Reasonable Adjustment with Placement:

Name of Student

Programme

Placement Provider and Representative

University Representative

Professional Competencies Yes No

Disabled /SpLD Action Plan Shared

Yes No

Any Further Guidance From Occupational Health

Date of discussion / visit

Any Investigations carried out examples include: check on access levels, visits to placement to view area of work / discuss placement tasks

Reasonable adjustments discussions

Agreed adjustments

Signature of Placement/Work-based Learning Provider

Appendix 1. Programme Examplar.

Please see Blackboard Programme Site for current programme schematic.

Placement Details Form Appendix 21. Please ensure that you complete this form and send it in to your Programme Leader:

2. The form must be sent before a placement is confirmed - you should not begin the placement until this information has been submitted as it is important for Health and Safety monitoring.

Please use BLOCK CAPITALS and black ink.

Student Name

Programme Title

Year of Study (eg Year 1, 2 or 3)

Placement Details

Start date

Proposed end date

Placement Organisation

Name/address of organisation

Department

Telephone number

Email

Placement/Work Based Supervisor

Name & Job Title

Work telephone number

Email

APPENDIX 3: SAMPLE Practice Placement Record Total Hours completed by Student whilst on Placement

Name: ………………………………………………………Year of Intake. .BSc/MSc- Placement: PP1, PP2, PP3, PP4, (please circle)

Name of Practice Educator: ………………………………………………………………

Placement Address: ………………………………………………………………………………………………………………………………………...

Monday Tuesday Wednesday Thursday Friday Weekly TotalWeek 1 w/cWeek 2 w/cWeek 3 w/cWeek 4 w/cWeek 5 w/cWeek 6 w/c

Total Hours

Total Number of days absentWeek 1 w/c9/4/2012

Monday Tuesday Wednesday Thursday Friday Weekly Total

BH 7.5 7.5 7.5 Sick 22.5

NB:- Please state the number of hours worked per day. Also remember to add-in your study time, but take-off your lunch breaks!

Practice Educator’s Signature ………………………………………………………………. Date …………………….

APPENDIX 4: SAMPLE

PHYSIOTHERAPY

LEARNING CONTRACT - PRACTICE PLACEMENT EDUCATION

Name of Student:

Name of Practice Educator:

Area of Work:

GUIDELINES FOR COMPLETION

Supervision Time:

Final Report (Date & Time)

Placement:

After an induction period (normally end of the first week), all students should be able to contribute to discussion about what they want to achieve from their placement - their learning outcomes. These learning outcomes should reflect the university Aims and Outcomes for the level of placement. The learning contract is a negotiated practical agreement between the Practice Educator and the student. The negotiation allows the students to take responsibility for their learning, and clarifies both the student and educator’s roles. *Remember*, keep the learning outcomes simple, realistic, don’t be too ambitious but ensure they are commensurate with the academic level for your placement eg: Level 4, 5or 6. The contract will normally be made during the first week of the placement to be reviewed regularly.

PHYSIOTHERAPY

LEARNING CONTRACT - PRACTICE PLACEMENT EDUCATION

LEARNING OUTCOMES

What do I want to learn or develop during this placement?

LEARNING METHODS

What learning strategies will I employ?

LEARNING RESOURCES

What resources do I need Access to in orderto Achieve my learningOutcomes:

EVIDENCE

How can I show myself and my practice educator that I have met my learning outcomes? What proof will I offer and when?

DATE ACHIEVED/ PRACTICE EDUCATOR AND STUDENTINITIAL

Appendix 5: Sample Assessment form

BSc (Hons) Physiotherapy Practice Placement Assessment

Level 5

STUDENT NAME

LEVEL OF STUDY Second YearDATES OF PLACEMENTMODULE CODEPLACEMENT SITE

PLACEMENT TYPE(circle as appropriate)

CARDIO/RESPIRATORYMSK

OP/ORTH

NEUROLOGY

ADULT/CHILDREHABILITATION

CLINICALEDUCATOR(S) Print Name:

……………………………………………………………………………………………………….

Signature:………………………………………………………………………………………………………….

VISITING TUTOR

UNIVERSITY USE ONLY

MARK AWARDED

%CONTACT HOURS

INFORMATION ABOUT THE FORM The assessment of student performance is divided into two parts.

Part 1 comprises ten aspects of practice that will contribute to the overall assessment of the student’s performance. These are based on the Standards of Proficiency (SoP) of the Health and Care Professions Council (2013) and play a central role in admission to the Register.They are also linked to the KSF Dimensions (2010) (Core 1-6, and HWB 6 & 7). They have been grouped into four areas:INTERPERSONAL SKILLS

(SOP 1, 5, 8, 9) (KSF dimensions C1, C2, C6 )

The student will:1. Demonstrate effective and appropriate skills in communication2. Contribute effectively to work undertaken as part of a team

MANAGEMENT OF SELF (SOP 1, 3 & 11) (KSF dimensions C2, C4, C5)

The student will:3. Demonstrate effective self-management of workload4. Know the limits of their own practice and when to seek advice5. Independently manage their own learning

MANAGEMENT OF PATIENT (SOP 2, 3, 4, 5, 6, 12, 13 & 14) (KSF dimensions C1, C3, C4, C6, HWB6, HWB7)

The student will:6. Gather appropriate information relating to patient7. Plan and carry out an appropriate objective examination8. Analyse examination findings and formulate a written treatment plan in partnership with the

patient9. Implement and critically evaluate impact of, or response to, treatment interventions

DOCUMENTATION (SOP 4, 7 & 10) (KSF dimensions C1, C3, C5, HWB6)

The student will:10. Maintain accurate patient records.

For each aspect of practice, performance criteria have been identified and assessment criteria have been given. These are intended to provide a framework of reference for the judgment made by the practice placement educator in determining the student’s overall achievement on placement.In the table below we have provided the degree classifications alongside their corresponding assessment criteria.

Assessment Criteria Degree ClassificationOutstanding 1st *Excellent 1stVery good 2.1Good 2.2Acceptable 3rdFail Fail

Part 2 of the student assessment relates to SAFETY and PROFESSIONAL BEHAVIOUR. These areas are assessed using a pass/fail judgment against a set of criteria.

FAILURE OF EITHER SECTION IN PART 2 WILL OVERRIDE PART 1 OF THE ASSESSMENT AND CAUSE THE STUDENT TO FAIL THE PLACEMENT.

PART 2 MUST BE SIGNED IN ORDER FOR THE STUDENT TO ACHIEVE A PASS GRADE ON THE PLACEMENT.

HOW TO COMPLETE THE PLACEMENT ASSESSMENT DOCUMENT – PART 1

Clinical Placement marks contribute to a student’s final degree classification. It is therefore very important that you are objective when completing this document. Please follow the guidance below when assessing the students.

FOR EACH ASPECT OF PRACTICE WITHIN PART 1:

Read the performance criteria and ensure that you consider ALL points before referring to the assessment criteria

Read the assessment criteria thoroughly, referring to the glossary of terms on page 8 In order to mark a student in a particular box, all aspects of the assessment criteria within

that box must be met Please consider ALL levels of assessment criteria for all students. Students should be able to

achieve any grade for the placement if their performance objectively meets the assessment criteria for that grade. This is applicable to all placements.

AT MIDWAY:

Ensure that the student has completed their self-evaluation using the assessment criteria, and also completed their midway comments

Complete your midway assessment of the student using the assessment criteria and complete your feedback, linking your comments to the performance criteria

Good practice would be to discuss the midway assessment and comments with the visiting tutor before discussing with the student. Ideally the sharing of the document with the student at this point should be a tripartite meeting, of clinical educator, student and tutor. However, this may vary between Universities since we all have different visiting practices.

Set and document an action plan for each aspect of practice in negotiation with the student, to demonstrate areas for development during the second half of the placement. This may be done at the tripartite meeting

For any student failing any aspect of practice (Part 1) at midway (please refer to the process below) an action plan should be formulated in all circumstances.

FOR A FAILING STUDENT:

Any student failing any aspect of practice in PART 1 should be informed immediately it becomes apparent and actions to assist improvement should be undertaken.

The visiting tutor should be informedimmediately so that appropriate mechanisms of support can be initiated.

The student MUST be given appropriatedocumented warnings and referred to PART 2 of the document if an incident relates to unsafe and / or unprofessional conduct.

In all instances, an action plan MUST beformulated.

AT THE FINAL ASSESSMENT:

Complete your final assessment of the student using the assessment criteria and complete your feedback, linking your comments to the performance criteria

Your grading of the student should be based on the student’s performance in the final week of their placement

Good practice would be to discuss the final placement marks with the visiting tutor before being given to the student, in order for the University to moderate between different educators to maintain a standard of objectivity. The timing of this may vary between Universities since we all have different visiting practices.

Please initial a box in every aspect of practice. Please seek guidance from the visiting tutor if you are unsure how any particular aspect can be applied to your placement setting

Ensure that your initials are within a box not on the line between two boxes Any that student failing any aspect of practice (Part 1) due to unsafe/unprofessional practice

will fail the placement for unsafe/unprofessional practice, and this should be documented in Part 2 following receipt of appropriate warnings.

The student may fail any section of Part 1 if an acceptable standard of practice has not been achieved without being referred to PART 2 if it has not led to unsafe or unprofessional practice.

Please see the note below regarding notification of poor performance.

IF YOU CONSIDER THAT YOUR STUDENT IS LIKELY TO FAIL ANY SECTION OF PART 1 OF THE DOCUMENT AT ANY POINT IN THE PLACEMENT, THE STUDENT AND THE VISITING TUTOR SHOULD BE MADE AWARE OF THIS AT THE EARLIEST OPPORTUNITY IN ORDER TO ALLOW MAXIMUM TIME FOR THE STUDENT TO IMPROVE THEIR PERFORMANCE TO AN ACCEPTABLE LEVEL AND RECEIVE APPROPRIATE SUPPORT FROM THE UNIVERSITY.

FAILURE TO FOLLOW THIS PROCEDURE MAY RESULT IN A STUDENT WHO IS UNSAFE/ UNPROFESSIONAL PASSING THE PLACEMENT

PLACEMENT MARKING FLOWCHART

Initial FAIL section in each relevant category. Ensure comments are related to performance criteria

Document verbal warning, liaise with visiting tutor, agree action plan, monitor performance

IMPROVEDContinued unsafe practice/ unprofessional behaviour

Document written warning, liaise with visiting tutor, agree action plan, monitor performance

Failed placement, initial fail in appropriate box in Part 2, ensure comments are detailed and reflect the situation.Student may be withdrawn from placement at this point

Continued unsafe practice/ unprofessional behaviour

Pass Part 2, as no issues relate to safety/ unprofessional behaviour. FINAL MARK WILL DETERMINE WHETHER THE STUDENT PASSES THE PLACEMENT OVERALL

Return to top of flowchart

Complete feedback, linking comments to the performance criteria

No

Does the student achieve an acceptable standard?

Yes

Unsafe practice or unprofessional behaviour– Refer to Part 2

Unsatisfactory / poor performance

Document an agreed action plan with student, liaise with visiting tutor, monitor performance.AT EARLIEST

Continues to remain at an unsatisfactory standard

HOW TO COMPLETE THE PLACEMENT ASSESSMENT DOCUMENT – PART 2

If you are concerned about the student’s safety and/or professional behaviour at any time during the placement you should refer to Part 2 of the Assessment document. Please follow the guidance below when completing this section of the form:

Read the fail descriptors within the relevant section(s) of Part 2 Students should be given a verbal warning regarding any unsafe practice and/or

unprofessional behaviour at the time of the incident, in the first instance. This should then be documented in Part 2, and signed and dated by the clinical educator and the student. The visiting tutor MUST be informed at this stage.

An action plan MUST be formulated and documented after any verbal or written warning in order to maximise the student’s ability to reach an acceptable standard of performance

Continued poor practice and/or behaviour warrant a written warning using the relevant section(s) of PART 2, which should be signed and dated by the clinical educator, the student and the visiting tutor.

Continued poor practice and/or behaviour may be the same or different aspects of practice (e.g. repeated poor time management or a range of errors relating to unsafe practice)

At the end of the placement (or earlier if appropriate) the outcome section should be completed and signed with appropriate comments relating to the outcome of the action plan. Examples are given below to assist with this;

o If the action plan has been complied with and there have been no further incidents of unsafe practice and/or unprofessional behaviour then the student should pass the placement.

o If there have been further incidents of unsafe practice and/or unprofessional behaviour this should be documented in the comment section as the reason for the student failing the placement.

o The decision as to whether a student should pass or fail therefore depends on the number of incidents, and a student should not fail on one incident alone.

o A clear identification of whether the student has passed or failed must be given by placing an initial in the appropriate box. This should be completed in all circumstances.

PLEASE DO NOT DELAY DISCUSSING POOR PERFORMANCE WITH THE STUDENT IN THE HOPE THAT THEY WILL IMPROVE AS THIS ALLOWS THEM THE ‘COMFORT’ OF THINKING THEIR PERFORMANCE IS ACCEPTABLE AND REDUCES THE TIME THAT IS AVAILABLE FOR THEM TO REACH

AN ACCEPTABLE LEVEL

Please note that repeated incidents of unsafe practice and/or unprofessional behaviour following a written warning could result in the student being removed from the placement at any stage – i.e. the decision to fail may not only happen at the end of the placement.Where students receive warnings due to unsafe practice and/or unprofessional behaviour across a number of placements, a fitness to practise hearing may be convened which may lead to withdrawal from the programme.

GLOSSARY OF TERMS

Prompting Used to describe a situation where the clinical educator provides input to the student by the use of a key word, indirect or open questioning tofacilitate learning

Professionalism Used to describe the attitudes and manner of the physiotherapy student and does not take into account issues around safety, work environmentor the application of skills.

Consistently Used to describe a situation where a student meets the requirements ofthe criteria >90% of the time.

Most … Used to describe a situation where a student meets the requirements ofthe criteria >60% but <90% of the time.

Some … Used to describe a situation where a student meets the requirements ofthe criteria >30% but <60% of the time.

Occasional… Used to describe a situation where a student meets the requirements ofthe criteria <30% of the time.

Complex and unpredictable

Events which would not normally occur within the normal day-to-day running of a unit, or which would provide particular challenge to thestudent

PART 1 - INTERPERSONAL SKILLS1. Effective and appropriate skills in communicationPERFORMANCE CRITERIA

Initiates communication and actively seeks participation and collaboration

when interacting with patients, staff and others.

chooses appropriate communication strategies when interacting with patients, staff

and others.

uses appropriate language and body language when interacting with patients, staff

and others.

shows ability in listening skills.

shows ability in questioning skills.

deals with questions appropriately, considering own level of knowledge and

understanding, own level of authority/responsibility

is responsive and adapts communication to suit individuals involved

can prepare written information/instruction for patient, staff and others

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding – Consistently selects and uses communication strategies effectively, adapting communication to individual situations, in some complex and unpredictable circumstances. Writteninformation is accurate, individualised, concise and well presentedExcellent – Consistently selects and uses effective communication strategies, adapting communication to individual situations, including occasional complex and unpredictable circumstances. Writteninformation is accurate, individualised, concise and well presentedVery good –Effective verbal communication. Uses appropriate nonverbal communication. Written information is clear and well-presented.Good – Verbal communication is good. Uses appropriate non-verbal communication with occasional prompting. Writteninformation/instruction for patient, staff and others is appropriate.Acceptable – Verbal communication is acceptable but needs prompting to adapt communication in most situations. Requires prompting to use appropriate non-verbal communication. Written information/instruction for patient, staff and others is acceptable in most situations.Fail – Verbal and non-verbal communication is poor or inappropriate. Unacceptable written information/instruction for patient/staff and others. Unable to adapt communication to suit individuals involved. Insufficientimprovement despite feedback, which may have led to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

2. Contribute effectively to work undertaken as part of a teamPERFORMANCE CRITERIA

integrates into and interacts in the day to day routine of the unit.

identifies other team members and recognises their role.

recognises own role, and its limitations, as a member of the team.

adapts own practice to the requirements/procedures of the team.

respects and values the skills, opinions and beliefs of other team members.

develops effective working relationships with other team members.

shows ability to respond to different personalities within the team.

makes a meaningful contribution to the team through participating in e.g. discussions,

team/case meetings, joint documentation

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding –Readily integrates into the team, demonstrating anoutstanding level of awareness, acceptance and respect for their own role and those of others. Makes a very effective contribution to the team.Excellent –Readily integrates into the team, demonstrating a high levelof awareness, acceptance and respect for their own role and those of others. Makes an effective contribution to the team.Very good – Integrates into the team, demonstrating an appropriatelevel of awareness and respect for their own role and those of others. Makes a contribution to the team without promptingGood – Integrates into the team, demonstrating an appropriate level ofawareness of their role and the roles of others. Contributes to the team with occasional prompting.Acceptable – Integrates into the team with prompting. Demonstrates limited awareness of the individual roles within the team. Requiressome prompting to contribute to the team.Fail – Demonstrates very limited awareness of the purpose of the team, and the individual roles within the team. Contribution to the team is pooror inappropriate. Insufficient improvement despite feedback, which may have led to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

MANAGEMENT OF SELF

3. Demonstrate ability in effective self-management of workload

PERFORMANCE CRITERIA

Plans own working day, as applicable.

Shows ability to prioritise workload.

Recognises need to modify workload in response to changes in working environment

Workload can include patient caseload, planning activities and any other activities

pertinent to the clinical area

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding – Effectively plans, prioritises and modifies their own workload independently in all situations, being flexible and adaptable inmost complex and unpredictable circumstancesExcellent – Effectively plans, prioritises and modifies their own workload independently including some complex and unpredictable circumstancesVery good – Plans, prioritises and modifies own routine workload withno promptingGood – Plans, prioritises and modifies own routine workload withoccasional promptingAcceptable – Plans own routine workload but requires some prompting to prioritise and modifyFail – Planning, prioritising and modification of their workload is poor orinappropriate. Insufficient improvement despite feedback, which may have led to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT THE PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

4. Awareness of limits of own practice and when to seek advice

PERFORMANCE CRITERIA

identifies their own strengths and weaknesses.

recognises the limitations of their own clinical practice.

seeks advice, as necessary.

ASSESSMENT CRITERIA(applied in relation to performance criteria above)

Please initial the appropriate box

Self- eval

Half way

Final

Outstanding – Shows an outstanding awareness of the limits of their own practice within the wider healthcare setting including complex and unpredictable circumstances. Independently identifies their own

strengths and weaknesses. Seeks advice at the appropriate time.Excellent - Aware of own limitations. Actively identifies their own strengths

and weaknesses including some complex and unpredictable circumstances. May require prompting to identify the

limits of their own practice within the wider healthcare setting. Seeks advice at the appropriate time.

Very good – Aware of own limitations and is able to identify strengths and weaknesses without prompting. Seeks advice at the appropriate

time.Good – Some awareness of own limitations. Able to identify strengths and

weaknesses with occasional prompting. Mostly seeks advice atthe appropriate time.Acceptable - Some awareness of own limitations with guidance. Able to

identify strengths and weaknesses only with prompting. Seeksadvice but not always at the appropriate time.Fail – Unaware of own limitations. Unable to identify strengths and

weaknesses despite regular feedback. Fails to seek advice whenrequired. Insufficient improvement despite feedback, which may have led

to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S

PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

5. Independently manage own learning

PERFORMANCE CRITERIA

develops, negotiates and uses a learning contract/development plan.

takes responsibility for own learning and initiates ways to facilitate own learning.

responds positively to constructive feedback.

uses reflection as an aid to personal and professional development.

actively seeks guidance and feedback to assist own development.

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding- Takes responsibility for own learning and independently initiates ways to further their own development. Responds appropriately to constructive feedback. Actively seeks and uses guidance toconfirm their learning.Excellent - Reflects on their experiences to assist own development. Responds appropriately to constructive feedback. Negotiates, develops and regularly uses the learning contract. Actively seeks and usesguidance to assist their learning.Very good -Reflects on their experiences to assist own development. Responds appropriately to constructive feedback. Develops and uses the learning contract without prompting. Actively seeks guidance toassist their learning most of the time.Good - Reflects on their experiences to assist own development.Responds appropriately to constructive feedback. Uses the learning contract with occasional prompting.Acceptable – Reflects on their experiences to assist own development with some prompting. Responds appropriately to constructive feedback most of the time. Needs some prompting to use learningcontract.Fail - Fails to take responsibility for own learning. Responds inappropriately to constructive feedback. Does not use learning contract/LDP despite regular feedback. Insufficient improvement despitefeedback, which may have led to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

MANAGEMENT OF PATIENT 6. Gather appropriate information relating to patient

PERFORMANCE CRITERIA

offers a clear explanation to the patient throughout the assessment process to gain

consent.

extract relevant information from a range of sources.

uses appropriate and selective questioning to gather relevant information.

uses logical and systematic questioning.

identifies the patient’s perceptions of their needs.

considers patient’s psychosocial, cultural and religious issues.

Demonstrates respect for patient’s privacy and dignity at all times

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding - Uses effective and selective questioning in a logical and sequential manner to gather relevant information from a range of sources. Matches questioning to consider the patient’s psychosocial, cultural and religious needs. Works in partnership with the patient toidentify their needs. Gives appropriate explanation of the assessment process to the patient to gain informed consentExcellent - Uses appropriate and selective questioning in a logical and sequential manner to gather relevant information from a range of sources. Matches questioning to patient’s needs and takes account ofthe patient’s perception of their needs. Gives appropriate explanation of the assessment process to the patient to gain informed consentVery good - Uses appropriate and selective questioning in a logical andsequential manner, to gather relevant information. Matches questioning to patient’s needs and takes account of the patient’s perception of their needs with occasional prompting. Gives appropriate explanation ofthe assessment process to the patient to gain consentGood - Uses appropriate and selective questioning to gather relevant information with occasional prompting. Matches questioning topatient’s needs with occasional prompting. Gives appropriate explanation of the assessment process to the patient to gain consent.Acceptable - Uses appropriate and selective questioning to gather relevant information with some prompting. Matches questioning to patient’s needs with some prompting. Gives basic explanation of theassessment process to the patient to gain consent.Fail - Unable to gather appropriate information relating to the patient despite regular feedback. Needs prompting to match questioning to patient’s needs. Inadequate explanation to patient and failure to gain consent. Insufficient improvement despite feedback, which may haveled to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

7. Plan and carry out appropriate objective examinationPERFORMANCE CRITERIA

uses information gathered from the subjective examination to plan the objective examination.

selects and effectively performs appropriate assessment techniques.

recognises potential adverse effects of any procedure used.

completes examination within an appropriate time.

reasons through all actions/decisions used in the examination.

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding - Consistently uses the subjective information gained to select and effectively perform an appropriate objective assessment within a relevant/agreed time. Consistently justifies all actions andrecognise any potential adverse events, including some complex and unpredictable circumstances.Excellent - Uses the subjective information gained to select and effectively perform an appropriate objective assessment within a relevant/agreed time. Justifies all actions and recognises potential adverse events in all routine situations. Prompting may be required insome complex and unpredictable circumstances.Very good - Uses the subjective information gained to select and effectively perform an appropriate objective assessment within arelevant/agreed time. Justifies the majority of actions and recognises potential adverse events in all routine situations.Good - Uses the subjective information gained with occasional prompting to select and perform an appropriate objective assessment within a relevant/agreed time. Attempts to justify actions. Recognisespotential adverse events in most circumstances.Acceptable - Uses the subjective information gained with prompting to select and effectively perform an appropriate objective assessment within a relevant/agreed time. Needs prompting to justify actions and torecognise any potential adverse events.Fail - Does not use the subjective information gained to guide objective assessment. Unable to perform an appropriate objective assessment within a relevant/agreed time. Unable to justify actions to recognise any potential adverse events despite regular feedback. Insufficient improvement despite feedback, which may have led to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

8. Analyse examination findings and formulate a written treatment plan in partnership with the patientPERFORMANCE CRITERIA

identifies key abnormal findings.

set specific, measurable, appropriate, realistic, and timed (SMART) goals in partnership with the patient (whenever possible.)

demonstrates evidence of clinical reasoning and critically evaluating treatment options from a variety of sources in order to plan treatment.

selects appropriate treatment techniques.

treatment plan demonstrates due consideration of patient’s needs within their social context and reflects cultural and religious beliefs.

identifies appropriate outcome measures.

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding – Consistently and independently identifies key findings to set SMART goals in partnership with the patient which may include complex and unpredictable circumstances. Treatment plan indicates consideration of the patient’s psychosocial, cultural and religious needs.Demonstrates effective clinical reasoning at all times using critical evaluation of the evidence to inform the treatment plan.Excellent- Identifies key findings to set SMART goals in partnership with the patient. Treatment plan is appropriate to patient’s needs.Demonstrates effective clinical reasoning at all times, may requireprompting in complex and unpredictable circumstances. Evaluatesevidence to inform treatment plan.Very good - Identifies key findings to set SMART goals in partnership with the patient. Demonstrates clinical reasoning most of the time. Usesevidence to inform treatment plan.Good - Identifies key findings to set SMART goals in partnership with the patient with occasional prompting. Demonstrates clinicalreasoning with occasional prompting. Uses evidence to inform treatment plan with occasional prompting.Acceptable - Identifies key findings to set SMART goals in partnership with the patient with some prompting. Able to use evidence to inform treatment plan with some prompting.Fail - Unable to identify key findings to set SMART goals in partnership with the patient. Unable to use evidence to inform treatment plan despite regular feedback. Insufficient improvement despite feedback, which may have led to unsafe practice/ unprofessional conduct (seePart 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

MANAGEMENT OF PATIENT 9. Implement and critically evaluate impact of, or response to, treatment interventionPERFORMANCE CRITERIA

implements all interventions according to treatment plan.

applies techniques safely and effectively.

adapts treatment within a treatment session to meet patient’s needs.

evaluates treatment plan to ensure effectiveness.

recognises when to discontinue treatment and discharge patients appropriately.

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding – Independently applies the planned interventions safely and effectively to meet the patient’s needs. Critically evaluates and adapts the treatment to ensure clinical effectiveness and adapts to mostcomplex and unpredictable circumstances. Recognises when to discontinue treatment and discharge appropriately.Excellent – Applies the planned interventions safely and effectively to meet the patient’s needs. Critically evaluates and adapts the treatment to ensure clinical effectiveness in all routine situations. Prompting may be required in complex and unpredictable circumstances.Recognises when to discontinue treatment and discharge appropriately.Very good – Applies the planned interventions safely and effectively to meet the patient’s needs. Evaluates and adapts the treatment to ensure clinical effectiveness in all routine situations. Recognises when todiscontinue treatment and discharge appropriately.Good - Applies planned interventions safely and effectively with occasional prompting to meet patient needs. Evaluates and adapts treatment to ensure effectiveness in most routine situations. Recognises when to discontinue treatment and discharge patient with occasionalprompting.Acceptable - Applies planned interventions safely and effectively withsome prompting. Needs prompting to evaluate and adapt treatmentto ensure effectiveness. Recognises when to discontinue treatment and discharge patient with some prompting.Fail - Unable to apply planned interventions safely and effectively. Does not adapt treatment to ensure effectiveness. Fails to recognize when to discontinue treatment. Insufficient improvement despite feedback, whichmay have led to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

DOCUMENTATION 10. Maintain accurate patient recordsPERFORMANCE CRITERIA

accurately records patient database obtained from patient details and examination

findings.

accurately records identified patient problems/needs and treatment plans.

accurately records progress notes and treatment summaries.

completes all patient records by the end of the working day.

maintains concise, legible, logical and dated patient records, signed by both student and

educator.

adheres to local policies and procedures-including use of locally agreed abbreviations/glossary.

ASSESSMENT CRITERIA(applied in relation to performance criteria above) Please initial the appropriate box

Self- eval

Half way

Final

Outstanding - Correctly documents patient records in all routine and most complex and unpredictable circumstances. Documentation contains all relevant detail in a concise, logical and legible format.Always completes records by the end of each working day and ensures all records are signed and countersigned. Adheres to local policies andproceduresExcellent - Correctly documents patient records in all routine situations. Prompting may be required in some complex and unpredictable circumstances. Documentation contains all relevant detail in a concise, logical and legible format. Always completes records by the end of each working day and ensures all records are signed and countersigned.Adheres to local policies and procedures.Very good - Correctly documents patient records in routine situations. Documentation contains all relevant detail in a concise, logical and legible format. Always completes records by the end of each workingday and ensures all records are signed and countersigned. Adheres to local policies and procedures.Good - Correctly documents patient records with occasional prompting. Patient records may occasionally lack detail. Always completes records by the end of each working day and ensures all records are signed and countersigned. Adheres to local policies andprocedures.Acceptable - Documents patient records with some prompting. Patient records lack detail, are long winded or illogical. Always completesrecords by the end of each working day and ensures all records are signed and countersigned.Fail - Fails to correctly document patient information despite regular feedback. Fails to complete documentation by the end of the working day despite regular feedback. Fails to comply with local policies andprocedures. Insufficient improvement despite feedback, which may have led to unsafe practice/ unprofessional conduct (see Part 2).

HALF WAY COMMENTS & ACTION PLANNINGSTUDENT COMMENTS (THESE SHOULD REFLECT YOUR PROGRESS TO DATE)

CLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PROGRESS TO DATE)

ACTION PLAN

FINAL COMMENTSCLINICAL EDUCATOR COMMENTS (THESE SHOULD REFLECT THE STUDENT’S PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

STUDENT COMMENTS (THESE SHOULD REFLECT YOUR PERFORMANCE IN THE FINAL WEEK OF PLACEMENT)

PART 2

FAILURE OF EITHER SECTION IN PART 2 WILLOVERRIDE PART 1 OF THE ASSESSMENT AND

CAUSE THE STUDENT TO FAIL THE PLACEMENT.

SAFETY

FAIL:

Consistently fails to apply knowledge of departmental health and safety policy to specific patient groups/conditions (e.g. Infection control, moving and handling policy, operation of medical devices).

Is unaware of, or disregards the contraindications of treatment. Persistently applies treatment techniques and handling skills in a way that puts patient

and/or self at risk. Is unreliable in reporting and consistently fails to inform the educator about adverse findings

and/or patient complaints. Demonstrates consistently inappropriate verbal, non-verbal or written communication. Persists in unsafe practice despite verbal instruction and / or warnings.

PROFESSIONAL BEHAVIOUR

STUDENT MEMBERS OF THE CHARTERED SOCIETYOF PHYSIOTHERAPY ARE SUBJECT TO THE CODE OF PROFESSIONAL VALUES AND BEHAVIOURS (2011).

ALL STUDENTS MUST COMPLY WITH THE HCPC GUIDANCE ON CONDUCT AND ETHICS FOR

STUDENTS (2010).

FAIL:

Fails to comply with, and has inadequate knowledge of, the Code of Professional Values and Behaviours (2011).

Persistent poor punctuality and time keeping. Fails to implement arrangements and agreed procedures. Does not respect patient confidentiality. Does not demonstrate the core values of respect, care, compassion or dignity of patients,

carers or colleagues Poor or inappropriate standards of dress and /or hygiene in relation to departmental policy. Exploits the mutual trust and respect inherent within a therapeutic relationship. Persists in unprofessional behaviour despite verbal instructions and / or warnings.

SAFETY – RECORD OF WARNINGS GIVEN

Any entries must be dated and signed by both the student and clinical educator. The visiting tutor must be notified by telephone or email of any warnings given.

VERBAL WARNING:Reason for verbal warning

Action Taken:

Action Plan:

Signed (Clinical Educator) Date

Signed (Student) Date

Signed (Visiting Tutor, if appropriate) Date

WRITTEN WARNING:Reason for written warning

Action Taken:

Action Plan:

Signed (Clinical Educator) Date

Signed (Student) Date

Signed (Visiting Tutor, if appropriate) Date

OUTCOME - SAFETY

(PLEASE INITIAL THE APPROPRIATE BOX): IF THE OUTCOME IS A FAIL FOR THE PLACEMENT, THE VISITING TUTOR MUST BE PRESENT TO SUPPORT THE STUDENT AND CLINICAL EDUCATOR AND CHECK THAT THE PROCESS IS CARRIED OUT FAIRLY

PASS FAIL

COMMENTS:

Signed (Clinical Educator) Date

Signed (Student) Date

Signed (Visiting Tutor, if appropriate) Date

PROFESSIONALISM – RECORD OF WARNINGS GIVEN

Any entries must be dated and signed by both the student and clinical educator. The visiting tutor must be notified by telephone or email of any warnings given.

VERBAL WARNING:Reason for verbal warning

Action Taken:

Action Plan:

Signed (Clinical Educator) Date

Signed (Student) Date

Signed (Visiting Tutor, if appropriate) Date

WRITTEN WARNING:Reason for written warning

Action Taken:

Action Plan:

Signed (Clinical Educator) Date

Signed (Student) Date

Signed (Visiting Tutor, if appropriate) Date

OUTCOME - PROFESSIONALISM

(PLEASE INITIAL THE APPROPRIATE BOX): IF THE OUTCOME IS A FAIL FOR THE PLACEMENT, THE VISITING TUTOR MUST BE PRESENT TO SUPPORT THE STUDENT AND CLINICAL EDUCATOR AND CHECK THAT THE PROCESS IS CARRIED OUT FAIRLY

PASS FAIL

COMMENTS:

Signed (Clinical Educator) Date

Signed (Student) Date

Signed (Visiting Tutor, if appropriate) Date

FINAL PLACEMENT COMMENTS

CLINICAL EDUCATOR’COMMENTS

Signature (Educator)…………………………………………. Date:…………………………….I confirm that I have received feedback from this placement and have had the opportunity to discuss it with my placement educatorSignature (Student)…………………………………………… Date:……………………………….

STUDENT’S COMMENTS

Signature (Student)………………………………………….. Date:…………………………….I confirm that I have received feedback from this placement and have had the opportunity to discuss it with the student.Signature (Educator)………………………………………….. Date:……………………………….

RECORD OF CLINICAL HOURS COMPLETED and ABSENCES

Date Week Commencing

Monday Start/finish time

Tuesday Start/finish time

Wednesday Start/finish time

Thursday Start/finish time

Friday Start/finish time

Saturday Start/finish time

Sunday Start/finish time

Weekly Total Hours

w/c

w/c

w/c

w/c

w/c

w/c

Total number of days absent

Total number ofhours

I confirm that this is an accurate record of the hours completed be the student

Placement Educator Name ………………………………………………………… Signature…..............................................Date: / / __

Student Name: ……………………………………………………………………..Students should aim to achieve a minimum of 34 hours per working week to ensure adequate experience to allow them to meet the overall learning outcomes for theBSc(Hons) Physiotherapy programme and demonstrate achievement of the HCPC Standards of Proficiency. Additionally 3.5 hours per week can be allocated to directed study- this is to be arranged in negotiation with the clinical educator and must fit in with the student’s clinical requirements. Study time should be noted on the clinical hours record. Reasons for absence should be noted. Alternatively students may choose to work 37.5 hours but cannot then add an additional 3.5 hours study time to their overall total.

Students who anticipate a potential shortfall in practice placement hours are advised to discuss this as soon as possible with ANNIE LEVIS.

Appendix 6: QPU2: Self guided Placement Form

PT :QPU2

Record of placement details to be completed by student:

Student Full Name: ….…………………………….….....…………………………………………….

Year of intake: ...... Site:……………………………FT:………….. BSc:…………….

Placement Dates: ………………………………………………………………………..

Name of Practice Educator (Supervisor): ..……..…………….………………..……………

Name of Practice Co-ordinator (if different from above): …..…...…………….……………..

Type of placement - MH, phys, paeds etc: ………………………………………………..

Name of Trust:…………………………………………………………………………….

Address of placement:

…….……….……………………………...…………………………………………………

…………………………………….……………………...……….……………………….

.…………………………………….……………………………...……………………….

Tel: ……………………………………E-mail:...…...…………………………………....

Any Comments/ Specific details:

Please hand in or email to: The Placement Unit - ptplacements@cumbria.ac.uk Z:\Faculty H & S\Departments\Placement Learning Unit\Physiotherapy\Placement Handbooks & Forms\Forms

Appendix 7:

2019

AHP Educator Update Sessions

You are welcome to attend for a full day or only a half day session. Please make this clear when booking your place by e-mail to Mentoradmin@cumbria.nhs.uk

It is anticipated that staff will attend at least one update session per year, although staff may attend more if appropriate. There is no specified order inwhich the update sessions should be done, it is up to the individual to identify their learning need at the relevant time in their development as an educator.However, we would suggest that you do the Introduction session before taking the lead with a student and the others once you have some experience as aneducator. The Assessment, Managing Problems and Feedback sessions may be preferable to do first, followed by the Dyslexia and Alternative models of support sessions.

Please note that if there are insufficient numbers attending then the session may have to be cancelled approx. 2 weeks before. We will do our best to avoid this where possible. Thank you for your understanding.

Outline of sessions (dates below)

Introduction

Recommended (not mandatory) to do before leading on first student.

Provides essential information for staff new to being an Educator prior to taking the lead with students on placement.The following areas will be covered:

• Overview of UoC structure and the Physiotherapy/ OT programme

• Role of the educator• Student portfolio• Placement planning• Assessment and documentation• Course progression• Support & information • Educator development.

AssessmentProvides information related to assessment as well as the opportunity to review your own current practice. It will provide the following:

• An understanding of assessment, it’s purpose and different assessment methods

• Ability to identify appropriate expectations• Importance of learning outcomes, objectives and collecting

evidence• Understanding of good practice and possible pitfalls of

assessment• Use of assessment forms and marking guidelines.

Managing Problems on Placement

Provides participants with information and guidance on the following:• An understanding of what makes a successful placement• A recognition of ‘red flags’• Ideas on appropriate interventions• An overview of the UoC failing student process.

Delivering Feedback

Aimed at developing skills in delivering feedback to students. It will focus on:

• The importance of feedback in the undergraduate programme• Opportunities for feedback• Giving and receiving feedback – helpful hints The impact

of non-verbal communication.

Supporting Dyslexic Students on Placement

Provides information on the presentation of dyslexia, a forum for the discussion of strategies to support students with dyslexia and a plan and share ideas for practice.

Alternative models of support and coaching for students

Provides an overview of alternative models of support for students on placement

• Will explore how a coaching approach can benefit learners and educators.

• Provide opportunities to discuss how alternative models might work in practice and the evidence base.

Experienced Educators

SESSION TITLE DATES TIME & ROOM

Introduction

19th April 09.30- 12.00Carleton Clinic Learning Lounge

5th November 09.30-12.00West Cumberland

Hospital Classroom 3

Assessment5th February 09.30-12.00

Cockermouth Hospital Health Education Room 2

19th April 12.30-15.15Carleton Clinic Learning Lounge

8th May 09.30-12.00CIC Lecture Theatre

Delivering Feedback 5th February 12.30-15.15Cockermouth Hospital Health Education Room 2

Delivering Feedback 8th May 12.30-15.15CIC Lecture Theatre

23rd September 09.30-12.00CIC Lecture Theatre

Managing Problems on Placement

11th March 09.30-12.00Carleton Clinic Learning Lounge

12th June 09.30-12.00Cockermouth Hospital Health Education Room 2

Supporting Dyslexic Students on Placement

23rd September 12.30-15.15CIC Lecture Theatre

5th November 12.30-15.15West Cumberland

Hospital Classroom 3

Alternative Models of support and Coaching for learners

11th March 12.30-15.15Carleton Clinic Learning Lounge

12th June 12.30-15.15Cockermouth HospitalHealth Education Room 2

If you see session here, and have a number of staff who are interested in attending but can’t make any of the above dates, please contact Amanda Harrison or Christine Blacklock to discuss the potential of running a session in an in-service training slot or other meeting etc. to meet your needs.Amanda.Harrison@cumbria.nhs.uk mobile 07500608237

Christine.Blacklock@ncuh.nhs.uk Office number 01946 693181 ext 23903

APPENDIX 8 A: SAMPLE

Placement Learning Support Plan for supporting students with a disability in practice settingsThis plan should be completed in collaboration with the student who has declared a disability to identify any support and reasonable adjustments which need to be made in placement. The plan should outline suggested reasonable adjustments which will need to be made in the practice area, and in order to identify appropriate placements. Completed assessments will be sent to placement allocation staff, personal tutor, Practice Education Facilitator/Clinical Educator with copies made for the student and the students’ file.

Students should ensure that the completed form is shared with their mentor/supervisor during the first meeting in practice.

Student Name: Programme: Year:Assessors name: Designation: Senior Lecturer

For completion by UoC Personal Tutor & student

Nature of identified need How is this currently managed/ controlled?

Are there anyidentified aggravating

factors?

Recommended Reasonable adjustments

End of placement review of reasonableadjustments

1. Dyslexia: Visual stress

Corrective glasses Artificial light (student better where there is more natural light)

Will need to wear corrective glasses

-Prefers to have large amounts of information in written format eg: policies etc-Quiet place for discussion (one:one discussion in a quiet space presents no issues).may need to wear headphones

Will need to have a lunch break in a quiet place

Educator to proof read notes and reports especially for terminology (as it is new terms)

2. Dyslexia: Auditory processing can be slow (especially at the end of the day when tired)

Writes notes or prefers written direction

-Finds processing large amounts of auditory information difficult

- Difficulty distinguishing between multiple noises (eg where there is a lot of background noise)

The more distractions there are the more difficult this is

3. Fatigue levels (can manifest in headaches)

Tends to have a rest in the afternoons

Noisy spaces

4. Dyslexia: Written work

Uses spell checks ,proof reading

For completion by placement staff (i.e.; mentor/clinical educator/supervisor)

Can the identified reasonable adjustments be accommodated in theallocated placement area?

Can the adjustments be made in advance of the placement?

Can any associated costs be met?

Action required End of placement review of reasonable adjustments

Have these reasonable adjustments been effective?

What other reasonable adjustments have also been effective?

Any other suggestions that may help for the next placement?

Completed by: Name(s): Date:

For Completion by Personal Tutor in collaboration with student

APPENDIX 8 B : SAMPLE

• Student Self-Assessment FormPlease complete this form prior to meeting with your personal tutor indicating potential areas where you may experience difficulties in

the placement setting

Skill Potential difficulty

Cognitive Thinking, Processing, Memory, Attention to detail, Problem solving skills, Clinical reasoning/decision-making Understanding and interpreting written information

Verbal Communication

Questioning, Reporting, Teaching others, Giving Instructions

Written Communication

Record Keeping, Writing Clear Instructions, Taking telephone messages/voicemails

Non-Verbal Communication

Interpersonal sensitivity, Eye contact, Interpretation of non-verbal signals

Listening Hearing, Taking telephone messages/voicemails History-taking, Handover

Skill Potential difficulty

Numeracy Recording and interpreting numerical values accurately (eg. Medicines, Observations, Joint measurement)

Observation Physical Signs and symptoms, Interpersonal Interactions, Reading monitors and measuring devices

Manual Dexterity Fine motor skills

Physical Ability Flexibility, Strength, Fitness, Co-ordination, Balance

Technical Ability Use of computer keyboard and screens

Personal Capabilities Adaptability, Ability to respond quickly Planning and Organising

Health and Safety Checklist Appendix 9Please complete the details below and tick the “yes” indicator when actions have been satisfactorily explained to you by your employer (in person or through policy documents with which you have been supplied). Use the N/A option if not applicable to you or the organisation in which you are working. This information is important for Health and Safety and Welfare monitoring purposes and MUST be completed by all students.

Student Name: Programme:

Organisation: Date:

Details Yes N/A

Emergency procedures explained

Safety policy received or location known

Location of First Aid box known

First Aid arrangements (including name of first aiders) explained.

Fire procedures and location of fire extinguishers explained

Accident reporting and location of accident book explained

COSHH regulations/requirements explained.

Display Screen Equipment regulations/procedures explained

Manual handling procedures (including lifting of heavy objects)

Lunch, tea and coffee arrangements

Car parking regulations

Dress codes/work place codes

Absence and sickness reporting codes

Holiday procedure/special absence procedure (training, compassionate

leave, holiday leave etc.)

Use of office equipment codes (telephones, fax machine, photocopiers)

Computer usage policies (e-mail, Internet, MSN etc.)

General security considerations (access, ID cards etc.)

Tutor Visit Record Appendix 10

NotesHow does the student feel their placement is progressing? If any problems, how does the student feel these could be resolved?Are working and travelling times reasonable?Is the working environment satisfactory?Is the working environment sociable?Has the student sent back their contact details form and health and safety form?Are there any health and safety concerns regarding the current working environment?Is the student completing any relevant log-book or diary requirements?Is the Workplace Supervisor available for the student on a regular basis?Determine a suitable time for a formal visit by a visiting tutor (if required)Check that the student’s contact details are correctConfirm that the Workplace Supervisor is satisfied with arrangementsCheck that any relevant log-book or diary is being used correctly and is up to dateUse the log-book/diary entries as a starting point for discussion on tasks undertaken to dateIdentify any shortfalls in training or support that may be present, and suggest an action plan to rectify the situationPLACEMENT OBJECTIVESHow confident is the student that they can successfully complete their objectives?Are the work expectations realistic?Is the work appropriate to the student’s course?Does the student feel that they are learning from the placement?Has the student got sufficient and appropriate equipment and resources?Has adequate formal/informal training been given?Is the student able to obtain help from their supervisor?Is the student aware of how to obtain help from the

programme team?THE ORGANISATION’S VIEWS ON THE PLACEMENTIs the student’s attendance and time keeping satisfactory?Is the supervisor satisfied with the student’s ability?

Is the supervisor satisfied with the student’s attitude?Is the supervisor satisfied with the student’s performance?

Signed: [Visiting Tutor]

Date:

Study Abroad Appendix 11

• Undertaking Practice Placements Overseas

Students are able to undertake parts of the QPU 2 placement overseas. By overseas we mean away from the mainland. Placements in the Republic of Ireland and Northern Ireland therefore come into this category. These can offer a very different and exciting experience of Physiotherapy practices around the world.

You should note and action the following:

• These placements are organised by you• You must discuss your idea with your Personal Tutor and Placement

Tutor to obtain permission to undertake the placement overseas before you start to organise any details.

• You should begin to organise any overseas placements as early as you can as they can take considerable time to arrange

• You are still required to meet the Learning Outcomes and assessment requirements for the placement so you need to ensure that your placement is able to accommodate these. Send the Educator Handbook well in advance.

• All placements are supervised by practice educators who are HCPC, NMC, GMC, BASRAT, MSST registered.

• You will need to ensure that you have sufficient Professional Indemnity insurance cover for your host country. If you are a student member of CSP you will be covered by CSP Professional Indemnity insurance. However, this may not provide sufficient cover for the placement requirements and you may need to purchase further cover. This can be costly. If you are not an RCOT member you will need to purchase your own adequate Professional Indemnity insurance.

• You need to ensure that your placement will cover you for Public Liability insurance ie: that if you were to have an accident / incident whilst on their premises their insurance will cover you. If not then you must ensure that your own medical / travel insurance will cover you for any eventuality whilst working

• Ensure you understand how overseas placements are organised within your intended host country; some do this by application to a Clearing system. This can be costly and does not always mean your placement is what or where you want it to be. Nor is a placement guaranteed.

• You will need to check if you are required to have entry visas and / or work visas for your stay / placement.

• You should also note that you are wholly responsible for costs incurred; you are not able to claim for travel, accommodation or other additional costs during an overseas practice placement.

• If you encounter any issues or difficulties whilst you are on placement University Tutors cannot visit to support you. Every effort will be made to provide support via telephone; email or Skype.

Essential forms:

You are required to complete the following forms.Copies should be forwarded to the Placement Unit: ptplacements@cumbria.ac.uk and to the appropriate Placement Tutor for your campus:

Liz Harrison: annie.levis@cumbria.ac.uk or ann.noblett@cumbria.ac.uk

• Elective Placement Form (See Appendix 6 )• Study Abroad Risk Assessment Form (see Appendix 9c )• Study Abroad Student Checklist

• Travel Tips

Various simple precautions can be taken whilst travelling to help avoid many health problems.

Before you go away:• Consider the culture of the country you are travelling to. Your actions may have repercussions for both yourself and your colleagues, take advice from those who are more experienced in the country before you go• Take a photocopy of your passport• Have some emergency cash held separately in case your wallet is stolen and if you can, take two credit cards which can be stored in different locations

Emphasis must be placed on personal safety during travel:

Accidents and Crime:• Road and vehicle safety standards vary greatly. Avoid the likelihood of traffic accidents as a pedestrian and motorist through selecting drivers and cars carefully. If possible, avoid driving at night and/or travel by moped or motorcycle, check for seatbelts and be aware of risks.• Where possible, travel by taxi rather than walk the streets with a road map and your luggage.• Do not carry large amounts of money and valuables.

Accommodation:• Familiarise yourself with emergency provisions within your accommodation and the evacuations routes available.

Blood Borne Diseases/Sexual Health:• Reduce the risk of blood borne diseases by taking sterile kits and not participating in unprotected intercourse. HIV is common in some countries (up to 30% of some populations).

Insect and Animal Bites:• A variety of tropical diseases carried by insects, especially mosquitoes and ticks. Avoid insect bites by implementing measures such as covering exposed

skin with loose, long clothing: using Permethrin impregnated nets, knock down sprays in rooms and insect repellents.• All animal bites require medical attention even if you are fully vaccinated. Any bite should be thoroughly cleansed and medical advice sought as soon as possible. If Rabies is a risk, post exposure (bite) vaccination is required as soon as possible.• Check which types of risk are specific to your particular trip.

Food and Water Hygiene:• Food and water can expose travellers to a range of bacteria, viruses, parasites and other causes of illness. Strict food and water hygiene methods should be adhered to at all times including washing hands; and boiling or sterilising water; and/or only drinking bottled water; avoiding ice in drinks.

Skin Protection:• Avoid midday sun, use a sunscreen and cover skin where possible with appropriate clothing.

Insurances: • Ensure you have sufficient insurance to cover you whilst you are overseas. At

a minimum you should consider medical and travel insurance. You should also ensure you have sufficient professional indemnity insurance. If you are a RCOT student member then you will have some cover but should check that this is sufficient.

Information Sources

The Foreign Office will be able to provide information on the necessary vaccinations, local politics, areas to avoid, etc.

The Foreign and Commonwealth Office carries up to date travel advice for over 200 countries. It should be used as the basis for informing all those travelling for overseas study of the risks that they may face.

If access to the internet is available the following pages referring to health, travel and personal safety can provide some of this information.

http://www.fco.gov.uk

http://www.dh.gov.uk

http://www.suzylamplugh.org

www.aonprotectassistance.com http://www.fitfortravel.nhs.uk/home.aspx

Study Abroad Student Checklist

□ Discuss study abroad with your course tutor or programme leader

□ Meet with an International Officer to discuss your time abroad

□ Review the procedural notes for study abroad

□ Investigate and choose which of our partners you would like to study with

□ Complete and submit the following to the International Development Office:o The application form to the partner institution and all supporting documentso The ‘Approval for Study Abroad’ form, with your programme leader’s

signatureo A risk assessment form

□ Receive an acceptance letter from the partner institution

□ Complete and return any additional paperwork to the partner institution that comes with your acceptance letter

□ Apply for and receive your visa, should you need one

□ Make travel arrangements to the partner institution – making allowances for their induction and orientation; Let us know your travel plans by filling out this form.

□ Visit the website for the Foreign and Commonwealth Office to get travel advice for the country where you will be studying

□ Visit the website for the National Travel Health Network and Centre to get health advice for the country where you will be studying

□ Make an appointment with your GP to ensure you are healthy and ready to go abroad, and to get any travel jabs you may need

□ Arrange travel and health insurance for your time overseas, including renewing your EHIC card if you will be studying in Europe

□ Pack your bags and board the plane! Enjoy your time abroad and send us photos!

□ Within a week of your arrival, update ICON with your overseas address and phone number

□ When you prepare to come home, make sure that the partner institution will send your transcript to University of Cumbria when your marks are available

Study Abroad Risk Assessment Form (for study abroad and exchange programmes) Appendix 12

Name:

Student Number:

Host Institution:

Location of Host Institution:

Risk Assessment Approved By:

Name (printed) Signature

Date

List of possible hazards (please tick those which are significant)

Environment (weather) CrimeEffects of long haul flights Earthquakes/natural disastersPolitical situations Availability of medical carePrevalent diseases for which vaccination is required

Local dangers (road/rail travel, insects, animals)

Other (please provide details):

Please use the following rubric to assess the level of risk:

Slight Harm Harmful Very HarmfulUnlikely Trivial Low MediumLikely Low Medium HighVery Likely Medium High Intolerable

Appendix 12 (Cont’d)Study Abroad & Exchange Programme – Risk Assessment Form

Please list significant hazards

Please list what safety measures are in place to minimise the risk Current level of risk

Study Abroad Risk Assessment Form – Risk Assessment Form Appendix 12 (Cont’d)

Statement of Traveller I can confirm that:

An approved risk assessment covers my proposed overseas study period. YES/NO

My overseas study period does not entail any high risk activities or activities which can be reasonably YES/NO foreseen to present significant hazards

I have consulted the current Foreign & Commonwealth Officer advice on the country I propose to visit, YES/NO which is as follows:

I understand it is my responsibility to consult my GP about any immunisations required for my country YES/NO of study and to ensure I am medically fit to travel

I am aware of all current Customs/Entry Requirements for the country where I propose to study YES/NO

I have made arrangements for travel and health insurance for the duration of my overseas study period YES/NO

I have left a copy of my passport and itinerary with my next of kin YES/NO

Details of next of Kin:

Name: Relationship: Email:

Address: Phone:

NAME (printed) SIGNATURE DATE

Travel Tips - Study Abroad & Exchange Programme

Various simple precautions can be taken whilst travelling to help avoid many health problems.

Before you go away: Consider the culture of the country you are travelling to. Your actions may

have repercussions for both yourself and your colleagues, take advice from those who are more experienced in the country before you go

Take a photocopy of your passport Have some emergency cash held separately in case your wallet is stolen

and if you can, take two credit cards which can be stored in different locations

Emphasis must be placed on personal safety during travel:Accidents and Crime:

Road and vehicle safety standards vary greatly. Avoid the likelihood of traffic accidents as a pedestrian and motorist through selecting drivers and cars carefully. If possible, avoid driving at night and/or travel by moped or motorcycle, check for seatbelts and be aware of risks.

Where possible, travel by taxi rather than walk the streets with a road map and your luggage.

Do not carry large amounts of money and valuables.

Accommodation: Familiarise yourself with emergency provisions within your

accommodation and the evacuations routes available.

Blood Borne Diseases/Sexual Health: Reduce the risk of blood borne diseases by taking sterile kits and not

participating in unprotected intercourse. HIV is common in some countries (up to 30% of some populations).

Insect and Animal Bites: A variety of tropical diseases carried by insects, especially mosquitoes

and ticks. Avoid insect bites by implementing measures such as covering exposed skin with loose, long clothing: using Permethrin impregnated nets, knock down sprays in rooms and insect repellents.

All animal bites require medical attention even if you are fully vaccinated. Any bite should be thoroughly cleansed and medical advice sought as soon as possible. If Rabies is a risk, post exposure (bite) vaccination is required as soon as possible.

Check which types of risk are specific to your particular trip.

Food and Water Hygiene: Food and water can expose travellers to a range of bacteria, viruses,

parasites and other causes of illness. Strict food and water hygiene methods should be adhered to at all times including washing hands; and boiling or sterilising water; and/or only drinking bottled water; avoiding ice in drinks.

Skin Protection: Avoid midday sun, use a sunscreen and cover skin where possible with

appropriate clothing.

Information Sources

The Foreign Office will be able to provide information on the necessary vaccinations, local politics, areas to avoid, etc.

The Foreign and Commonwealth Office carries up to date travel advice for over 200 countries. It should be used as the basis for informing all those travelling for overseas study of the risks that they may face.

If access to the internet is available the following pages referring to health, travel and personal safety can provide some of this information.

http://www.fco.gov.uk

http://www.dh.gov.uk

http://www.suzylamplugh.org

www.aonprotectassistance.com

http://www.fitfortravel.nhs.uk/home.aspx

International Placements for Health & Social Work Programmes (including Isle of Man, Eire & N Ireland) Appendix 13

Points Explored Nursing (all Fields) Midwifery OT Physio Radiograpy Social

Work

Can students go overseas? Yes Yes Yes Yes Yes Only to Isle of Man

Is this included in the Clinical Hours for the course? No Yes Yes Yes Yes Yes

Is this an assessed placement? No No Yes Yes No Yes

Does the student have their request authorised by the Programme Leader or co-ordinator?

Yes Yes Yes Yes Yes Yes

Does the student submit paperwork giving full contact details for placement area?

Yes Yes Yes Yes Yes Yes

Does the Placement Office send letters to the placement to confirm the allocation?

Yes Yes No Yes Yes Yes

Is the student routinely contacted during placement? No No No No No Yes

Are the students given advice on whom to contact if there is a problem when they are on placement?

Yes Yes Yes Yes Yes Yes

Does the student submit placement attendance paperwork to confirm the hours attended?

Yes Yes Yes Yes Yes Yes

Does the Programme Leader liaise with the University International Office?

No No No No No No

Does the Placement Office notify the University International Office of where the students are onplacement?

Yes as from 2014 Yes as from 2014 Yes as from 2014

When could an overseas placement occur during the programme? Enrichment only

Semester 3year 2 or 3

Assessed PP4 only QUAL only

Semester 3 year2 or 3

Any placement