· web viewdouble degree students undertaking an integrated placement which includes another unit...

QUT SWHS Bachelor Human Services Final Placement

Field Education Learning Plan & Assessment Report (LPAR)

Student Name: Click here to enter text. Field Educator Name:

Click here to enter text.

Agency Name: Click here to enter text. Date: Click here to enter text.Semester and Unit Code:(if undertaking a dual degree & integrated placement please identify relevant double degree course and unit code)

Click here to enter text. Placement hrs. to complete:

Click here to enter a date.

This learning plan and assessment report is to be used as your “to do list” for keeping track of your learning and achievements and as evidence of learning and assessment on placement. It has three components;

1. A learning plan2. Mid placement assessment reporting template, and3. End of placement assessment reporting template.

This tool will: Support purposeful learning in accordance with the Human Services Practice Standards

and ACWA Code of Ethics. Provide a place for you to ‘capture’ what you will do to achieve each Learning Area by

responding to the question how will you develop your knowledge and skills in this area?

Provide a place to convert placement learning into evidence of your capability using the STARL Model.

Be used at mid and end of placement assessment points to assess your performance on placement.

Be uploaded to Blackboard (BB) at mid-assessment and final assessment checkpoints.

Evidencing Practice - What is the STARL Model? This is a simple 5 step process to articulate your learning:

S Situation Describe the circumstances of the activity/experience you had relevant to the learning area/practice standard.

T Task Provide some detail about the task that was required of you for this situation. This may be observational or direct action, there is always a task

A Action Describe the actions you took to engage with the situation. Describe the skills, knowledge, values you applied to this situation. Again even in an observational role there is always an action, e.g. critically analyse or reflect

R Result Describe the outcome of the situation and how your actions facilitated a result

L Learning Provide a brief critical analysis of the learning in relation to the learning areas E.g. What did you learn? How does this relate to the learning area/practice standard and why is this important for human service practice in this context? How will you now use this learning to inform your future practice?

Assessment Guide

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Principles for assessing students

Evidence of a student’s achievements and performance must be collected and maintained by all parties. This includes evidence of work as well as minutes from supervision kept by students and supervisors, this is particularly crucial where there may be issues that could impact negatively on the placement experience or on assessment of performance.

The student is assessed according to the ACWA practice standards and code of ethics as outlined in this report and the learning outcomes of the field education unit.

Double degree students undertaking an integrated placement which includes another unit code will also be assessed in accordance with the learning outcomes and assessment criteria for the particular unit. It is expected that any project work evidence is also submitted to the field education unit who will maintain a record of the actual achievement. Assessment of any work related to another unit will be assessed by the relevant Course Coordinator not the FEU.

Process

Assessments of learning are to be undertaken collaboratively between the student and field educator/s. The end of placement assessment reports need to be undertaken collaboratively with all parties involved. We recommend that each party prepare information for each section and share this with each other, and then prepare the report through a joint meeting to discuss achievements, issues, areas for development and plans.

TimingThere are 2 checkpoints for assessment – mid and end of placement.

Mid Placement

Assessment

The mid placement-assessment reviews the student’s learning in alignment with their learning plan. It is a time to reflect on progress and achievements and to address areas where further development is required. By mid-placement it is expected that students will have finalised their 3-5 overall goals documented learning tasks and completed one Reflection. These documents serve as key sources of evidence to demonstrate learning against practice standards. The STARL evidence also informs and supports discussion about achievements. It is crucial that the mid placement assessment report is prepared prior to mid-placement – 160-170 hours and a signed copy be submitted via BB once student hours reach 175 hours. Examples of evidence of learning must be included to substantiate and justify ratings. The number of examples of learning evidence required is indicated at the top of each Learning Area. These must be included to substantiate and justify ratings under each learning area.

End of Placement

Assessment

The end of placement assessment provides a final assessment of the student’s learning achievements including progress on areas identified in the mid placement report as requiring further development. By end of placement, it is expected that students will have completed one Process Recording and their second Reflection.

The completed end of placement report must be submitted onto the BB site, within one week of completion of placement hours along with the signed timesheets. The document must be signed by student and supervisor/s. The number of examples of learning evidence required is indicated at the top of each Learning Area. These must be included to substantiate and justify ratings.

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Assessment Levels

To achieve an overall satisfactory grade, students need to demonstrate that they are either ‘Highly Capable’ or ‘Capable’ across the Six Learning Areas by the end of placement. Therefore, any grading of BC or below at the mid assessment stage requires the development of a rigorous action plan, and consultation with the Field Education Unit, to ensure a targeted approach to supporting the student focus on these areas. The key below provides specific details about each level of assessment.

Overview of Placement MilestonesWeeks Learning Roadmap

Check

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ASSESSMENT KEY – A Guide for Grading – FINAL PLACEMENT

HCHighly

capable

Knowledge and skill in relation to practice learning areas and ethical practice demonstrated is of a high standard including ability to undertake work independently, a high level of critical awareness, self-reflective and reflexive practice, where integration of theory to practice is clearly evident. The student demonstrates a high level of capability in working within the regulatory framework of the agency context. The student demonstrates a high level of initiative, adaptability and critical appreciation of own/others’ practice. The student is safe, ethical and quality practitioner with a well-developed sense of their own professional identity.

CCapable

Understanding and application of theory and knowledge and ability to demonstrate this in practice is consistently evident. Knowledge and skill in relation to practice learning areas and ethical practice demonstrated is of a high standard and performance is at the level expected of a newly qualifying practitioner. The student takes initiative and demonstrates an ability to work independently and professionally as appropriate to the placement context. The student understands and works well within the regulatory framework of the agency context. The student demonstrates adaptability and critical appreciation of own/others’ practice and demonstrates ethical and safe practice.

BCBeginning Capability

The student demonstrates some understanding and application of theory, knowledge and skills as per the practice learning areas - however this is not always consistent. The student demonstrates an ability to practice ethically, however not consistently and/or requires ongoing support. The student demonstrates some level of self-awareness and influence on practice, however this still requires development. The student is developing emerging critical reflection skills, however this is not always consistent or lacks depth. The students continues to require close guidance or supervision regarding practice learning area, day to day tasks. The student shows limited adaptability.

LCLimited

capability

Performance not yet capable. While some requirements of practice and practice learning areas are understood, this is not consistent or has been able to be demonstrated. Student has demonstrated limited understanding of how theory integrates with practice. The student can demonstrate some knowledge and skills yet this is not always consistent and gaps are evident. Student has demonstrated limited self-awareness on their practice. Further work is needed to demonstrate beginning capability in accordance with learning areas and outcomes.

NCNot Capable

Performance not at basic level expected of an emerging human services practitioner. Knowledge and skills are largely undeveloped, professionalism and attitudes are not consistent with human services values and principles. The student does not consistently apply feedback from supervisors to support required developments in their own learning. Practice is potentially unsafe/inappropriate and/or of poor quality.

UAUnable to be

assessed

The work has either not been undertaken or the field educator has not had an opportunity to assess capability in this area

Week 1• Become familiar with your placement context (E.g. Complete

Induction activities; meet people; learn about the client group and services; staff roles; and so on)

Week 2• Identify areas of practice you want to develop further and document

these as overarching Learning Goals. • Discuss with your Field Educator

Week 3• Draft your learning strategies under each Learning Area. Review

and discuss with your Field Educator. Send a draft of your LP&AR to your Liaison Visitor prior to meeting with them.

Week 4• Discuss your draft of your LP&AR with your Liaison Visitor at your

meeting. Identify any questions or concerns with them.

Weekly • Update your LP&AR, begin documenting evidence of learning and

understanding around the 6 Learning Areas and linking theory to practice.

• Regularly discuss your progress with meeting goals, capturing evidence, & discussing challenges and opportunities with your Field Educator (e.g. Make this a standard agenda item in your Supervision sessions)

HALFWAY 160-170

hrs

• Complete the Mid Placement Assessment of the LP&AR with your Field Educator/s referring to your goals and evidence to support how you are tracking.

• Update your LP&AR to address the gaps, achievements, etc. identified

• Second Liaison contact completed

Weekly • Continue with regular reviews in supervision • Use your LP&AR to inform ongoing professional development • Finalise evidence of learning as this will be critical in completing

future job applicationsFinal

Weeks 350hrs

• Complete the Final Assessment of the LP&AR with your Field Educator/s

• Upload signed LP&AR and timesheets to Blackboard for grading

Students Overall Learning Plan Goals for Placement Consider what you would like to personally learn in practice. These goals can be things like time management, achieving placement/university /life balance, individual reflection skills or even building confidence. Discuss these with your field educators as part of your overall learning plan and strategy.

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Learning Areas, Evidence and Rating Learning Area 1: Ethical practice and Professionalism

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1.1 Practise in accordance with the ACWA Code of Ethics and manage ethical dilemmas and issues arising in practice

To assist with developing your learning strategies use these indicators as a guide. Think about your placement context, level of experiences/knowledge/skills and then ask yourself, how will I:

o Apply the principles of social justice, equity, individual worth, human dignity and self-determination in all day to day professional practice.

o Practise ethical behaviour in every situation in accordance with the Australian Community Workers Association (ACWA) Code of Ethics.

o Critique and respectfully challenge policies and practices that are unjust or fail to meet human and legal rights, social inclusion and self-determination.

o Reflect on personal beliefs and values and identify how these impact or influence own practice, seeking support in developing strategies to address these.

o Base relationships with all service users, groups, communities and colleagues on the principles of respect and human dignity at all times.

o Identify and appropriately address ethical issues or dilemmas in accordance with ethical codes and decision making frameworks.

Student to complete - How will you develop your knowledge and skills in this area?I will ….

1.2 Practise with professional integrity at all times

To assist with developing your learning strategies, use these indicators as a guide. Think about your placement context, level of experiences/knowledge/skills and then ask yourself, how will I:

o Demonstrate ability to maintain appropriate professional/personal boundaries.o Recognise and seek support and information from supervisors/staff when my professional

capabilities, knowledge and skills are exceeded. o Understand and effectively advise clients of feedback/complaint processes/mechanisms.o Represent the human services profession with personal and professional integrity demonstrating

language, conduct and behaviour consistent with core values and in accordance with the role, responsibilities and expectations of the placement agency.

o Demonstrate critically reflective skills through the writing of two critical reflections to be discussed and analysed with supervisors.


1.3 ConfidentialityTo assist with developing your learning strategies use these indicators as a guide. Think about your placement context, level of experiences/knowledge/skills and then ask yourself, how will I:

o Demonstrate the ability to maintain confidentiality and privacy with regards to service users, colleagues and organisational information.

o Demonstrate the ability to identify and advocate with clients around legal limits to confidentiality within the context of the placement agency and more broadly.

o Demonstrate knowledge and application regarding confidentiality, informed consent and record keeping.


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Mid Placement Progress - Evidence of Capability for Learning Area 1Two examples of Learning Evidence are required for mid placement

ETHICAL PRACTICE AND PROFESSIONALISM

1. Situation – Task – Action – Result – Learning –


RATING FOR LEARNING AREA ONE – MID PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐

1.21.3 Practise with professional integrity at all times

C☐

C☐

BC☐

LC☐

NC☐

UA☐

1.3 Confidentiality BC☐

C☐

BC☐

LC☐

NC☐

UA☐

OVERALL RATING LEARNING AREA 1 HC☐

C☐

BC☐

LC☐

NC☐

UA☐

Field Educator/s’ Comments (Provide any additional detail or comments regarding this Learning Area and the rating recommended)

Student’s Comments (Provide any additional detail or comments regarding this Learning Area and the rating recommended)

End of Placement Progress - Evidence of Capability for Learning Area 1An additional Two Examples of Learning Evidence are required

ETHICAL PRACTICE AND PROFESSIONALISM


2. Situation – Task – Action – Result – Learning

RATING FOR LEARNING AREA ONE – END OF PLACEMENT

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HC☐

C☐

BC☐

LC☐

NC☐

UA☐

1.21.3 Practise with professional integrity at all times

C☐

C☐

BC☐

LC☐

NC☐

UA☐

1.3 Confidentiality BC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



Practice Learning Area 2: Provision of service and support

2.1 Ability to base professional practice on relevant human service theories, incorporating principles of human rights and access to appropriate services and support


o Demonstrate effective interpersonal engagement skills when providing assessment and referral services.

o Ensuring that all aspects of service delivery (to individuals and communities) is underpinned by social justice and human rights principles.

o Demonstrate purposeful use of appropriate theories, research, practice approaches and methods in your practice, justifying actions, decision making and strategies.

o Identify and advocate for the needs of service users and needed services within the placement context.

o Demonstrate the ability to identify and critically reflect on power imbalances between self and service users and / or others and strategies to redress this.

o Demonstrate understanding of how community work theory and methods inform practice?o Demonstrate critical awareness of social, political, legal, cultural and organisational contexts and

systems and how they influence practice.


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2.2 Practice delivery and evaluation


Demonstrate ability to work with service users taking into consideration their social environments from a person centred approach.

Demonstrate effective assessment skills in gathering relevant information, analysing the information and determining appropriate recommendations.

Demonstrate ability to work with services users (individual, groups or communities) in identifying goals and appropriate interventions to meet their needs.

Demonstrate ability to monitor and evaluate work to identify effectiveness (at an individual service user, community, group, program, or project level), recommending improvement of services, programs and projects.


Mid Placement Progress - Evidence of Capability for Learning Area 2Two examples of Learning Evidence are required for mid placement

PROVISION OF SERVICE AND SUPPORT1. Situation – Task – Action – Result – Learning –


RATING FOR LEARNING AREA TWO – MID PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐

2.2 Practice delivery and evaluation HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



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End of Placement Progress - Evidence of Capability for Learning Area 2Two additional examples of Learning Evidence are required for final assessment

PROVISION OF SERVICE AND SUPPORT1. Situation – Task – Action – Result – Learning –


RATING FOR LEARNING AREA TWO – END OF PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐

2.2 Practice delivery and evaluation HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



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Practice Learning Area 3: Interpersonal communication skills

3.1 Effective communication with a diverse range of people


o Demonstrate effective interpersonal skills when providing assessment and referral services.o Demonstrate effective written communication skills in preparing documentation relating to the

practice context, for example case notes, reports, funding submissions etc.o Demonstrate effective communication skills when using online technology.

3.2 Building effective relationships and working collaboratively with others


o Demonstrate effective verbal communication skills when interacting with supervisors, colleagues and others.

o Demonstrate an ability to work effectively and collaboratively within a team or group.


Mid Placement Progress - Evidence of Capability for Learning Area 3One example of Learning evidence required for mid assessment

INTERPERSONAL COMMUNICATION SKILLS1. Situation – Task – Action – Result – Learning –

RATING FOR LEARNING AREA THREE – MID PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐

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End of placement Progress - Evidence of Capability for Learning Area 3

An additional two examples of Learning Evidence are required for final assessment

INTERPERSONAL COMMUNICATION SKILLS1. Situation – Task – Action – Result – Learning –


RATING FOR LEARNING AREA THREE – END OF PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



Practice Learning Area 4: The regulatory and legislative context of practice

4.1 The regulatory and workplace context


o Demonstrate understanding and application of the legislative and statutory requirements affecting the practice context, for example, mandatory reporting, and confidentiality requirements.

o Demonstrate knowledge and understanding of relevant legislation and policies about the ethical storage of all records and adhere to these. Demonstrate ability to appropriately write case

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notes/assessments/records or other documentation, adhering to principles of social justice, human rights.

o Demonstrate understanding of the organisational code of conduct, policies and procedures and WH&S requirements and adhere to these.

o Demonstrate respect and professionalism in relation to meeting expectations, deadlines and codes of conduct.

o Critically reflect on the impact of regulatory and workplace contexts on service provision, identifying solutions or different approaches to address these

Student to complete - How will you develop your knowledge and skills in this area.I will ….

Mid Placement Progress - Evidence of Capability for Learning Area 4One example of evidence required for mid placement

THE REGULATORY AND LEGISLATIVE CONTEXT OF PRACTICE1. Situation – Task – Action – Result – Learning –

RATING FOR LEARNING AREA FOUR – MID PLACEMENT

THE REGULATORY AND LEGISLATIVE CONTEXT OF PRACTICE


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



End of Placement Progress - Evidence of Capability for Learning Area 4One additional piece of new evidence required for final assessment

THE REGULATORY AND LEGISLATIVE CONTEXT OF PRACTICE


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RATING FOR LEARNING AREA FOUR – END OF PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



Practice Learning Area 5: Diversity

5.1 Demonstration of an understanding and sensitivity to diversity in all forms and adherence to all relevant legislation


o Identify and articulate own cultural values and beliefs and understand how these impact on own understanding and interactions with people, community members and colleagues.

o Engage in building knowledge and skills to ensure professional and safe cultural practice in relation to ethnicity, ability, economic status, age, sexuality, gender and transgender, faiths and beliefs.

o Demonstrate respectful language and behaviour when engaging with diverse communities. o Demonstrate an ability to adapt practice to work effectively and inclusively with people who have

different and diverse cultural identities, values, affiliations, beliefs and customs.o Identify discriminatory and oppressive practice and policies with respect to culturally diverse

people and communities, and/or develop strategies to respond to these practices/policies where appropriate/ possible.

o Seek out knowledge and information to support culturally inclusive and safe practice within the context of the placement organisation.


5.2 Working respectfully and promoting the rights of Aboriginal and Torres Strait Islander peoples and their cultures


o Demonstrate knowledge and understanding of Aboriginal and Torres Strait Islander cultures, protocols and practices in a local context.

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o Engage in continuing professional development around my understanding to work safely and effectively with Aboriginal and Torres Strait Islander peoples.

o Demonstrate an understanding of the skills and knowledge in safely and appropriately engaging with service users/communities/colleagues within my placement context.


Mid Placement Progress - Evidence of Capability for Learning Area 5Two examples of evidence required for mid assessment

DIVERSITY1. Situation – Task – Action – Result – Learning –


RATING FOR LEARNING AREA FIVE – MID PLACEMENT

5.1 Demonstration of an understanding and sensitivity to diversity in all forms and adherence to all relevant legislation

HC☐

C☐

BC☐

LC☐

NC☐

UA☐


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



End of Placement Progress - Evidence of Capability for Learning Area 5An additional two examples of evidence required for final assessment

DIVERSITY1. Situation – Task – Action – Result – Learning –


RATING FOR LEARNING AREA FIVE – END OF PLACEMENT

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DIVERSITY5.1 Demonstration of an understanding and sensitivity to diversity in all forms and adherence to all relevant legislation

HC☐

C☐

BC☐

LC☐

NC☐

UA☐


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



Practice Learning Area 6: Professional Development and Supervision

6.1 Actively engage in professional supervision to build knowledge and skills


Actively engage in and take responsibility for formal and informal professional supervision, including preparing agendas and following through on actions recommended.

Actively seek feedback, mentoring, support and constructive criticism to continuously improve practice.

Identify skill and knowledge gaps and address through supervision, training and other means. Demonstrate personal responsibility and accountability for actions, decisions and professional

development.


6.2 Engage in continuous professional development


Proactively engage in developing new knowledge and skills related to context of practice. Seek out relevant training opportunities throughout the field education practicum to increase

knowledge and skills.


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Mid Placement Progress - Evidence of Capability for Learning Area 6One example of evidence required for mid assessment

PROFESSIONAL DEVELOPMENT AND SUPERVISION


RATING FOR LEARNING AREA SIX – MID PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐



End of Placement Progress - Evidence of Capability for Learning Area 6One additional new example of evidence is required for final assessment

PROFESSIONAL DEVELOPMENT AND SUPERVISION


RATING FOR LEARNING AREA SIX – END OF PLACEMENT


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


HC☐

C☐

BC☐

LC☐

NC☐

UA☐


C☐

BC☐

LC☐

NC☐

UA☐

Field Educator/s’ Comments (Provide any additional detail or comments regarding this Learning Area and

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the rating recommended)


The following section is designed to provide an overall perspective on the student’s learning on placement to date, as well as advice around further

professional development and growth.

MID PLACEMENT CHECKPOINTWe confirm that One Reflection, One Process Recording and Overall Learning Goals have been completed and discussed in Supervision

☐

END OF PLACEMENT CHECKPOINTWe confirm that Two Reflections, One Process Recording and Overall Learning Goals have been completed and discussed in Supervision

☐

For Learning Areas that you have identified as BC, LC or NC you must address the following questions: What are the areas for development? How should the learning goals/strategies in the LP&AR be adjusted? How can the student be supported to achieve a higher level of capability with the learning area/s? Please provide a detailed action plan to support the student below.Learning Area Learning Goals to be

achieved:Learning activities to support achievement of the goals:

Who is responsible & Timeframe



Click here to enter text. Click here to enter text.

Share a list of the student’s strengths to date (jointly completed by field educator/s and student)Student’s comments Field Educator/s’ comments

Click here to enter text. Click here to enter text.

Are there any issues for any of the parties concerning the nature of the placement, the student’s performance or the supervision relationship?Click here to enter text.

Signatures

Signature of Agency Field Educator

Date

Signature of Student Date

Notes: Students and Field Educators are advised to keep a signed copy of this report for future reference

before the student submits this document on to the Unit’s Blackboard site. If you have any questions regarding this document, please email: [email protected]

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