Fieldwork Education

Statement 1

There should be a placement agreement between the Higher Education Institution (HEI) and the occupational therapy services, with appropriate policies and procedures, and sufficient facilities and resources to support practice education.

Occupational therapists are required to:

• Develop departmental placement resource files to include e.g. management structure, local services/population, emergency contacts and supervisory strategies.
• Provide student access to relevant operational policies to ensure the quality of practice education
• Provide students with preparatory information before the placement starts and an induction programme at the beginning of the placement.
• Ensure access to a range of resources, facilities and staff to support independent living.
• The occupational therapy service should:

• Maintain a reciprocal relationship with the HEI.
• Ensure mechanisms are in place to support students with diverse needs.
• Ensure the student and the educator have clear support mechanisms within the placement and from the HEI.

Statement 2

The practice education provided within the service should contribute to the overall aims of the education programme, by helping students become fit to practice, and sit to receive their awards.

Occupational therapists are required to:

• Ensure that the practice experience reflects the HEI standards required of students.
• Base the practice experience upon a sound educational philosophy that is compatible with the values of occupational therapy.
• The occupational therapy service should:

• Be involved in the development of the pre-registration curriculum to ensure that the curriculum reflects practice, professional priorities for service development, research findings and policy initiatives.

Statement 3

There should be sufficient, properly trained and supported practice placement educators to facilitate the achievement of students' learning outcomes, while maintaining service delivery.

Occupational therapists should:

• Have sufficient time and availability to provide planned, regular supervision and assessment (a minimum of one hour formal supervision per week).
• Be aware of their duty of care to students and clients, e.g. Health and Safety, risk assessment, lone working.
• Have sufficient occupational therapy experience and expertise to be practice placement educator, i.e. attended a fieldwork education course, or have direct access to an occupational therapist that has.
• The occupational therapy service should:

• Acknowledge the responsibilities placed on practice placement educators and their need to balance pre-registration education with caseload management.

Statement 4

Each placement should provide a range of methods designed to promote students' personal and professional development and help them achieve learning outcomes, should be employed during each placement.

Occupational therapists are required to:

• Ensure that each student has an individual learning agreement that reflects their learning needs and style, the module outcomes and the experience available.
• Ensure that the learning, teaching and supervisory strategies, promote continuing professional development towards entry level competence.
• Design all learning, teaching and supervisory methods so as to: assess and manage risk, ensure the safety, consent and confidentiality of clients and their carers, and demonstrate respect for others.
• Facilitate the integration of theory with practice, to be demonstrated in the student's portfolio and the practice placement report.
• Identify the requirements for professional conduct and opportunities for developing professional identity in the practice placement file.
• Enable the student to set time aside each week for independent study.

Statement 5

There should be rigorous, robust and effective assessments of safety, competence and professionalism during practice education.

Occupational therapists are required to:

• Employ assessments which measure whether learning outcomes are met and which facilitate personal and professional development fit for practice.
• Be aware of assessment principles, to assure valid, reliable and fair judgements.
• Be aware of the additional support systems available to them when supervising exceptional or failing students or those with special needs.

Quick links

• Assessment
  • Children's development
  • Parenting capacity & families
  • Environmental factors, peers & community
  • Analysis
  • Risk assessment
• Child protection
  • Core Groups
  • Children in specific circumstances
  • Allegations against professionals
  • Indicators of child abuse
  • Dealing with a disclosure
• Youth Offending
  • Appropriate Adult (PPACE)
  • Bail Supervision
  • Remands
  • Voluntary Intervention Plans
  • Statutory Intervention Plans
• Children with Disabilities
  • Supporting Children with a Disability
  • Transfer of Cases
  • Short Breaks Services and Social Inclusion
  • Transition to Adulthood
  • Children's Occupational Therapy