School of Health & Life Sciences

School of Health & Life Sciences

MSc (Pre-registration) PHYSIOTHERAPY

PROFESSIONAL PRACTICEHANDBOOK

From January 2013

FOR USE BY AND WITH STUDENTS UNDERTAKING

2O12 VALIDATED PROGRAMME

USEFUL CONTACT DETAILS

Pre-Registration PlacementsOfficer:01904 876821

Placement Co-ordinator:Judy Purton

01904 876345

Subject Director, Physiotherapy:Toni Bailey

01904 876420

School of Health Sciences01904 876794

Schools Administration Unit (De Grey Court)

If you wish to send anything to University by post, please address it to the appropriate person, then their job title, followed by:

School of HealthSciences

YorkSt JohnUniversity

Lord Mayor’s Walk

York YO31 7EX

This handbook is worded primarily for the information of the student but also forms the handbook for use by practice educatorssupervising students on placement

PROFESSIONAL PRACTICE PLACEMENT DOCUMENTATION

ADMINISTRATION NOTES

This handbook contains sample copies of all the forms required for placement.

Use the checklist below for details of what needs to be done with the placement paperwork:

Induction/Health & Safety Checklist - Student keeps
Record of Student Supervision Form - Student keeps
Placement assessment booklet (ALL pages) - Hand in or send to university.
Student needs to keep copy for student profile folder
Student Feedback & Evaluation Form or On-line Feedback - Hand in or send form or receipt (for on-line feedback) to university
Student needs to keep copy for student profile folder. A copy of the Feedback & Evaluation Form should also be given to the educator. On-line feedback is available to services via the
Travel & Accommodation Expenses Claim Form - Hand in or send to university
Student needs to keep copy until after payment of claim in case original forms go astray. Payments are made directly into the student’s bank account. Student Grants Unit at Fleetwood aim to process forms within 30 working days of receipt at the Unit.
Cumulative Hours Sheet - Student keeps
Completed by the student after each placement and handed in after level 3 placement.

Students will be expected to download and print off the placement documentation posted on Moodle. An electronic version of placement documentation can be emailed to practice educators on request. Please email -placements administrator to request.

The ORIGINALS, not copies, of placement paperwork must be returned to University either in person or via Registered/Recorded post no later than 1 week after completion of the practice. If this does not happen the placement will be recorded as a non-submission and may affect the student’s ability to progress to the next level.

In the event of a student failing or withdrawing from a placement (withdrawal must be agreed by the university) due to sickness or personal circumstances, placement paperwork should still be completed and returned to the University either in person or via Registered/Recorded post no later than 1 week after the last day of attendance at the placement.

A copy of all placement paperwork handed/sent in MUST be kept by the student as you will need to have this for your student profile which informs academic staff when they write a reference at the end of your programme.

There may be an administration fee should you need copies of any paperwork for your graduate profile at a future date.

INDEX

GENERAL GUIDELINES FOR PROFESSIONAL PRACTICE ...... 7

The Purpose of Professional Practice Education ...... 7

Linking Theory to Practice ...... 7

Prior to commencement ...... 7

Settling In ...... 7

Assessment ...... 8

Hand-in process ...... 10

Hand-in checklist (Example only) ...... 11

SECTION 1: PRACTICAL POINTS FOR THE STUDENT ...... 12

Hours ...... 12

Official Record of Clinical Hours Completed (Sample) ...... 13

Accommodation and Travel ...... 14

Finance ...... 14

Evaluation Forms ...... 14

Uniform ...... 14

Sickness/Absence ...... 15

Guidance for Letters to Practice Educators ...... 16

SECTION 2: INDUCTION AND HEALTH AND SAFETY ...... 17

Induction/Health and Safety Checklist ...... 18

SECTION 3: PROFESSIONAL PRACTICE VISITS ...... 19

Purpose of the Visit ...... 19

Responsibilities of the University staff ...... 19

Responsibilities of the student and practice educator ...... 19

During the Professional Practice Visit ...... 19

Following the Professional Practice Visit ...... 16

Professional Practice Visiting Tutor Report ...... 20

Professional Practice Visiting Tutor Report – Continuation Sheet ...... 21

Prompt sheet for Mid-Placement...... 22

SECTION 4: SUPERVISION ...... 23

Record of Student Supervision Form ...... 24

Learning Outcomes ...... 25

SECTION 5: PROFESSIONAL PRACTICE PLACEMENTASSESSMENT BOOKLET...... 26

Completing the Learning Contract Form ...... 26

SECTION 6: STANDARDS AND QUALITY ASSURANCE ...... 27

Professional Practice Education Support ...... 27

Responsibilities of the School ...... 27

Responsibilities of the Student ...... 27

Maintaining Quality in Professional Practice Education ...... 28

Policy for Students Having Difficulty on Professional Practice ...... 29

RECORD OF PROFESSIONAL PRACTICE EDUCATION HOURS…………………………….30
Cumulative Hours Sheet

PROGRAMME DIAGRAM…………………………………………………………………………….31

PROFESSIONAL PRACTICE PLACEMENT ASSESSMENT BOOKLET……………………………...32

Learning outcomes for each level and sample Level 1 booklet

GENERAL GUIDELINES FOR PROFESSIONAL PRACTICE

This handbook has been prepared to enable students to make the most of the professional practice experience. It should be used as a working document and brought to all related professional practice placement preparation sessions in University and taken on all placements for reference. All practice educators supervising York St John University students should have a copy of this handbook; the student should check that this is the case on arrival at the placement – if not, please contact the placements administrator.

The Purpose of Professional Practice Education

Professional practice education provides students with the opportunity to consolidate apply and develop their knowledge and skills within a physiotherapy service environment. This is under the supervision of a qualified physiotherapist who has normally completed a Professional Practice Educators Course/SLiP Module. It plays a vital role in the process of developing a competent physiotherapist and is an essential component of pre-registration education. It facilitates the transition from student to competent practitioner by providing scope for rehearsal and reflection in the field, complementing and supplementing academic studies. Professional practice education is provided in a variety of facilities, such as hospitals, private practice, GP clinics, schools and community settings, which provide students with the opportunity for:

• active involvement in multi-disciplinary teams
• working in real situations
• learning by doing whilst working with patients/clients
• applying theory in practice

Linking Theory to Practice

The professional experience will offer the opportunity to put into practice the knowledge and skill gained during the academic programme. This will be demanding, but will also prove very interesting and rewarding. The expectations of the placement will be related to the level of academic study.

During the programme there will be opportunity to gain experience in working with patients/clients in a variety of different practice settings. Students will find that there are different approaches to staff, students and patients/clients in different settings. The student will be expected to adapt to the philosophy of the practice setting.

The team with whom students is working and learning will provide opportunities to put theory into practice by enabling the student to work effectively with patients/clients within a therapeutic environment. Students are advised to refer to the programme document regularly to ensure that theory is combined with practical experience at the appropriate level.

Prior to Commencement

The student should have exchanged correspondence with the placement to identifyarrival venue and time for the commencement of the placement and what preparation might be valuable. The initial letter should be sent or emailed at least six weeks before the start of the placement or as advised by the placement team.

Students may be resident on some placements, for example in a hospital, in a nurses’ home or other accommodation nearby. Accommodation should be arranged prior to commencement of placement. Any difficulties in arranging accommodation should be brought to the attention of the placement office.

Students must remember that whilst on placement they are representing York St John University and must behave appropriately at all times. Although students are on placement for a short time, the impression made is often a lasting one and may affect the welcome of students who follow.

Settling In

Shortly after arrival, the practice educator will outline the routine followed and the concepts and methods of therapeutic intervention. The student must be prepared to engage with the team and must be prepared to take the initiative,for example by finding out where things are kept, how access to resources is obtained and how to be a team member.

When not committed to timetabled events, students should be resourceful and show initiative in how touse this time to advantage. Reading material should be available for reference and advice sought from the practice educator regardingindependent learning opportunities.

Students must learn from all situations by reflecting on both positive and negative experiences. By exploring, reflecting on and evaluating all experiences,students will develop sound personal professional practice.

The first placement will be different in many ways from University life. The pace and routine of the day may be very unfamiliar and the priorities within the unit will be different. Patients/clients and employed staff are usually the first priority in management terms of the physiotherapy manager and the practice educator and, although students’ needs are obviously important, they cannot take precedence over the maintenance of normal patient/client-related procedures. The staff will be supportiveof students but should not be expected to act outside of the remit of the placement educator.

Students are expected to meet the allocated work load, which may include routine chores. Students are expected to ask questions, but at appropriate times.

Work must be discussed with the practice educator; in particular it is important to discuss difficult situations. It is wise to recognise limitations and seek counsel.

Students must at all times adopt a strictly professional, ethical and moral attitude towards the patient/client and towards the medical, nursing and other staff at their place of work.

The importance of professional confidence and security cannot be over-emphasised. No information about a patient/client should be disclosed to any third party outside the therapeutic team without the patient’s/client’s written permission. No written material related to a patient/client should be removed from the workplace.

Occasionally patients/clients become socially involved with students. This might subsequently interfere with treatment and any invitation from a patient/client should be discussed with the practice educator.

Assessment

Students are encouraged to keep a reflective diary of work achieved and of the learning that has occurred. What is recorded should be appropriate to the setting, the types of patients/clients encountered, the treatment techniques employed and the method of implementation of the physiotherapy process. It is important to bear in mind the purpose of written work, for example the following:

• to assemble together what has been learnt and thus help assimilation
• to begin to develop analysis skills related to your practice
• to collect information for reference whilst engaging in physiotherapy skills
• to give an indication to physiotherapy staff what has been learnt about the unit, its policies, approaches and procedures
• to assist Universitystudy by providing appropriate and realistic clinical examples

Quality is more important than quantity. The reflective diary should contain information that is of long-term value and should be kept to a practical size. An example is available on the University Virtual Learning Environment that can be used to complement the personal development profile system.

The reflective diary and personal development profile system could be used to evidence learning outcomes.

Another way to demonstrate meeting learning outcomes may be to compile a detailed case history to demonstrate an understanding of the individuality of a patient/client and the adaptation of the physiotherapy process to fulfil their needs. The format for this may vary from unit to unit; practice educators will give advice on presentations more relevant to particular units.

In addition students may find it helpful to write mini case studies of a range of patients/clients in order to assist the evaluation of the physiotherapy approach and in the application of theory to practice; this may be required to inform some University-based work.

It is most important that confidentiality is maintained at all times, so students must ensure that names of patients/clients, staff/personnel and unit/trusts and any other details that might identify the client are removed.

The student should not expect to be given full responsibility for the patients’/clients’ programme immediately. The staff will not allocate more responsibility than is appropriate. Students must be prepared to take more responsibility all the time, by listening and learning, carrying out instructions, being reliable in tasks for which they have been given responsibility, using initiative and common sense and generally accepting the position of a responsible member of the therapeutic team. Any issues should be discussed with the practice educator as early as possible.

Periodically, and not less than once per week, the practice educator will go through the assessment forms and discuss the student’s professional development. The student should come prepared for these sessions having reflected on current ability and identified forthcoming learning outcomes. Particular attention should be given to any points made and utilised constructively. At the end of the placement the student will receive a final report. The practice educator will discuss the report with the student and both parties will sign it. This report is part of the student’s continual assessment and is necessary to complete the placement.

The professional practice placement is assessed on a pass/fail system. All final learning outcomes must be achieved to be awarded a pass.

Pass:Awarded if a student is competent in ALL the final learning outcomes

Fail:Awarded if a student is unable to reach a level of competency in ANY ONE OR MORE of the final learning outcome sections

Whilst the placement grade does not contribute per se to the grade of the degree, placement learning can and does contribute to the academic work associated with university based modules. All placements must be passed successfully for you to be awarded your degree. You can only repeat one placement during your programme of study.

The professional practice experience is challenging and rewarding and is the beginning of progressive professional working for the improvement in function and/or quality of life of patients and clients leading towards lifelong learning.

Hand-in Process

(Information for students: please read and follow the instructions carefully)

All the boxes on the next page of this document must be ticked to indicate that the relevant sections of your paperwork are correctly completed, signed and dated. Paperwork must be presented in the order detailed on the check list, with a fully completed assignment front sheet (please make sure you take one of these out on placement with you) attached to the front of all the documentation, which should be presented stapled in the top left-hand corner only. If all boxes are not ticked, your paperwork will not be accepted. You will be given the receipt from the assignment front sheet as confirmation of hand-in. Please note that you do not need to complete the Assignment Number, nor the Word Count sections but you should complete all other sections, including the Declaration of Academic Integrity. Please insert your name at the side of the form but do not fold and stick down this section.

PLEASE HAND IN PAGE 2 OF THIS DOCUMENT ONLY.

In all cases, paperwork should be handed in to the School Administration Office (De Grey). This should be done either at the review session held on the last day of placement (compulsory attendance) or, where no such session is scheduled, either in person or via Recorded Delivery post. If your placement extends beyond the expected finish date of the placement, for example where placements have deferred start/finish dates, you will be notified by the Head of Programme of your revised hand-in date. Late submissions may be posted using Recorded Delivery.

Regarding section 12 of the check-list, you should …

• Check to see if your placement has a profile on
• If it has, please complete the on-line evaluation form, print the receipt and attach at the back of your placement paperwork
• If your placement does not have a profile, please complete the paper version of the Student Feedback and Evaluation form and attach at the back of your placement paperwork

Practice Placement Travel & Accommodation forms should also be handed in to the Placements Team in McGregor 103, at the same time as your placement paperwork.. Please ensure all relevant receipts are sealed in an envelope with your full name written on the front. Please do not staple anything to the expense claim documents. Any delay in hand-in of your Travel & Accommodation forms will result in delay in the authorisation and onward processing of these forms.

Hand-in Checklist: EXAMPLE ONLY

THIS SHEET TO BE FULLY COMPLETED AND ATTACHED TO YOUR PLACEMENT PAPERWORK

PLEASE NOTE THAT PAPERWORK WILL NOT BE ACCEPTED UNLESS

ALL BOXES ON THIS CHECK LIST ARE COMPLETED

Form/Section to be completed / Tick to
confirm
complete
1. / Assignment front sheet
2. / Paperwork Hand-in Checklist – this page only
3. / Professional Practice Clinical Assessment booklet
(ALL PAGES, ie 1-27) with the following sections of the front page
completed:

• Student Name

• Start and finish dates of placement

• Placement location

• Area

• Main area of practice

• Practice educator(s) name(s)

• Visiting Tutor

• Total hours completed

4. / Record of Clinical Hours Completed form (page 2) (showing number of hours worked, not start/finish times) with details fully completed, totalled and signed.
5. / Final Stage Student Evaluation of Placement page completed
6. / Final Stage Practice Educators Evaluation of Placement page completed
7. / Satisfactory professional conduct box ticked (or Unsatisfactory resolution of breach of professional conduct box ticked, if applicable)
8. / Pass/Fail box ticked, as appropriate
9. / Signatures of Practice Educator, Student and Visiting Tutor (if appropriate)and date of signatures inserted
10. / Professional Conduct on Clinical Placement; Record of Clinical PerformanceThat is not Meeting a Pass Standard; Record of Follow Up Review; Incident Report Form fully completed, if necessary
11. / Placement Activity Record completed
12. / Either, the print out of the on-line receipt (where the placement has aprofile on or the Student Feedback &Evaluation form fully completed with marks out of 10 in each box, not ticks (where no on-line profile exists)

Please do not hand in any other documentation from the placement, other than the items on the check list. Paperwork to be handed in will have the ‘hand’ symbol at the bottom of the relevant pages ()