Transcript Models of Practice Placement 6th August 2007 Role Emerging

Role Emerging Practice Placement
Model
Moyra Muir
Practice Education Facilitator/Lecturer
(OT)
AHP Lead Practice Education (School
of Health and Social Care)
Aim
Provide brief overview of role emerging
placements and their use within GCU
Division of Occupational Therapy
Highlight potential benefits/challenges of
such placements
Points to consider if planning role
emerging placements
Role Emerging Model
Also known as:
Self directed; Long arm supervision; Project placement;
Independent community placement; Role emerging
fieldwork; non-traditional
Student/s placed in setting where no established OT
service
On site support from employee within organisation
Professional weekly formal supervision from
occupational therapist (HEI or external)
Students often in pairs/groups and “peer learn”
Assessment – tripartite
Role Emerging Placements at GCU
Used for 10 years 1995 - 2005
No longer compulsory within
undergraduate programme
Option to use at L3
MSc students still do summer “role
emerging” placement
Why use Role Emerging
Placements?
College of Occupational Therapy reported
that we should
“actively seek placements that reflect the
rising flexibility in workforce patterns and
location”
(COT 2004)
“Exciting new options in career development
are arising for professionals and support
staff, options that AHPs, supported by
strong leadership and education
structures, are enthusiastically pursuing.
(Scottish Executive Publications 2005)
Placement Crisis?
“The number of students needing
placements have increased at a time when
organisational changes within the Health
and Social Care system have been taking
place”.
(OT News 2005)
Role Emerging Placements
Potential Benefits
To students – knowledge and experience:
Theory
clinical reasoning
other care providers
– roles and differing perspectives
more autonomous working
peer learning and support
possible job opportunities
Potential Benefits
To clients/patients:
Receive a service they would not
otherwise have access to
May be continued after students leave eg.
exercise group, women’s group
Benefits to Profession
Promotes :
Interprofessional working
Understanding of roles
Opportunities to advance into new areas
Role Emerging Model
Evidence suggests more suited at
level 3 or 4 for undergraduates
Works well for masters students
who are used to being more self
directed
A Student Perspective on Role
Emerging Placement (REP):
Challenges and Opportunities
Rhona Hastings
Level 2 Student
MSc Occupational Therapy (Pre-Registration)
Glasgow Caledonian University
Background
1st year student of 2 year MSc Occupational Therapy (Pre-Reg)
1 placement prior to REP
Understanding of REP:
OT to be ‘more widely understood’ – or further diluted by generic
work?
OTs to take ‘unique skills into mainstream workplaces’ – not even
qualified yet and goalposts shifting already ?
Student/profession -needs led – or reactionary policy?
Initial response to prospect of REP:
Disappointment
Frustration
Suspicion
Scepticism
Insecurity
REP
8 weeks in setting where there are no OTs employed
Paired with fellow course mate
Weekly supervision from university tutor
Setting: urban voluntary organisation
Issues: mental health problems, learning difficulties,
chaotic lifestyles, drug & alcohol rehabilitation, forensic
placements
Challenges
Unfamiliar organisational structure and differing concepts
of professional boundaries
Developing and maintaining role and identity in
interdisciplinary working
On site supervision from professional outwith own
profession
Pairing with fellow student
Opportunities
Honing interpersonal & observational skills and
appreciation of Code of Ethics
Strengthening understanding of practice, professional
identity and problem solving
Promoting initiative, independence and clinical reasoning
Peer collaboration, quality reflection and shared learning
Conclusion
Safe environment for professional development
Benefits host placement
Benefits employees and employers
Reflection on REP experience:
Intense
Challenging
Satisfying
Educational
Invaluable
Important Considerations
Requires careful “vetting” of suitable sites to ensure they
can meet requirements eg. Health and Safety and
learning outcomes
Support and training for non-profession specific practice
educators – must be clear on expectations of all!
Resource intensive – visiting weekly and responding to
crises!
Pool of potential visiting tutors?
Not suitable for all students so should it be optional?
Preparation of students essential
Different ways of assessing competence eg. not through
direct obs!
Publication
“Developing the occupational therapy
profession: providing new work-based
learning opportunities for students”.
(College of Occupational Therapy 2006)
Available at www.cot.org.uk free of charge
Any Questions/Comments?