I recently had a student for 7 weeks and her performance was exceptional I was so impressed. If any of the readers are interested, you can try these 'Guide to Making Student Placement Work' (c) 2013 A.M.
1.
Get the Student Comfortable in the place
-
Observe behaviours
-
Get an impression
2.
Give Foundation Knowledge
-
What does OT do?
-
What are the Domains of Concern
o
Occupation
§
Performance area
§
Performance component
§
Performance context
o
Uniform terminology
o
Overview of OT Practice worldwide: defining the
competition
o
What are the tools of practice
-
What is the arena of Practice
o
E.g. Secondary care
-
What is the Role of OT in the continuum of care
-
Where is the service in the Continuum of care
-
What is the model of Practice
o
Ecology of human performance
-
What is the Process of Occupational Therapy
-
What are the facets of clinical reasoning
o
Scientific
o
Narrative
o
Ethical
o
Pragmatic
-
What are the parameters of assessment and
intervention
o
Value
o
Independence
o
Safety
o
Adequacy/Quality
-
What are the intervention types – learning about
the application of intervention method will take the whole of placement time as
cases and opportunities vary.
o
Restore
o
Alter
o
Modify
o
Prevent
o
Support
3.
Facilitate interest in knowing the person’s
Occupational History
a.
Get student to just interview and know the
person
b.
Give task of interviewing the person
c.
Practice until comfort level is reached
4.
Encourage to ask question
a.
Take note of questions and add them to learning
objectives
i.
Document unknowns and make them an objective to
be known
5.
Set targets every week depending on the level
and capability of the student
a.
Based on assessment skills
b.
Based on intervention skills
c.
Based on treatment planning skills
d.
Based on documentation skills
e.
Based on medical foundation
f.
Based on OT foundation skills
6.
Update learning opportunities as they present
themselves
a.
Though in the initial stage of supervision, the
student has identified learning outcomes and objectives on their own, I find it
that they may usually have difficulty articulating what needed to be learned
thus needing assistance and guidance from the educator. Their learning objectives can be erratic and
fragmented that, if followed without flexibility of change, the student may not
be able to see the better picture of the process and philosophical foundations
of the profession.
7.
Closely monitor performance
a.
Make notes every day
i.
Note behaviours that are good
ii.
Identify behaviours that can improve
iii.
Document experience
b.
Review performance from MDT
c.
Observe from a distance
d.
Collaborate with other team members so that
there is continuity of grading
8.
Objectively Assess every week
a.
Use the grading mechanism that the University
has provided
b.
Discuss performance and rate performance based
on the above
9.
Comply with documentation requirements
10.
End Placement in agreement of experience and
learning
a.
Obtain feedback from student
b.
Give recommendations if necessary
