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library services

Library facilities, computer access and RiO

To learn about our library facilities see our library services page.

SCONUL Access

This is a co-operative venture between higher education libraries which enables placement students to borrow materials from other libraries.  Oxford Brookes, South Bank and Brunel University libraries are all members of this scheme which will allow you to register with Kingston University library. For Further details please visit www.access.sconul.ac.uk.

Reading and Internet resources

We have compiled a recommended reading and Internet resources list for students, which will help them to prepare for placements. We are aware that for many students this is their first and possibly only mental health placement, so in order to get the most out of the experience please discuss with your educator which pre-placement reading they would advise.  We have divided the list into three main categories:

  • General mental health
  • Clinical area specific e.g. eating disorders
  • Occupational therapy and mental health

 To avoid confusion and any difficulty obtaining resources, as far as possible, we have included books that are already on the University reading lists.

Computer Access

Once you have a library card you will be able to use the computers in the Springfield, Tolworth and St George's  libraries.  The computer helpdesk in St George's library will advise you on user numbers and passwords.

Students may use their Personal Athens Passwords at the library to access relevant databases.  These will be issued by the students University Library. E.g. Brunel, Oxford Brookes.  If a student does not have a  database password St George's Library can issue a generic one which will allow access to the databases whilst using the computers in the library.

Prior to the placement your practice placement educator will arrange for you to be registered with the Trust IT Department to give you access to the computers in your work area.  Before using the Trust's online system  it is essential that you read the following policies:

what you need to know for your appointment

Responsibilities - placement co-ordinator

The Placement Co-ordinator at our Trust works to implement the OT Development plan and leads in practice placement. 

They are responsible for the planning and co-ordination of practice placements for OT students within the Trust, establishing robust communication networks with placement educators and educational establishments. They develop Trust wide policies, for the practice placements of OT students, ensuring consistent standards are maintained in line with national standards.

Specific roles and responsibilities

  • To negotiate practice placements with relevant educational establishments and practice educators.
  • To provide students with detailed online pre-placement information including an up-to-date placement handbook. and accommodation information.
  • To keep in contact with students and practice educators throughout practice placements and assessments providing guidance and counselling/conciliation as required.
  • To ensure that there are appropriate contingency arrangements to ensure client safety and continuity of learning when the practice placement educator is absent for planned or unexpected reasons.
  • To regularly report to the Director of OT and education providers on fieldwork performance.
  • To keep accurate records of practice placements provided and to create/maintain a database of practice educators.
  • To be responsible for the placement of OT students throughout the Trust, in consultation with relevant educational establishments and practice educators.
  • To co-ordinate and ensure the completion of all required written assessments and reports during practice placements.
  • To develop systems and liase with managers to monitor and increase availability of accredited practice educators and practice placements, including non-traditional placements.
  • To keep up-to-date with current practices in education.
  • To monitor and evaluate placements with practice educators and educational establishments.
  • To undertake audit projects relevant to practice placements, disseminating findings as appropriate.
  • To provide an online placement handbook and practice resource file which:
  •   Outlines the mechanisms for contacting University staff in routine and exceptional circumstances
  •   Ensures that all practice placement educators are aware of their duty of care to students and clients.
  •   Contains up to date policies and procedures about health and Safety, personal security, fire procedures and other topics appropriate for the setting.
  •   Details the network of support available for practice placement educators and includes the responsibilities of and the relationship between student, practice placement educator, placement co-ordinator and University.
  •   Details appropriate, up to date learning facilities and resources such as Internet, Library and opportunities for inter-professional learning.

Practice resource file

  • Outlines the mechanisms for contacting University staff in routine and exceptional circumstances
  • Ensures that all practice placement educators are aware of their duty of care to students and clients.
  • Contains up to date policies and procedures about health and Safety, personal security, fire procedures and other topics appropriate for the setting.
  • Details the network of support available for practice placement educators and includes the responsibilities of and the relationship between student, practice placement #educator, placement co-ordinator and University.
  • Details appropriate, up to date learning facilities and resources such as Internet, Library and opportunities for inter-professional learning.

Disclosed disabilities

  • To support practice placement educators in assessing risk within the work environment and to identify what additional support a student with a disclosed disability may require in order to made 'reasonable adjustments'.
  • To liaise with a student's university regarding newly disclosed disability to ensure the student and practice placement educator are given adequate support.

References

College of Occupational Therapists [2014] Standards for Education: Pre Registration Education Standards.  London: COT

what you need to know for your appointment

Responsibilities - practice placement educator

Our Trust  complies with the WFOT minimum standard by advocating that students will normally be supervised and assessed by a state registered OT with at least two years experience [Hocking & Ness 2002], all of whom have attended appropriate courses about education and reflection upon practice and continue to engage in professional development activities.

It is expected that all Practice Placement Educators have a copy of the University Handbook relevant to the student that they are supervising which should be used in collaboration with these guidelines.

The roles and responsibilities have been set out in key areas of work e.g. communication, supervision etc.

Communication

  • That each placement holds a placement resource file (hard copy or online access). This is the file that contains the information about the particular placement, its operational policies and procedures that assure the quality of practice education from the perspective of all stakeholders. This file may include for example, health and safety regulations and procedures, risk, support for practice placement educators and students, the student's induction process, and the learning opportunities available to the student [COT 2002]
  • That where possible, students have access to appropriate information resources such as the Internet, journals and publications held in the service setting. Attendance at pre-placement briefings held by the Universities, or use of their online briefings, is expected.

Learning contracts

  • An Individual Learning Contract is negotiated between the student and the practice placement educator on the expectations of the practice placement experience, taking account of the level of the student's education in relation to the aims and objectives, learning outcomes and assessment of the particular practice education module.
  • It is evident from a learning agreement and placement programme that the practice placement educator in collaboration with the student has identified, developed and used learning opportunities to support the achievement of placement outcomes.

Supervision and support

  • Practice placement educators araccessible during working hours for direct or indirect supervision and there are appropriate contingency arrangements to ensure client safety and continuity of learning when the practice placement educator is absent for planned or unexpected reasons.
  • Appropriate models of supervision are offered by the named practice placement educator, with a minimum of one hour of formal supervision per week [Hocking and Ness 2002]
  • There is a planned approach to the amount, type and frequency of supervision to allow progression from observing practice to independent practice.
  • Supervisory strategies take into account individual learning styles and use adult learning methods to support the development process There is awareness of the additional support systems available when supervising exceptional or failing students or those with special needs.
  • Students are aware of the academic and pastoral support available whilst on placement. When students are working independently or with supervision, all learning, teaching and supervisory methods are designed to assess and manage risks, to assure the safety of clients and carers, ensure consent and confidentiality of clients and their carers, and demonstrate respect for others.
  • The university will be informed if the PPE has concerns that the student is failing a placement. In these circumstances Occupational Health clearance maybe required.

Disclosed disabilities

  • If a student discloses a disability there is an expectation that 'reasonable adjustments' are made to make the placement accessible.
  • PPEs are encouraged to facilitate disclosure related to a suspected disability. If the student is suspected of having a disability but does not disclose when given opportunity, such as in supervision, then they will continue to be assessed on their competencies.
  • During induction students must be asked if they have particular support needs whilst on placement and what things they would find most helpful to facilitate learning during placement.
  • If a student discloses a disability whilst on placement and would like reasonable adjustments made the PPE is required to contact the OT central office and the student's university for advice and additional support.

Health and safety

Students must be made aware of the trust health and safety policies.It is assumed that conflict resolution and breakaway techniques are provded by the University prior to placement and are not routinely offered to students. Further training is however offered to students in higher risk placements e.g. PICU.Risks must be assessed. This includes the risk to the student and risk to others including staff and clients. The PPE must state what measures are being taken to reduce any risks.

Learning opportunities

  • Practice placement enables the student to experience the Occupational Therapy process with a range of people with different health and social care needs.
  • It is expected that PPEs will contribute to the ongoing student seminar programme.
  • There is evidence that the inter-professional team is engaged in the education of students.
  • There is evidence that opportunities exist for inter-professional learning and team working as part of the Occupational Therapy process.
  • The placement timetable shows time set aside each week for independent study.

Assessment and evaluation

  • There is evidence that practice placement educators are aware of assessment principles so as to assure valid, reliable and fair judgement.
  • Methods of assessment are employed to measure whether learning outcomes are met and to facilitate personal and professional development.
  • The outcomes of ongoing, experiential learning plus formal and informal supervision are shown in the practice placement report signed by a state registered occupational therapist.
  • The practice assessments demonstrate that the students are being assessed within the context of client-centred, inter-professional and inter-agency service delivery.
  • There is evidence that the assessments test fitness for practice as defined by the College of Occupational Therapists' Pre-Registration Education Standards (2014) and the Code of Conduct and Professional Ethics (2015)
  • Student feedback indicates that there are sufficient educational resources, staff and support to allow them to explore Occupational Therapy.

References

College of Occupational Therapists [2015] The Code of ethics and professional Conduct for Occupational Therapists. London: COT

College of Occupational Therapists [2014] Standards for Education: Pre Registration Education Standards.  London: COT

Hocking C, Ness NE (2002) Revised minimum standards for the education of occupational therapists. Perth: WFOT.

dignity respect and privacy

Student responsibilities

When on practice placement students are legally required to act in accordance with the Code of Ethics and Professional Conduct for Occupational Therapists [COT 2015].

During practice placements students must abide by the principles/policies of, and the procedures adopted by our Trust and comply with arrangements specified and/or negotiated with their Practice Placement Educators (PPE) and relevant personnel.  This includes matters like accommodation, keys, library books/fines etc

Students should conduct themselves and undertake agreed work in a manner commensurate with their student status, respecting the rights of clients and their carers.  Students are also expected to co-operate with their PPE, OT staff and members of the multi-disciplinary team

All students should have a copy of their University Student Handbook, Manual which should be used in collaboration with these guidelines.

Communications

  • The student must inform the PPE and/or the member of a staff in charge of their clinical area of work immediately in the event of any critical/unusual incident occurring during a client treatment session either to the client or to them.
  • The student will comply with the Trust IM and T security policy
  • Students must ensure that a qualified health practitioner countersigns all the entries that they make in clients case notes. When writing in client's notes students may only use the following abbreviations
  • The Trust will not tolerate verbal, racist or sexual abuse or violence towards its service users or staff, contractors or visitors and therefore requires students to report any such incidents to their PPE.
  • You have a legal duty to maintain confidentiality at all times.

Learning contracts

  • An Individual Learning Contract and weekly objectives are negotiated between the student and the PPE based on the overall expectations of the placement, taking into account the level of the student's education in relation to the aims and objectives, learning outcomes and assessment of the particular practice education module.
  • The student should not accept responsibility for tasks that are above and beyond his/her capabilities or alternatively avoid taking responsibility commensurate with his/her level of training.
  • It is evident from a learning agreement and placement programme that the student in collaboration with the PPE has identified, developed and used learning opportunities to support the achievement of placement outcomes.

Supervision and support

  • The student must actively participate in supervision with the named PPE, with a minimum of one hour of formal supervision per week [Hocking and Ness 2002]
  • The student should be willing to discuss both their strengths and weaknesses so that there is a planned approach to learning and supervision, allowing progression from observing practice to independent practice.
  • Students are aware of the academic and pastoral support available whilst on placement.

Learning opportunities

  • Students are expected to work the same hours as a full time qualified OT
  • Students are expected to engage in any multi-disciplinary training opportunities offered.
  • Students should negotiate a suitable time each week for independent study with their PPE.
  • Students will be responsible for the completion and submission of all written components whilst on placement.

Assessment and evaluation

  • Students will carry out self-appraisal and critical reflection on a regular basis in preparation for both formal assessment and supervision sessions.
  • The student is requested to complete the Trust evaluation form and return to the Placement Coordinator at the end of the placement.

Health and safety

Students unable to attend due to sickness must adher to their university proceedures and make sure that:
  • The practice area is contacted by telephone at the earliest opportunity, and NO LATER THAN the normal start time on the first day of sickness.
  • A telephone message must be left if there is no reply. Texting or emailing is not acceptable
  • The student is responsible for alerting their PPE to any health issue, which may impinge on client care.
  • You have a responsibility to read and adhere to the Trust's Health and Safety Policies Students should make themselves aware of and follow the control measures of any risk assessment prepared.
  • The Trust operates a Smoke Free policy, which it expects students to adhere to.
  • The Trust does not wear uniform but all students are expected to maintain a professional appearance at all times and to ensure that that they comply with the Dress Code

Accommodation

  • Students are responsible for booking their own accommodation see student accommodation. Placement coordinators will advise on the best option depending on location of the clinical area and other students on placement within the Trust
  • Students using Trust accommodation during practice placements are required to sign a tenancy agreement and abide by the conditions detailed within it. Failure to do so may result in the retention of your deposit.

Disclosed disbilities

By law, students are not obliged to disclose a disability. If they chose this option then they will be assessed without the benefit of additional support, but this is a choice that can be made.
  • Students are encouraged to initially disclose their disability to their University in order to receive any pre-placement support. Students are can however disclose a disability whilst on placement.
  • If a student discloses a disability they do not need to give medical details or history. A student who discloses a disability is only required to provide information about how their disability affects them on a daily basis.
  • The student is encouraged to identify what 'reasonable adjustments' are required to make the placement accessible. By reasonable adjustments this may mean extra reading time, working a shorter week, permission to use a laptop computer or being provided with a quiet area to write up notes. See Useful tips for a student with a disability asking for reasonable adjustments.
  • Students are encouraged to visit the placement before starting to openly discuss their needs and what adjustments they would find helpful.

Other

  • Never accept a gift, favour or hospitality from a service user, carer or relative currently receiving care, unless it is a small gift of gratitude, e.g. a box of chocolates or with hospitality e.g. a cup of tea.
  • Always inform your supervisor and if you are at all unsure about accepting a gift, favour or hospitality always seek advice or consult the Hospitality, Gifts and External Sponsorship policy
  • Mobile phones will be turned off during work hours except in exceptional circumstances e.g. as a safety measure
 

If you are ever in doubt about any aspect of your role, always seek clarification from your professional supervisor or senior member of staff.

Read the  document Dress Code (83 KB)

document (83 KB)
References

College of Occupational Therapists [2015] The Code of ethics and professional Conduct for Occupational Therapists. London: COT

College of Occupational Therapists [2014] Standards for Education: Pre Registration Education Standards.  London: COT

Hocking C, Ness NE (2002) Revised minimum standards for the education of occupational therapists. Perth: WFOT.

 

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