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

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