INTRODUCTION TO THE PRACTICE LEARNING HANDBOOK by EbNp3Nf

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									       FACULTY OF HEALTH


   PROFESSIONAL GROUP: SOCIAL WORK



        BA (HONS) SOCIAL WORK




LEARNING FOR PRACTICE HANDBOOK
           2009-2010
Introduction to the Learning for Practice Handbook

Welcome to Leeds Metropolitan BA (Hons) Social Work Programme.

The Learning for Practice Handbook is designed for students, Practice Educators,
Workplace Supervisors and Practice Learning Tutors working at ALL LEVELS of the
Leeds Metropolitan University BA Social Work programme.




                                                                               2
CONTENTS

Programme Organisation and Practice Curriculum Outline ............................... 4

Respective Roles and Responsibilities .............................................................. 15

Practice Learning Arrangements .......................................................................... 21

Criteria for Assessment of Competence in the National Occupational
Standards................................................................................................................ 27

Assessment: Assessment Process and Marking Guidance ............................. 36

Programme Procedures......................................................................................... 41

Proformas, Templates and Guidance Documents............................................. 48

Portfolio Guidance All Levels .............................................................................. 78

Learning for Practice: BA Level One Assignments and Guidance ................... 82

Learning for Practice: BA Level Two Assignments and Guidance ................... 89

Learning for Practice: BA Level Three Assignments and Guidance ................ 98

Appendices ........................................................................................................... 107




                                                                                                                          3
 Programme Organisation

           and

Practice Curriculum Outline




                              4
                      Introduction to Learning for Practice
The aim of Learning for Practice is to afford the student the opportunity to demonstrate
understanding and integration of academic theory in the practice setting whilst
receiving guidance and supervision from suitably qualified and experienced
practitioners.

The organisation of Practice Learning experiences is the responsibility of the University
working in close partnership with its partners in the programme. Everyone involved in
the programme has a common interest in ensuring all Practice Learning opportunities
provide appropriate learning for our students who one day will be practitioners.
Learning for Practice is central and key to assessment of social work students

                    Quality Assurance of Practice Learning

All practice learning opportunities in the Leeds Metropolitan University BA (Hons)
Social Work are quality assured by the Faculty of Health Placement Unit (FHPU) and
the Practice Learning Team (PLT) in accordance with the Quality Standards
stipulated by the following bodies: Quality Assurance Authority (QAA), General
Social Care Council (GSCC), Skills for Care (SfC) and the Children's Workforce
Development Council (CWDC).

Quality Standards include the following areas and are regularly reviewed: the
identification and development of practice learning agencies and staff; preparation of
students for practice learning; the matching process; identification of intended
learning outcomes; the quality and appropriateness of work at the designated level
of placement; responsibilities and expectations of partner agencies, students and the
University; assessment arrangements; arrangements for support of learners and
teachers; monitoring and evaluation arrangements.

For other information about quality assurance please see:

      QAA codes of practice for Work based and placement learning at

   http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/Placement
   Learning.pdf


      General Social Care Council guidance concerning quality assurance of
       Practice learning at

    http://www.gscc.org.uk/For+course+providers/Degree+resources/




                                                                                        5
        Practice Learning Opportunity – Evaluation and Monitoring

The Leeds BA (Hons) in Social Work Programme has a commitment to monitor the
quality of learning opportunities for all students enrolled on the Programme. The
Programme Management Structure includes structures for monitoring and
evaluation. Practice Learning opportunities are monitored in the following ways:

      At the end of the practice learning opportunity an evaluation should be
       completed by both the student and the practice educator. Evaluation forms
       will be available for students on the relevant Learning for Practice X-Stream
       site. Evaluation forms for Practice Educators will be available on
       http://www.leedsmet.ac.uk/health/placementunit/subjectareas/sw.htm
       Evaluation forms are submitted to the Practice Learning Committee which
       monitors practice learning opportunities. Where concerns are raised, specific
       recommendations are then made to practice agencies. Recommendations
       are also reported to Course Annual Review meetings. The programme
       welcomes any feedback from practice agencies about all aspects of the
       practice learning process
      Learning for Practice portfolios and Final Report recommendations are
       monitored through moderation held between Practice Learning Tutors,
       Practice Educators and the Practice Learning Team.
      All areas of teaching and learning within the programme are monitored
       through GSCC and Leeds Metropolitan University quality assurance systems
       (see Course Handbook)
      Additionally, Practice agencies have internal procedures for monitoring
       Practice Learning opportunities. In addition, agencies seek to provide an
       anti-oppressive learning environment for students




                                                                                    6
The BA Award and the National Occupational Standards for Social Work

The BA award in social work requires that students demonstrate a practical
application of social work skills. Practice is central to the new award, with academic
learning supporting practice rather than the other way round. The standards for the
award are outcome statements that set out what a student social worker must know,
understand and be able to do in order to gain their award. The National Occupational
Standards (NOS) for social work set out what employers require social workers to be
able to do on entering employment and the values that must underpin practice. These
standards form the basis of our assessment of competence in practice.

 - Students must demonstrate practical knowledge of working with a range of user
   groups, demonstrating their communication skills and their ability to work
   confidently and effectively with other professionals.
 - In line with DH guidelines, students undertaking the degree(s) will spend 200
   days in practice, have experience in at least two practice settings, work with at
   least two user groups and gain experience in a statutory setting.
 - Learning for Practice for the BA (Hons) Social Work takes place over three
   modules lasting 40, 60 and 100 days.
 - The NOS identify six key roles, broken down into twenty-one units. At each stage
   of their Practice Learning students demonstrate their competence in the
   appropriate key roles and values requirements until by the end of their training they
   have fulfilled all the requirements prescribed by the NOS.

       The National Occupational Standards (NOS) for Social Work

Key Role 1:                           Unit 1: Prepare for social work contact and
Prepare for and work with             involvement
individuals, families, carers,        Unit 2: Work with individuals, families, carers,
groups and communities to             groups and communities to help them make
assess their needs and                informed decisions
circumstances.                        Unit 3: Assess needs and options to recommend
                                      a course of action
Key Role 2:                           Unit 4: Respond to crisis situations
Plan, carry out, review and           Unit 5: Interact with individuals, families, carers,
evaluate social work practice         groups and communities to achieve change and
with individuals, families, carers,   development and to improve life opportunities
groups and communities and            Unit 6: Prepare, produce, implement and
other professionals.                  evaluate plans with individuals, families, carers,
                                      groups, communities and professional
                                      colleagues
                                      Unit 7: Support the development of networks to
                                      meet assessed needs and planned outcomes
                                      Unit 8: Work with groups to promote individual
                                      growth, development and independence
                                      Unit 9: Address behaviour which presents a risk
                                      to individuals, families, carers, groups,
                                      communities

                                                                                         7
Key Role 3:                         Unit 10: Advocate with and on behalf of,
Support individuals to represent    individuals, families, carers, groups and
their needs, views and              communities
circumstances.                      Unit 11: Prepare for, and participate in decision
                                    making forums
Key Role 4:                         Unit 12: Assess and manage risks to individuals,
Manage risk to individuals,         families, carers, groups and communities
families, carers, groups,           Unit 13: Assess, minimise and manage risk to
communities, self and               self and colleagues
colleagues.
Key Role 5:                         Unit 14: Manage and be accountable for your
Manage and be accountable, with     own work
supervision and support, for        Unit 15: Contribute to the management of
your own social work practice       resources and services
within your organisation            Unit 16: Manage, present and share records and
                                    reports
                                    Unit 16: Manage, present and share records and
                                    reports
                                    Unit 17: Work within multi-disciplinary and multi-
                                    organisational teams, networks and systems
Key Role 6:                         Unit 18: Research, analyse, evaluate, and use
Demonstrate professional            current knowledge of best social work practice
competence in social work           Unit 19: Work within agreed standards of social
practice                            work practice and ensure own professional
                                    development
                                    Unit 20: Manage complex ethical issues,
                                    dilemmas and conflicts
                                    Unit 21: Contribute to the promotion of best
                                    social work practice

                      Values and Ethical Requirements

VE1      Have an awareness of own values, prejudices, ethical dilemmas and conflicts of
         interest and their implications for practice.
VE2      Respect the promotion of: each person as an individual; independence and quality
         of life for individuals whilst protecting them from harm; dignity and privacy of
         individuals, families, carers, groups and communities.
VE3      Recognise and facilitate each person’s use of language and form of
         communication of their choice.
VE4      Value, recognise and respect the diversity, expertise and experience of
         individuals, families, carers, groups and communities.
VE5      Maintain the trust and confidence of individuals, families, carers, groups and
         communities by communicating in an open, accurate and understandable way.
VE6      Understand and make use of strategies to challenge discrimination, disadvantage
         and other forms of inequality and injustice.




                                                                                        8
                             The Practice Curriculum
For the award of the BA (Hons) Social Work, the General Social Care Council
(GSCC) requires that students have:

 - Met the practice requirements for six key roles:
 - Met and integrated the value and ethical requirements in relation to social work;
 - Acquired and applied knowledge;
 - Reflected upon and critically analysed their practice; and transferred knowledge,
   skills and values in practice.

Practice Learning Opportunities are a key component of the programme, providing
experiential learning and opportunities to apply knowledge, skills, value and ethics in
developing proficient for social work practice.

Practice Learning Opportunities will:

 - build on students’ previous experience in order to extend their skills and
   knowledge in relation to practice
 - offer students the opportunity to learn from new areas of work
 - enable students to integrate social work theory and practice
 - require students to develop and demonstrate their understanding and ability to
   practice in an anti-oppressive way
 - require students to critically evaluate the effectiveness of their practice

Practice Learning Opportunities are NOT observational in nature, but experiential
and assessed. At every level, students are expected to work to the best of their
ability throughout the period of practice learning, having regard not merely to the
satisfaction of NOS requirements but to the wider opportunities for learning from
practice.




                                                                                       9
   Social Work Values and Ethics in the Provision of Practice Learning
                            Opportunities
The General Social Care Council requires all students to demonstrate their
commitment to a clear ethical and value base.

The table below shows the Quality Standards applying to the ethical foundations of
social work. It is intended to assist agencies providing Practice Learning opportunities
in identifying the issues, policies and procedures which underpin the provision of a
learning environment in which students may address the value requirements:

 - the agency has a policy on equal opportunities which covers service users,
   employees and students on Practice Learning
 - the agency has a procedure for responding to allegations of racist and sexist
   harassment from any source, which covers service users, employees and
   students on Practice Learning
 - the above policies and procedures are well publicised and accessible to service
   users, employees and students
 - there is a policy relating to Practice Learning within the agency which clearly
   addresses the need for anti-discriminatory practice to inform the practice
   curriculum
 - the agency provides appropriate training to its staff which clearly addresses
   issues of anti-discriminatory practice
 - the agency provides support systems for black workers and for women workers,
   and are these accessible to students on Practice Learning placements
 - the agency has identified appropriate access/resources which will be required by
   disabled students, including those with sensory disabilities
 - arrangements have been made to provide all students with learning opportunities
   in order to demonstrate competence in anti-discriminatory and ethnically-
   sensitive practice
 - the agency provides or has access to an interpreting service. It is agency policy
   that students who speak more than one language will not be expected to
   undertake interpreting
 - physical environment in which the student will be learning reflects positive images
   of black people, women, disabled people, older people, lesbians and gay men.
 - arrangements have been made to provide resources and support for workers,
   teams and offices who are attempting to improve the quality of student learning
   opportunities; Practice Learning Opportunities are not offered where previous
   experience has been unsatisfactory and there appears to be no commitment to
   change




                                                                                       10
           Inter-Professional Learning (IPL) in the Faculty of Health

  The inter-professional learning programme (IPL) will run right through the BA/MA
  Social Work programme. The skills students learn from doing the activities and
  reflective work in this University based programme can be transferred to the
  placement setting and act as a good grounding for lifelong learning and continuing
  professional development.


  Attendance at the groups and workshops is compulsory and will be monitored. IPL
  is a component of Practice Learning at all levels. Students need to pass the IPL
  component at each level in order to proceed.


                The Structure of Practice Learning Opportunities

Placement Organisation

  Please be aware of the following:

        Students MUST complete the required number of Practice Learning days at
         each level

        Students are expected to work normal agency hours over the stipulated
         number of days per week

        Where the agency hours are less than 7 per day, students will need to extend
         days to reflect this

        Meal breaks are not included in hour calculations

        Study time must be discussed at the initial meeting. No more than 2 hours is
         permitted. Occasionally, students may take 4 hours per fortnight, if agreed.

        Attendance each day (see Proformas, Templates and Guidance) must be
         dated and signed by the student and the WBS/PT. It should not be signed by
         agency personnel other than the WBS/PT.

        The Practice Learning period may be extended where sickness or other
         factors have affected attendance. This must be agreed with the relevant staff

        Where there are particular issues (e.g. ill health, academic problems or
         personal difficulties) then those supporting your placement must be informed
         of this

        Holidays must be agreed with your practice educator and your tutor informed.
         BA 1 and 2 students may take up to 2 weeks holiday over the Easter period.
         BA 3 students need to agree both Christmas and Easter holidays with their
         Practice Educator


                                                                                       11
    Key Information for Level One Students and Practice Educators


Number of LP days to be completed at 40
Level 1
Normal placement days               Monday, Tuesday, Wednesday.
Study time                          2 hours per week.
Easter Holiday arrangements         Maximum two weeks, by agreement with
                                    PE and Practice Learning Tutor at PLA
                                    meeting
Indicative start date               w/c 15th February 2010
Interim Learning Highlight due      Draft to be given to PE for review prior to
                                    Interim Meeting
Interim Report                      Date for submission to be agreed at initial
                                    meeting
Portfolio to be handed to PT        Two weeks before end of placement
Final Report due                    Draft for final meeting or by end of
                                    placement
Portfolio Submitted                 25th June 2010




  Key Facts and Dates for Level Two Students and Practice Educators

Number of LP days to be completed at 60
Level 2
Normal placement days               Tuesday, Wednesday, Thursday, Friday
Study time                          2 hours per week
Easter Holiday arrangements         Maximum two weeks, by agreement with
                                    PE and tutor at PLA meeting
Indicative start date               w/c 18th January 2010
Interim Learning Highlight due      Draft to be given to PE for review prior to
                                    Interim Meeting
Interim Report                      Date for submission to be agreed at initial
                                    meeting
Portfolio to be handed to PT        Two weeks before end of placement
Final Report                        Draft for final meeting or by end of
                                    placement
Portfolio Submitted                 25th June 2010




                                                                             12
 Key Facts and Dates for Level Three Students and Practice Educators

Number of LP days to be completed at 100
Level 3
Normal placement days               Wednesday, Thursday, Friday, then full
                                    week from w/c 30th November 2009
Study time                          2 hours per week.
Holiday arrangements                Agency holiday over Christmas
                                    One week at Easter
Earliest start date                 w/c 2nd November 2009
Interim Report                      Date for submission to be agreed at initial
                                    meeting
Portfolio to be handed to PT        Two weeks before end of placement
Final Report                        Draft for final meeting or by end of
                                    placement
Portfolio Submitted                 28th May 2010


PLEASE NOTE: IF STUDENTS FINISH PLACEMENT CONSIDERABLY EARLIER
THAN SUBMISSION DATES, THEN PORFOLIOS SHOULD STILL BE HANDED TO
PRACTICE EDUCATORS AND THEN ON TO PRACTICE LEARNING TUTORS




                                                                             13
                                    Practice Learning Calendar 2009/10

                               SOCIAL WORK PLACEMENT CALENDAR 2009/10
              Course         BA 1                  BA 2                  BA 3                MA 1               MA 2
Student Numbers                60                   60                    60                  35                  20
                Wk
 w/c dates
                no
31-Aug-09        1
07-Sep-09        2
14-Sep-09        3
21-Sep-09        4
28-Sep-09        5
 05-Oct-09       6
 12-Oct-09       7
 19-Oct-09       8
 26-Oct-09       9
02-Nov-09       10                                                     Wed - Fri                               Wed - Fri
09-Nov-09       11                                                4 week block                            4 week block
16-Nov-09       12                                                at 3 days a week                        at 3 days a week
23-Nov-09       13                                                extending to                            extending to
30-Nov-09       14                                                5 days a week for                       5 days a week for
07-Dec-09       15                                                next 18 weeks                           next 18 weeks
14-Dec-09       16
21-Dec-09       17                                                 Christmas Break
28-Dec-09       18
 04-Jan-10      19
 11-Jan-10      20
 18-Jan-10      21                               Tue - Fri                                  Tue - Fri
 25-Jan-10      22                                                                    13 week block
01-Feb-10       23                                                                    at 4 days a week
08-Feb-10       24                                                                    extending to
15-Feb-10       25        Mon - Wed                                                   5 days a week
22-Feb-10       26                                                                    for the following
01-Mar-10       27                                                                    10 weeks
08-Mar-10       28
15-Mar-10       29
22-Mar-10       30
29-Mar-10       31                                                   Easter Break
 05-Apr-10      32
 12-Apr-10      33
 19-Apr-10      34
 26-Apr-10      35                                                     100 days                                100 days
03-May-10       36
10-May-10       37
17-May-10       38                                60 days
24-May-10       39
31-May-10       40
 07-Jun-10      41          40 days
 14-Jun-10      42
 21-Jun-10      43
 28-Jun-10      44
  05-Jul-10     45                                                                         100 days
  12-Jul-10     46
  19-Jul-10     47                                              GRADUATION WEEK
  26-Jul-10     48
02-Aug-10       49
09-Aug-10       50
16-Aug-10       51
23-Aug-10       52
                       Placement weeks are indicative
Bold =                                           Students Not In University
Bank Hols                                        Graduation Week




                                                                                                                 14
Respective Roles

      and

Responsibilities




                   15
              Responsibilities of Partners in Practice Learning


                         Key Responsibilities of the Student

Students should also look at their course and level handbooks regarding
University procedures and processes

     To operate within agency policies/procedures and the GSCC Code of Practice
      for Social Care Workers. To be accountable as a student social worker

     To undertake and take responsibility for work agreed with the Practice
      Educator and be accountable as a student placed within the agency.

     To negotiate appropriate involvement with service users in consultation with
      the Practice Educator and Workplace Supervisor.

     To abide by both the agency and University procedures concerning
      confidentiality (see Programme Procedures)

     To take responsibility for identifying their own learning needs using
      supervision to assist in this process; to use supervision to evaluate their
      performance and use any other support and guidance offered.

     To ensure that service users are provided with information about the purposes
      of the direct observation (including the role of the Practice Educator) and that
      agreement of service users is secured in advance of any planned direct
      observation.

      To obtain feedback from service users and carers on the value and
      effectiveness of their intervention.

     To prepare for and attend supervision sessions, making relevant practice
      evidence available to the Practice Educator

     To complete all documentation for their assessment of practice by the time
      agreed in the initial Practice Learning Agreement with the Practice Educator.

     To review progress and learning with the Work based Supervisor/Practice
      Educator and Practice Learning Tutor at regular intervals, including progress,
      feedback and assessment decisions on any relevant course work undertaken.

     To terminate all contact with the agency and its service users, which forms
      part of their professional training, at the end of the Practice Learning
      Opportunity (NB: if students make arrangements to continue as a worker/
      volunteer with the agreement of the agency, then that is solely an agreement
      between the person and the agency.




                                                                                     16
                 Responsibilities of the Practice Educator

                                General Principles

   The learning needs of the student are paramount within the constraints of
    agency policy and the needs of service users. The learning experiences on
    offer will be made explicit through the use of the Practice Learning Agreement.
    The student's workload must offer defined areas of learning relevant to the NOS
    standards/Value and Ethical requirements

   All Practice Learning Opportunities must offer the student direct opportunities to
    address issues of oppression. The placement profile and agreement will detail
    opportunities for anti-racist/anti-discriminatory practice on offer in the Practice
    Learning setting.

   Practice Educators will need to be aware of the Programme content overall. In
    addition to this handbook, Practice Educators will be given access to relevant
    student handbooks for the level.

                  Key Responsibilities of the Practice Educator

   To plan Learning for Practice with the student to meet the aims and learning
    outcomes of this placement, drawing up a programme of work in consultation
    with all signatories to the PLA.

   To operate within agency policies/procedures and the GSCC Code of Practice
    for Social Care Workers.

   To make every effort to provide the student with an equal opportunities
    environment for learning within the work setting and in accordance with the
    GSCC Code of Practice. Anti-racist, anti-discriminatory and anti-oppressive
    theory and practice should be encouraged and explored, including the
    development of appropriate ways and styles of challenging poor practice and
    behaviour, if need be using the whistle blowing procedures.

   To provide regular formal and informal supervision, teaching, learning and
    feedback sessions to promote effective work and learning within the
    placement setting, in liaison with the work based supervisor and other
    relevant parties as applicable and as the need arises.

   To ensure alternative arrangements for supervision are in place in the event
    of absence. To keep notes of Practice Learning Tutorials/ supervision
    meetings.

   To ensure appropriate administration support for the student.

   To become familiar with the ways in which the student's competence will be
    assessed and recorded at an early point and to use it to provide a focus in
    Practice Learning Tutorials/ Supervision.

                                                                                     17
      To work to the initial Practice Learning Agreement drawn up at the start of the
       placement.

      To observe directly and assess the student's work with service users on a
       minimum of three occasions and provide written feedback to the student
       within a reasonable time period.

      To provide regular verbal and written feedback to the student throughout the
       placement, including giving clear messages to the student about whether she
       or he is on course to pass, and if not, what steps need to be taken to
       demonstrate competence.

      To promote the student’s integration of learning undertaken at the Leeds
       Metropolitan University to practice

      To prepare for and participate fully in the mid-way review and final review of
       the placement. To provide an interim and a final Practice Learning Report
       which follows the recommended guidelines.


Models of Practice Teaching and the Role of the Work Based Supervisor

                      There are two models of practice teaching.

MODEL ONE
The Practice Educator in situ. (On-site or short arm model)

MODEL TWO
Practice Educator not in situ/Workplace Supervisor with student (Off-site or long - arm
Practice Teaching)


Under either model, all parties should:

      develop a close working relationship with the student in order to facilitate the
       student's learning

      in consultation with the Practice Learning Tutor and the student, provide
       learning opportunities to meet the student's learning needs. This will be
       specified in the Practice Learning Agreement by the second visit

      encourage students to observe, describe, analyse and undertake good social
       work practice in relation to the Key stages and the value and ethical
       requirements

      help students to relate social work theory to practice including helping the
       student to develop anti-discriminatory and ethnically-sensitive practice

      liaise with the Practice Learning Tutor and, when necessary, the Practice
       Learning Team
                                                                                          18
   supervise student's practice, take feedback about the student's practice from
    colleagues and service users and directly and systematically observe the
    student's practice, regularly throughout the Practice Learning Opportunity

   The Work based supervisor provides day-to-day direction for students and
    supports the PE in latter’s role as teacher and assessor

   The PE will take primary responsibility for the formal assessment of the student
    at both the interim and final assessment of the Practice Learning Opportunity.
    The WBS will contribute to these assessments. Each will undertake direct
    observation of the student's practice, providing evidence which is the basis of
    the assessment of the student's performance.


               Responsibilities of the Practice Learning Tutor

   To operate within the University’s policies/procedures and the GSCC Code of
    Practice for Social Care Workers.

   To work with the student to help her or him establish their learning needs and
    assist the student to integrate theoretical and practice aspects of their studies.

   To oversee the total learning experience and ensure that the Practice Learning
    Opportunity provides suitable learning opportunities for the student.

   To advise and support the Practice Educator throughout the placement and
    attend placement meetings as agreed

    Provide and clarify information regarding the University’s course work
    requirements throughout the placement.

   To work towards establishing an open and constructive learning environment
    promoting anti-oppressive practice.

    Practice Learning Tutors will attend extra meetings with agencies if difficulties
    arise. See Programme Procedures for further details

   To co-ordinate the learning experience throughout the Programme. To
    encourage students to take and use practice opportunities to reflect on their own
    learning, development and practice competence.

   To ensure that the Practice Learning Agreement addresses the specific learning
    needs of individual students. .

                     The Practice Learning Tutor’s Role

   To identify in consultation with the student and the Practice Educator, whether
    the student's personal learning needs can be met, as well as whether adequate
    learning opportunities are available to allow the student to demonstrate their
    ability to practice within the key roles and the value requirements
                                                                                    19
   In combination with the Practice Learning Team, advise the Practice Educator
    on all aspects of the Practice Educator's role

   Supply the Practice Educator with information concerning the student and the
    course requirements and content

   Advise and support the Practice Educator in the completion of the Interim and
    Final Reports. To provide verbal and/or written feedback to Practice Educators
    on their reports.

   Where problems arise during the Practice Learning Opportunity, Practice
    Learning Tutors should be available for advice and support. To make extra
    visits to resolve or mediate where necessary (see Programme Procedures). If
    the tutor is unavailable, please contact the BA Course Leader

   Receive feedback, in relation to their own role or any aspects of the programme
    or the student's performance, given by the Practice Educator

   Where there are concerns about a student’s performance, to prepare a report
    for the Practice Assessment Examination Committee (PAEC)

   Complete the agency monitoring form or any other evaluation of the Practice
    Learning Opportunity as required by the agency.




                                                                                   20
Practice Learning Arrangements




                                 21
                     Preparing for a Practice Learning Visit

Before being offered a Practice Learning Opportunity you will be invited to meet your
prospective Practice Educator and/or Work Based Supervisor. It is important that you
check that they have your PAF and any relevant information. Please contact the
Faculty of Health Placement Unit if the agency does not have this. You should prepare
for your visit in the following ways:

      Treat the visit as though it is a job interview. Remember, the agency will not
       offer you a placement if you do not make a good impression

      Be on time and dress appropriately. Be enthusiastic and interested.

      Prepare for the visit by reading relevant information (e.g. policy guidance, check
       websites and other resources)

      Use Learning for Practice sessions at the University to discuss concerns and
       queries

      Discuss your potential learning needs at the PLO with your Practice Learning
       Tutor and obtain some dates in advance from your tutor for when the pre
       practice learning meeting can take place.

      Please inform your PL tutor and the Placement Unit/ of the outcome of the
       meeting – whether you have been offered a placement or not

                          Pre-Practice Learning Meeting

Before starting placement a meeting between relevant staff and the student
should normally take place. Where this is not possible, please ensure a meeting
is arranged as soon as possible. Do not start placement without either having a
meeting or having arranged a meeting. The key aim of the pre placement
meeting is to complete the Practice Learning Agreement which is the contractual
basis of your placement.

                               Tasks at this first meeting

      The Practice Learning Tutor should explain to the Practice Educator the role and
       responsibilities of the Practice Educator, the student and the Practice Learning
       Tutor

      The student should provide the Learning for Practice handbook to the Practice
       Educator

      The Practice Learning Tutor should explain the purpose of the Practice Learning
       Agreement and go through it point-by-point. The student must produce a draft
       Agreement for discussion in the first supervision session and a completed
       version needs to be signed and sent to the Placement Unit within four weeks of
       placement start


                                                                                        22
      Any issues related to the learning process should be shared with the Practice
       Educator by the Practice Learning Tutor and student.

      Arrangements for further contact need to be made at the meeting



                                Induction of Students
The following is a list of suggestions from the Practice Educators' Support Group for
Practice Educators for placement induction

                            Prior to start date: be pro-active.

      Secure desk (if necessary) telephone/appointment for I.D card/stationery/map of
       local area/relevant telephone numbers/induction pack and any other relevant
       information.

      Discuss the Practice Learning Opportunity at team meetings and book
       appointments with colleagues for discussion of roles or observation visits.

      Make some appointments for students to visit local resources.

      Arrange early supervision appointment and regular dates for supervision

      Arrange colleagues to back up Practice Educator if not available

      Arrange access to procedures manuals/agency information

      Prepare reading list on specialist knowledge base

      Prepare some work, either a project/work with service users, for the student

      Research any appropriate support network for the student, for example black
       workers' support group.

                                   In the first fortnight

      Be there to welcome the student.

      Arrange an early meeting to sort out supervision and induction period. Discuss
       and begin to draft the Practice Learning Agreement

      Introduce to colleagues and assign tasks, reading matter and any other
       necessary information.

      Give information on the diary of activities and get the student involved in setting
       up visits and other tasks.

      Explain how to gain access to information and explain communications and

                                                                                        23
       administrative procedures, for example meetings, rota, breaks and any other
       useful information.

      Clarify boundaries in relation to service users, staff meetings, time, role and as a
       member of the team.


                                    Interim Meeting
This meeting takes place halfway through the placement, before the Interim
Report is due, and is the second Practice Learning meeting with the Practice
Learning Tutor, Practice Educator and student (in the long arm model the
Workplace Supervisor will also be present). At least one Direct Observation
should have been completed by this meeting.

                                  Tasks at the meeting

      To finalise the Interim report

      To evaluate the student’s performance to date and to review the Practice
       Learning Agreement where necessary - it is appropriate to consider at this stage
       if there are potential gaps in the learning opportunities provided in the Practice
       Learning Opportunity and to explore strategies which allow the student to
       demonstrate their ability in all the key role criteria.

      To begin to discuss the Final Report so that a draft can be prepared before the
       final Practice Learning visit. To discuss:

       -   The structure of the Final Report
       -    Support available (e.g. Practice Educators Support sessions)
       -   Students need to be aware of the need to provide a clear indication of
           sources of evidence to support key role criteria
       -   The need to provide written evidence of ‘direct and systematic observation’
           to support the Practice Educators evaluation of the students ability

      The Practice Learning Tutor should arrange to offer the Practice Educator
       feedback about the Interim Report as appropriate

      To clarify the student's contribution to their assessment, that is, what evidence
       will be provided, in what form, and whether the student will be writing any
       sections or responses to the Practice Educator’s report.




                                                                                        24
                                    Interim Report

The Interim Report is completed by the Practice Educator with reference to the
student and the Practice Learning Tutor. The Interim Report uses evidence of key
roles criteria that the student has demonstrated. Practice Educators are asked to
refer to one or two pieces of evidence as examples of how they know the student is
demonstrating competence.

The student should, by the midway stage of Practice Learning Opportunity, be
demonstrating evidence of key roles and value requirements through their work/
journal and Portfolio.

As part of the programme quality control and monitoring and to assess the
sufficiency and adequacy of assessment evidence, Practice Educators can request
formal feedback on their Interim Report.

                 Where the student may be experiencing difficulties

Where a student is experiencing difficulty in demonstrating evidence of key roles and
values requirements, an Action plan to address these concerns must be drawn up and
agreed at the Interim stage. The Practice Learning tutor needs to ensure that the
Practice Assessment Examination Committee has a copy of this Action plan – see
Programme Procedures for further details about this.

                                   Final Meeting
This meeting should ideally take place within the final three weeks of the
placement and is the third Practice Learning meeting with the Practice
Learning Tutor, Practice Educator and student (in the long arm model the
Workplace Supervisor will also be present. )

There is no third visit for B.A. level 1 except where this is agreed with the
Practice Educator and Practice Learning Tutor. There is normally a final meeting
for all other levels of the programme. However, final meeting tasks may be
conducted by phone and/or electronically where this has been clearly agreed by
all concerned. This should only occur where the Practice Educator is fully
satisfied with the student’s progress

                                 Tasks at this meeting

      To finalise the Practice Educator's Final Report and to ensure that the Learning
       for Practice Portfolio will be completed on time (see submission dates)

      To evaluate the Practice Learning experience for both the student and Practice
       Educator and to give feedback. Practice Learning tutor to encourage both
       parties to complete an evaluation of the placement

      To review students learning and development over their time in the Practice
       Learning environment; to identify areas for further development and learning in
       the next level (s).


                                                                                     25
      To receive feedback on the role of the Practice Learning Tutor and any contact
       with the programme for the student and the Practice Educator.

                                      Final Report

The Practice Educator’s report is a concise summary of the development of the
student’s learning within the Practice Learning process and the Practice Educator’s
assessment recommendations based on the evidence of the student’s competence.

It is important that Practice Educators remember that it is the student’s skills that are
being assessed rather than the ability of the Practice Educator to write reports. The
report is intended to provide snapshots of the evidence of the student’s competence.
It is necessary to demonstrate how you know the student is competent.

The space left on the Final Report for your contribution actually reflects how much
you should write. You are free to write more if you need to. The summary at the end
of the report is important for finding the next placement

We would recommend, however, two examples of how you know that the student is
competent under each key role. Your evidence needs to indicate clearly why / how
the student has passed.

                  Where the student may be experiencing difficulties

As discussed, an action plan regarding any difficulties the student is having should
be drawn up at the Interim stage. Where difficulties continue, the Practice
Educator/Work Based Supervisor should contact the Practice Learning Tutor. If it is
felt that the student will fail, this should be discussed fully with all concerned.
Evidence detailing the fail needs to be provided in the Final Report, as well as
recommendations for the future. See Programme Procedures for further discussion



   PROFORMAS FOR DOCUMENTS DISCUSSED IN THIS SECTION CAN BE
         FOUND IN PROFORMAS, TEMPLATES AND GUIDANCE




                                                                                      26
Criteria for Assessment of Competence

               in the

   National Occupational Standards




                                        27
CODES OF PRACTICE, SOCIAL WORK VALUES and ANTI-OPPRESSIVE PRACTICE

Competent, professional social work practice is the product of the integration of knowledge, skill and values in practice. Successful social work
students must therefore demonstrate that the following values underpinned their practice in all the key roles. Evidence in the Practice Educators
report should indicate this.

               Social work students must comply with the GSCC’s Code of Practice for Social Care Workers as follows:
                                                     Social care workers must:

1.   Protect the rights and promote the interests of service users and carers
2.   Strive to establish and maintain the trust and confidence of service users and carers
3.   Promote the independence of service users while protecting them as far as possible from danger or harm
4.   Respect the rights of service users whilst seeking to ensure that their behaviour does not harm themselves or other people
5.   Uphold public trust and confidence in social care services
6.   Be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills

In addition, students’ practice should accord with the values identified by service users and carers in the consultation with Skills for Care and the
Children’s Workforce Development Council (CWDC) over the development of the National Occupational Standards. These are that:
Social workers must:
a. Have respect for:
       users and carers, regardless of their age, ethnicity, culture, level of understanding and need
       for the expertise and knowledge users and carers have about their own situation
b. Empower users and carers in decisions affecting them
c. Be honest about:
      the power invested in them, including legal powers, their role and resources available to meet need. Respect confidentiality, and inform users
          and carers when information needs to be shared with others
d. Be able to:
      challenge discriminatory images and practices affecting users and carers
       put users and carers first




                                                                                                                                                        28
Key Role 1                                 Positive Indicators of Competence                   Negative indicators of Competence
PREPARATION AND ASSESSMENT                  Prepares adequately before contact in order
Prepare for and work with individuals,        to avoid unnecessary offence arising from           Rarely thinks ahead.
families, carers, groups and                  ignorance.                                          Avoids making contact with people.
communities to assess their needs and       Takes account of the relevant information -          Tends to tell rather than listen.
circumstances                                 for example socio-demographic, physical,            Avoids or persistently fails to engage relevant
                                              intra-personal, interpersonal etc.                   systems or networks.
Unit 1                                      Establishes initial contact and the reason for       Withholds information - or overloads people.
Prepare for social work contact and           contact.                                            Doesn't encourage or enable the service user
involvement                                 Listens well and is alert to body language.           to participate.
                                            Understands the statutory framework within           Takes little or no account of what the service
Unit 2                                        which the agency operates.                           user can contribute.
Work with individuals, families, carers,    Is concerned to understand service users’             Works very much with the surface of what
groups and communities to help them           beliefs and values, as well as their personal        people bring - i.e. the work tends to be
make informed decisions                       resources, and the potential significance of         shallow and simplistic.
                                              these for the work in hand.                         Is unaware of available resources and options
Unit 3                                      Is able to recognise and respond to the               or adopts a blinkered approach - for example
Assess needs and options to                   thoughts and feelings which may underpin             starts from what is easiest rather than what is
recommend a course of action                  requests for information and advice.                 most appropriate.
                                            Acknowledges difference (for example of              Fails to consult others.
                                              power, race or gender, values or aims) and          Sees service users' circumstances in his/her
                                              demonstrates understanding and respect for           own terms - i.e. lacks empathy.
                                              people's feelings and the meaning they              Fails to develop a sound knowledge of the
                                              attach to their situation.                           statutory/legal context to the work of the
                                            Can help service users to identify their own          agency.
                                              strengths and the strengths in their network.       Is generally unclear and unpersuasive when
                                            Helps service users to identify their available       trying to present his/her assessment or ideas
                                              choices and rights.                                  to relevant parties.
                                            Assesses and plans in co-operation with
                                              service users and other appropriate parties.
                                            Can explain legal requirements to those
                                              involved with due regard to the possible
                                              emotional impact of such information.
                                            Is aware of the range of resources available
                                              and the options these allow.
                                            Is willing and able to share information


                                                                                                                                               29
    appropriately.
   Presents information in a clear, user-friendly
    fashion - i.e. appropriate to the person and
    the situation.
   Is able to identify the risks as well as the
    needs in a situation.
   Can develop or revise an assessment in
    response to new information.




                                                     30
Key Role 2                                    Positive Indicators of Competence:                Negative indicators of Competence:
PLANNING, INTERVENTION, REVIEW                 Can respond flexibly to the unexpected.          Provides or fails to provide a service
AND EVALUATION                                 Addresses emotional and material factors as        because of stereotyped assumptions which
                                                 appropriate.                                      lead to disadvantage.
Plan, carry out, review and evaluate           Can use their wits (with appropriate theory      Is generally inflexible and paralysed by the
social work practice, with individuals,          and knowledge of welfare rights and law) to       unexpected.
families, carers, groups, communities            make sense of and plan with the information     Tends to prevaricate when it comes to
and other professionals                          obtained.                                         intervening - for example seeking more and
                                               Recognises the impact that change may              more information.
Unit 4                                           have for people and supports them through       The intervention is haphazard and/or
Respond to crisis situations                     this.                                             unrelated to the assessment and planning,
                                               Can move from assessment and planning to           and/or not informed by relevant theory or
Unit 5                                           intervention - i.e. can do as well as think.      knowledge.
Interact with individuals, families,           Can revise a plan in response to new             Can't see the wood for the trees - i.e. cannot
carers, groups and communities to                information.                                      use the information available to understand
achieve change and development and to          Can sustain direct work with service users         and plan with the client.
improve life opportunities                       and others over time as appropriate.            Persistently intervenes at the wrong level.
                                               Works in partnership with service users.         Frequently seems to have misunderstood
Unit 6
                                               Manages endings and disengagement from             what has been agreed with other parties, i.e.
Prepare, produce, implement and                                                                    people don't get what they were expecting.
                                                 working relationships with service users,
evaluate plans with individuals, families,
                                                 colleagues and other professionals.             Makes little or no attempt to explain the
carers, groups, communities and
professional colleagues                        Is aware of a person’s formal and informal         nature and purpose of the intervention to
                                                 networks and is willing and able to engage        relevant parties.
                                                 with these when it is appropriate.              Abandons plans without good cause or
Unit 7
Support the development of networks to         Can explain the intervention to relevant           rigidly clings to plans despite information
                                                 parties.                                          which suggests they need revising.
meet assessed needs and planned
outcomes                                       Can work within necessary time-scales.           Frequently doesn't get things done in time.
                                               Effectively co-ordinates and manages the         Fails to complete administrative tasks.
Unit 8                                           particular case, project etc, over time.        Relationships with service users persistently
Work with groups to promote individual         Can recognise and address resistance or            break down.
growth, development and independence             hostility in a situation.                       Has a tendency to minimise and/or avoid
                                               Takes action to reduce the risks in the            taking action in response to risks in the
Unit 9                                           situation.                                        situation.
Address behaviour which presents a                                                               Is unable to disengage from service users.
risk to with individuals, families, carers,                                                      Tends to collude rather than risk turbulence
                                                                                                   in the relationship.


                                                                                                                                              31
groups and communities      Fails to seek help.




                                                   32
Key Role 3                                  Positive indicators of Competence:                Negative indicators of Competence:
SUPPORTING INDIVIDUALS
                                               Is able to act as an advocate without taking     Is typically directive and prescriptive in his/her
Support individuals to represent their          control.                                          practice with service users.
needs, views and circumstances                 Works in a way which helps and encourages        Tends to throw his or her weight around, or
                                                people's capacity to manage their own             gives little or no thought to how s/he uses
Unit 10                                         affairs - for example to build resources such     power, or minimises the power relationships
Advocate with, and on behalf of, with           as money, information, inter-personal skills,     involved.
individuals, families, carers, groups and       self-confidence etc.                             Persistently disregards important aspects or
communities                                                                                       areas of a person's situation - for example
                                                                                                  gender, poverty, their feelings.
Unit 11                                                                                          Misunderstands and then misrepresents
Prepare for, and participate in decision-                                                         service user wishes and needs.
making forums                                                                                    Frequently fails to prepare adequately for
                                                                                                  decision-making forums.
                                                                                                 Is unable to participate productively in
                                                                                                  decision-making meetings.

Key role 4                                  Positive indicators of Competence:                Negative indicators of Competence:
MANAGING RISK
                                               Recognises and responds to the rights and        Fails to recognise or acknowledge risks.
Manage risk to individuals, families,           needs of those who are at risk.                  Is unable to revise approach in the light of
carers, groups, communities, self an           Understands and is able to implement the          new information.
colleagues                                      agency’s risk management policies and            Persistently disregards agency policies for the
                                                procedures as appropriate.                        protection of service users and staff.
Unit 12                                                                                          Fails to seek help.
Assess and manage risks to individuals,
families, carers, groups and
communities

Unit 13
Assess, minimise and manage risk to
self and colleagues




                                                                                                                                                  33
Key role 5                                 Positive indicators of Competence:                  Negative indicators of Competence:
MANAGEMENT AND ACCOUNTABILITY               Understands the agency's function.                 Fails to develop a sufficient understanding of
                                            Reflects upon his/her own learning and               the agency's policy, tasks and constraints.
Manage and be accountable, with               development.                                      Shows little or no ability to critically reflect
supervision and support, for your own       Reflects critically upon his/her practice and        upon his/her practice and/or impact upon
social work practice within your              impact upon people.                                 people.
organisation                                Is open to learning and can accept and use         Has nothing to learn - knows it all and nothing
                                              constructive criticism.                             or nobody has anything to tell him or her.
Unit 14                                     Knows why s/he is doing what s/he is doing         Avoids dealing with painful feelings.
Manage and be accountable for your            - i.e. its basis in practice theory, resources    Is unwilling or unable to represent the agency
own work                                      and/or legal mandate.                               in formal settings.
                                            Is competent to represent the agency to            Can't make decisions when these are needed
Unit 15                                       members of the public, other professionals,         or shows a tendency to make decisions which
Contribute to the management of               public bodies etc.                                  are not within his/her power to make.
resources and services                      Can make decisions as are necessary and            Work often doesn't get done within time
                                              appropriate to his/her role within the agency.      constraints; timekeeping is poor,
Unit 16
                                            Can manage his/her workload - for example            appointments are failed etc.
Manage, present and share records and
                                              fulfils commitments, sets priorities, respects    Communications (written and/or verbal) are
reports
                                              deadlines etc.                                      not clear and/or appropriate - for example
                                            Is able and willing to contribute to                 they may be too technical or too colloquial.
Unit 17
                                              team/agency working on policy, resources,         Fails to keep appropriate records.
Work within multidisciplinary and multi-
organisational teams, networks and
                                              effectiveness etc.                                Tends to collude rather than risk painful
systems                                     Is a team player - i.e. works effectively with       feelings or shows a tendency to be aggressive
                                              and for colleagues and the agency.                  rather than assertive.
                                            Written communications are clear and               Fails to establish effective working
                                              appropriate                                         relationships with colleagues.
                                            Records and stores information in                  Persistently rubs people up the wrong way;
                                              accordance with agency policies and                 shows no concern for colleagues or team
                                              procedures.                                         business.
                                            Works co-operatively with colleagues in
                                              teams, networks and systems.
                                            Is appropriately assertive with service users
                                              and with fellow professionals.




                                                                                                                                              34
Key role 6                               Positive indicators of Competence:                   Negative indicators of Competence:
DEMONSTRATION OF PROFESSIONAL             Is aware of his/her own beliefs and
COMPETENCE                                  prejudices and is willing and able to                Shows little or no awareness of his/her own
                                            consider how these might impact unhelpfully           beliefs or prejudices.
Demonstrate professional competence         in his/her practice.                                 Makes little or no effort to access relevant
in social work practice                   Is at pains to use available knowledge to              knowledge via reading or consultation.
                                            inform his/her practice for example                  Fails to see the need for accountability.
Unit 18                                     research, theory, agency colleagues,                 Cannot use statutory powers where this is
Research, analyse, evaluate and use         representatives of service user groups etc.           needed or, for example, uses them without
current knowledge of best social work     Works in accordance with legal, professional           due thought to the client's rights.
practice                                    and agency rules and requirements.                   Confuses the personal and the professional.
                                          Can recognise the power relationships                  His or her personal life and views contaminate
Unit 19                                     involved in social work.                              the professional work.
Work within agreed standards of social    Recognises the importance of personal and             Lacks the ability to analyse and critique the
work practice and ensure own                professional boundaries.                              agency's functioning.
professional development                  Is alert to tendencies within organisations as        Is unable or unwilling to challenge
                                            well as in individuals to stigmatise and              discriminatory or oppressive practices where
Unit 20                                     oppress some groups of people and is able             this is a realistic possibility given student
Manage complex ethical issues,              to work to counter such oppressive systems            status.
dilemmas and conflicts                      and behaviour in ways appropriate to his/her
                                            role and power within the agency.
Unit 21                                   Can recognise and cope with the ethical
Contribute to the promotion of best         conflicts and stresses implicit to a particular
social work practice                        setting.
                                          Can offer a critical analysis of the agency's
                                            functioning and effectiveness.
                                          Can bear to be unpopular - for example
                                            when this is an unavoidable consequence of
                                            acting with professional integrity.




                                                                                                                                             35
Assessment: Assessment Process

             and

       Marking Guidance




                                 36
               Introductions to the Components of Assessment
Two components - practice and academic - comprise the Learning for Practice
modules. The practice component is assessed by the Practice Educator and the
academic component by the Practice Learning Tutor. Both the practice component
and the academic component must be satisfactorily completed in order to pass the
placement. Additionally, students must pass the IPL component at each level

                                 Practice Component

The Practice Educator assesses the student’s performance whilst in practice and
provides Interim and Final Reports, using the University proformas to indicate the
quality of the student's performance and evidence.

Practice is assessed by the Practice Educator using the National Occupational
Standards (NOS) and Values requirements. The Practice Educator will assess the
student's ability to meet the NOS key roles and specified units within practice, based on
the evidence provided during their placement and within the student’s Portfolio. The
practice element is marked PASS/FAIL.

Although the presentation and academic standard of the Portfolio is not a
primary element of the Practice Educator assessment, students and Practice
Educators should bear in mind that the portfolio itself constitutes evidence of
the student's ability to present and share accurate information effectively, in a
professional style and format.

See further pages for assessment details for each level and also relevant level X-
stream site

                                Academic Component

The Portfolio will then be marked by the Practice Learning Tutor who will assess the
student’s work against the Learning for Practice learning outcomes at each level
following University academic assessment processes.

                                       Final Mark

In order to pass the module:

       -   students must gain a PASS in all specified key role units for the level*
       -   students must pass all value and ethical requirements at each level
       -   a PASS in IPL
       -   an academic mark of 40% or more.

* For relevant key role units for each level please see the evidence grids in the
Portfolio assignment section
               Outline of Competence Expected at Each Level

                                  Minimum Standards


                                                                                      37
At BA Level One students will be able to demonstrate the potential to develop a
beginning competence in relation to specific units within the 6 NOS key roles and
value requirements in relatively uncomplicated situations. For example those where,
generally, assessments have already been made and the student (with supervision,
guidance and direction) will undertake appropriate work.

At BA level Two students will be able to demonstrate intermediate competence in
relation to specific units within all 6 NOS key roles and all value requirements in
more complex situations; that is, situations which require them to undertake
assessments of service users with appropriate supervision and direction from their
practice educator/assessor.

At BA Level Three (qualifying level) students will be able to demonstrate qualifying
competence in relation to all units in all 6 NOS key roles and all value requirements
in complex situations. That is, situations which require students to appropriately
assess situations under the supervision of a practice educator/assessor.


                          Direct Observation of Practice
It is a requirement that students' practice must be directly observed in relation to the
NOS standards and value requirements. Direct observation of practice must take
place a minimum of three times in each assessed practice experience.

One piece of direct observation may be carried out by a link supervisor, or be in the
form of a video recording, but on at least two occasions in each Practice Learning
Opportunity, the Practice Educator must directly observe the student working with
service users.

The direct observation of practice should normally take place before the mid-point of
each Practice Learning Opportunity, in order to inform judgements about student
progress at that stage.

Whilst in the Practice Learning environment social work students are asked to
demonstrate a wide range of skills, knowledge and competencies. The direct
observation pro-forma can be used in face-to-face work with service users and other
colleagues.

You may use either pro-forma (see Document Templates folder and Handbook) as a
guide as to what to look for when observing the student’s practice, briefly noting
relevant examples of how a student does or does not demonstrate his/her skills in
the required areas. Plainly, all of these areas may not be covered or evidenced in
observed situations so some gaps in the form are acceptable.

You may or may not choose to let the student include your direct observation notes
in the Portfolio, but you should provide them with summaries and you must refer
to your own and colleagues’ direct observations of the student’s practice in the Final
Report.



                                                                                      38
Please do not feel you have to use our proformas if you have an alternative
approach to direct observation you would like to use. However Practice Educators
have found these forms useful particularly when colleagues or Workplace
Supervisors are those who directly observe the student.

It is recommended that Practice Educators/work based supervisors follow the York
Model of Direct Observation. PEs and WBSs receive training on this model in the
Introduction to Practice Teaching and Enabling Others modules. Students are
familiar with this as a model for being observed in practice.



            Practice Educator Sessions – Supervision Guidance
                      (See pro-forma in Handbook/on X-Stream)

Supervision is a crucial element of assessment and in all social work practice,
because the tasks undertaken by individuals are so complicated that support and
advice from others is necessary in relation to statutory responsibilities; agency policy
and procedures; our accountability to our employers for the work we do; our need to
discuss our own feelings about the often emotionally challenging work we do; and
the need for a more objective viewpoint from a more experienced colleague or
manager.

Supervision of students obviously involves similar functions but the major emphasis
should be on facilitating the student's learning to practice in relation to the Value
Requirements and the Key Roles. It will range, early on in the Practice Learning
setting, from information-giving and direction from the Practice Educator to a much
more reflective process in relation to the direction of the work and helping the
student to assess their own competence. Practice Educators will need to interpret
the practice requirements to fit with the learning opportunities available and the
current learning needs of the student.

Each student is different and will arrive at the Practice Learning setting with varying
levels of competence and experience. Early planning, close observation and
supervision of the student will allow the Practice Educator to assess the student's
current level of ability in practice and to identify learning opportunities which will help
in the development of practice competence. It is as important to challenge a more
experienced student as it is to provide appropriate support to a more inexperienced
student. In undertaking an important teaching and facilitating role Practice
Educators will be using skills related to social work but not necessarily familiar to
each individual Practice Educator.

It is recommended that the Practice Educator and the student meet weekly for one
and a half hours, particularly in the first half of the placement.

Both should prepare an agenda and confirm the content and both should keep notes,
individual or shared, along the lines of the example below.

      Date, venue, time and length of session



                                                                                         39
   Confirmation of the agenda

   Content of session-review work covered in the last week

   Service users seen/tasks or project work undertaken

   Telephone calls taken/meetings attended/visits made and other tasks
    undertaken

   Student's records and written evidence/audio/video tapes reviewed

   Other contacts/agencies visited

   Detailed discussion of aspects of the student's work, for example assessment
    techniques

   Evidence of learning and development

                                  Future Plans:

   work with service users

   practical issues

   areas of weakness of student in relation to value requirements and key
    stages.

   tasks in relation to areas of weakness (tasks that will stretch an able student)


The Practice Educator’s notes should record student's development in showing:

   evidence of learning in relation to the value and ethical requirements and key
    stages

   evidence of anti-discriminatory practice in the learning environment

   how theory is linked to practice

   evidence of the student becoming a reflective practitioner




                                                                                  40
Programme Procedures




                       41
        Where a Students is Experiencing Difficulties on Placement


                                    General Issues

This section outlines steps to take where a student may be having difficulties with
their Practice Learning Opportunity;

      Where students are experiencing difficulties in obtaining tasks to meet the key
       role criteria, this needs to be discussed with relevant staff as soon as
       possible. It may be possible in such circumstances to extend placement
       beyond the required number of Learning for Practice days. Any extension
       must be discussed with the Practice Learning Tutor and Educator. It must
       also be ratified and agreed by the Practice Examination and Assessment
       Committee
      If following discussion it is felt that appropriate learning opportunities cannot
       be made available in the placement setting, then alternative placement
       arrangements will be made. This may involve a new placement or some key
       role criteria being met through a subsidiary placement source
      Where the student is experiencing difficulties on placement for personal
       reasons or in working to meet the key role criteria, the first step is for the
       student to talk openly to their Practice Educator or WPS. The sooner
       difficulties are discussed the better.
      Where needed the student and Practice Educator would meet with the tutor to
       formulate an action plan to address issues. This would be ratified by the
       Practice Assessment and Examination Committee.
      There may be occasions where students need to share personal information
       impacting upon their studies. Again, this should be shared as soon as
       possible
      Difficulties may arise between Practice Educator and the student. It is
       important that students learn to manage conflict issues as this is part of
       professional practice. However, where this cannot be resolved then a meeting
       needs to be convened with relevant staff, facilitated by the Practice Learning
       Tutor.

                    Suspension of Practice Learning Opportunity

If a Practice Educator considers, that in their professional judgement, the practice of
the student:

      is damaging and dangerous to service users and/or colleagues
      creates an unacceptable risk to themselves or others
      shows a serious failure to follow the GSCC codes of practice
      in any way gives rise to questions regarding a student’s professional suitability
       or conduct

Then, in consultation with whoever is appropriate within the agency, they may
suspend the Practice Learning Opportunity immediately. The situation will then be
referred to the BA Social Work Course Leader.


                                                                                      42
The matter may then be investigated in relation to Leeds Metropolitan University’s
Professional Suitability and Misconduct policy. This may result in termination of the
Practice Learning Opportunity. The matter will then be referred to the Practice
Assessment Examination Committee. This in turn will make a recommendation to
the Examination Board for the BA Social Work programme.

                                 Relevant Procedures

It is important that all those involved in practice learning opportunities are clear about
policies and procedures which are relevant where students are experiencing
difficulties on placement. Relevant policies and procedures will depend on individual
circumstances. The Practice Learning Tutor should bring these to the attention
of all concerned at the initial meeting


                                 Complaints Procedure

The University has a Complaints procedure. Students should also be aware of
appropriate GSCC policies such as: Raising a Concern about a Training Programme
Accredited by the GSCC.

Students should always seek to resolve any concern with their tutor or other relevant
members of the Course team prior to instigating the complaints procedure. Students
may access the University Complaints procedures independently at any time along
with the relevant GSCC procedures (see University Regulations Website for more
information)

                 Professional Suitability and Professional Misconduct

Students on the programme are expected to comply with the Code of Practice for
Social Care Workers (GSCC 2003) and the Leeds Metropolitan University
Professional Suitability and Professional Misconduct Policy. It is important that all
students familiarise themselves with the policy, regulations and procedures relating
to Professional Suitability and Professional Misconduct. You can access the
regulations at:

http://www.leedsmet.ac.uk/metoffice/Professional_Suitability_09-
10_showing_changes_from_08-09.pdf

Where there are concerns about a students conduct or behaviour on placement, this
should be discussed with the Practice Learning Manager and then referred to the BA
Course Leader as appropriate.

                                   Harassment Policy

Leeds Metropolitan University has a policy on sexual, racial and personal
harassment at and will not tolerate such conduct. It has appointed ‘Harassment
Contacts’ to provide advice and support. Your Harassment Contact with the Leeds
BA (Hons) in Social Work Programme is Lorraine Agu, Group Head of Social Work


                                                                                       43
                              Appropriate Relationships

The BA in Social Work Programme has agreed, following the University’s advice,
that adult sexual/romantic relationships between Practice Educator/Practice Learning
Tutors and students are to be avoided

                    Other Peoples Conduct and ‘Whistle Blowing’

Student social workers have a duty to report to relevant staff supporting placement
any breaches of the GSCC Codes of Practice for Social Workers and Employers.
The University recognises that this can be a difficult process for students and
appropriate support will be provided. Where students are unsure about reporting
concerns, they should discuss this immediately with their Practice Educator and/or
Practice Learning Tutor. For further information please see:

http://www.leedsmet.ac.uk/metoffice/Whistleblowing_procedure_09_10.pdf


                                  Failing Placement

As previously discussed, an action plan for students experiencing difficulties should
be put in place at the Interim stage. Where a student continues to experience
difficulties, then a further meeting may take place.

This may result in the Practice Educator recommending that the student should fail
placement. Where this occurs:

      The Practice Educator needs to provide a Final Report that details specific
       units and value requirements that the student has not met

      Evidence to support the fail recommendation needs to be made clear in the
       report. Practice Educators need to provide clear learning goals which can be
       used to support future development

      The Practice Learning Tutor will then present a report to the Practice
       Assessment Examination Committee concerning the fail. This will then be
       discussed with External Examiners and presented to the Exam Board

      Where the student does not agree with the fail, then they may present
       additional evidence to support their view. This will be added to their portfolio
       for moderation and discussion




                                                                                      44
                               Readiness for Practice

Where students have failed or are repeating a placement, they will be supported in
obtaining a further placement opportunity, by undertaking development tasks. These
will be agreed and discussed with the Practice Learning Tutor, with input from the
Practice Educator. Students must undertake this work before commencing another
placement. The Practice Learning Tutor will support this process and indicate when
the student is ready to start placement.

Additional to failed/repeating students, concerns about a student’s progress on the
course may lead to a Readiness for Practice plan being considered. This will be
discussed at a course progress meeting.


         Practice Educators’ Support, Training and Representation
Support, training and representation for Practice Educators are provided in a variety
of ways:
                                   Agency support

Practice Educators should ensure that they are getting support needs met by
colleagues, line managers and specialist colleagues, such as training departments.

                            The Practice Learning Team

Leeds City Council, in partnership with Leeds Metropolitan University, has a
development team whose central remit is to support and develop Practice Educators
within the programme. The Practice Learning Team are specialist Practice
Assessors who act as mentors to Practice Educators and undertake Practice
Educator roles. The PLT provides introductory, intermediate and advanced training
for the continual development of active Practice Educators. They plan and run the
Practice Educators' groups and provide individual support and advice to Practice
Educators.

The Practice Learning Team represent Practice Educators on all levels of the
management of the Programme, moderate a selection of Interim and Final Reports
and report to the Examination Board. They may be contacted by Practice Educators
who have concerns or ideas about Practice Learning opportunities within the Leeds
BA (Hons) in Social Work.

                    Practice Assessment Examination Committee

Receives interim and final reports/marks and moderates a selection of interim and
final reports. It meets at least twice annually

                            Practice Learning Committee

Student, university, agency and practice educator representatives meet regularly to
discuss Practice Learning developments and to monitor the Practice Learning
provision. The Practice Learning Committee meets at least twice annually


                                                                                      45
                       Practice Educator Training and Support

This group is organised and run by the Practice Learning Team, supported by
university-based staff and meets regularly throughout the Practice Learning
Opportunity to provide Practice Educators with advice and support and a forum for:

      The interchange of ideas about current challenges within the Practice
       Learning environment.
      The exchange of information with regard to the course / faculty
      Feedback
      Peer support

To find out more about Practice Educator Training Dates go to
http://www.leedsmet.ac.uk/health/placementunit/subjectareas/sw.htm

                               Practice Learning Tutors

Are available to provide advice and support at anytime on request. In the event of
problems and queries the first point of contact will normally be the student’s Practice
Learning Tutor.

Practice Educator representatives can be contacted as follows:-

Anne Moseley                                 Leeds Metropolitan University Tel: (0113)
Project Manager Practice Learning (and       8124336
Module Leader Learning for Practice 2)       Email: A.Moseley@leedsmet.ac.uk

OR

Sue Talbot - Practice Educator/Assessor
Rebecca Thorley - Practice Educator/Assessor
Lianne Gray – Practice Educator/Assessor

Practice Learning Team, 4th Floor East, Merrion House, Woodhouse Lane, Leeds
LS2 8QA, Tel 0113 224 3700 or e mail at ss.practice.learning.team@leeds.gov.uk

Please note also the following points of contact:-

Lorraine Agu                                 Tel: 0113 812 4338
Programme Coordinator and Course             Email: L.agu@leedsmet.ac.uk
Leader BA (HONS)
David Mercer                                 Tel: 0113 812 4310
Course Leader BA (Hons) Social Work          Email: D.Mercer@leedsmet.ac.uk
and Module Leader for Learning for
Practice 3
Tracey Race                                  Tel: 0113 812 4345
Course Leader MA Social Work                 Email: T.Race@leedsmet.ac.uk
Mary Harrison                                Tel: 0113 812 4328
Senior Lecturer (Practice Learning) and      Email: E.M.Harrison@leedsmet.ac.uk
Module Leader Learning for Practice 1


                                                                                     46
Amanda Roberts                             Tel: 0113 812 1910
Programme Administrator                    Fax: 0113 812 1916
                                           Email: A.L.Roberts@leedsmet.ac.uk



                          Faculty of Health Placement Unit

The Faculty of Health Placement Unit provides a central focus for advice and
communication within the faculty in relation to practice learning and enables close
partnerships with other HEIs, Yorkshire & the Humber SHA, Department of Health,
General Social Care Council and local practice educators.

The Unit provides support and guidance for groups who are developing practice
placement partnerships with new and emerging employers, agencies and sponsoring
organisations, in order to maximise the learning opportunities across a range of
professions.

The website highlights each professional group's practice learning information and
will enable effective management of placement allocation, resources and strategic
developments.

Faculty of Health Placement Unit
Queen Square House, G06
Tel: (0113) 812 9232
Email: healthplacements@leedsmet.ac.uk
Web: http://www.leedsmet.ac.uk/health/placementunit




                                                                                      47
Proformas, Templates

        and

Guidance Documents




                       48
               Proformas, Templates and Guidance Documents
Proformas, along with guidance on their proper completion and inclusion in the
portfolio can be downloaded from the Practice Learning site on X-stream. X-stream
is the electronic learning site for students’ modules. Practice Educators/Work Based
Supervisors can download relevant proformas from the Faculty of Health Placement
Unit website http://www.leedsmet.ac.uk/health/placementunit/subjectareas/sw.htm

Sub-folders contain information and templates relating to the following areas:

       The Practice Learning Agreement
       Reports
       Induction
       Reflective Journals
       Direct Observations
       Evidence Grids
       Supervision
       Documents necessary for completion of administrative aspects of the Portfolio
        and Practice Learning Opportunity e.g. hand-in slip, front sheet, contents,
        indemnity insurance attendance sheet etc
       Placement monitoring


    List of Proformas and Templates:

       Practice Learning Agreement (see Appendices)
       Induction Timetable
       Supervision Records for Practice Placement
       Feedback to Supervisor
       Direct Observation of Student’s Practice Proforma 1
       Direct Observation of Student’s Practice Proforma 2
       Direct Observation Summary/Feedback Sheet
       Reflective Journal Entry
       Interim Report
       Interim Report Monitoring Form
       Final Report (see Appendices)
       Confirmation of Placement Portfolio Hand In
       Practice Portfolio Front Sheet
       Confirmation of Attendance
       Late Absent Record
       Form of Indemnity
       BA1 Portfolio Checklist
       BA1 Evidence Grid
       BA2 Portfolio Checklist
       BA2 Evidence Grid
       BA3 Portfolio Checklist
       BA3 Evidence Grid




                                                                                  49
                    The Practice Learning Agreement (PLA)

    Key facts for completing the PLA
    (refer to Appendices for Practice Learning Agreement)


       The PLA serves as the contractual basis of the student placement. It should
        be completed in draft form at the initial meeting and a signed copy sent to the
        Placement Unit within four weeks of placement start. It is the students
        responsibility to complete the PLA and send it to the Placement Unit.
       It will take account of:
        - the NOS Key Roles and Units as stated in the learning outcomes and
            related to the student’s learning needs
        - the learning opportunities afforded by the Practice Learning placement
        - the nature of evidence that the student is required to produce in order to
            demonstrate that she/he has achieved the learning outcomes of the
            placement
        - the tasks expected of the student to meet their learning needs in relation to
            the curriculum requirements
        - study time and the provision of relevant agency, theoretical and policy
            material
        - Arrangements for supervision
.




                                                                                    50
                                        Induction Timetable
Student SW placement
Week 1/2 (w/c)

            8.30       9.00   10.00   11.00    12.00     1.00   2.00   3.00   4.00   5.00


MON



TUES



WEDS



THURS




FRI




                                                                                        51
            Supervision Records for Practice Placement

Date
Student Name
Practice Educator Name


SUPERVISION RECORD
Agenda




Review of Previous Session




Discussion of Issues




Anti-Discriminatory Practice/Values & Ethics Demonstrated




Theory to Practice Demonstrated




Key Role-Units Demonstrated




AOB




Review of Sessions




                                                            52
Action before Next Session




Objectives for Next Session




SIGNATURES
Student Signature             Date

Practice Educator             Date
Signature




                                     53
                              Feedback to Supervisor
I am always looking to improve my supervisory / practice teaching skills and it would
therefore help me if you could give me some feedback about your experience of my
supervision/practice teaching. I will keep feedback confidential unless we specifically
agree that it will be made available to anyone else. I hope that you feel able to be
open in offering constructive comments on my practice in the following areas:


 Helping you feel at ease with the supervision process


 Helping you clarify your objectives in working with clients


 Encouraging you to conceptualise new ways regarding your clients, including
 improving the balance you give to description of your work with analysis and
 reflection


 Offering constructive, honest rather than negative feedback – this includes
 commenting on your behaviour not on you


 Being respectful to you and committed to the task of supervision


 Explaining the criteria for any evaluation of your work clearly and in
 behavioural terms


 Being clear about my role and hence the boundaries in the relationship


 Enabling you to become actively involved in the supervision process


 Facilitating you giving me feedback and adapting my style in the light of your
 feedback


 Offering an appropriate range of learning opportunities


 Helping you to negotiate your role within the (multi-disciplinary) team




                                                                                     54
           Direct Observation of Student’s Practice Proforma 1

Student Name

Brief Description of Situation Observed




Name of Observer

Role in Organisation

Date




Values in Practice In what ways does the
student demonstrate:
Respect for people?


Understanding of issues of confidentiality?


Awareness and sensitivity to differences in
ethnicity, culture, beliefs, ability, etc?


A non-judgmental approach?


The ability to appropriately challenge prejudice
and discrimination?




                                                                 55
Communication Skills In what ways does
the student demonstrate:
An ability to put others at ease?


Listening skills?


An ability to clearly explain factual information
to others?


Appropriate use of language?


Appropriate use of non-verbal messages?


Assessment and Planning Skills In what
ways does the student demonstrate:
An ability to focus the interview or meeting
appropriately?


An understanding of what information is
needed from the other person in order to
assess the situation or carry out the designated
task?


An ability to involve the other person in the
assessment or relevant task?


An awareness of risk to self or others during
the interview or meeting?


Enabling Skills In what ways does the
student:
Facilitate the process of the interview or
meeting?


Vary the tone and pacing of an interview or
meeting appropriately?


Enable the other person to identify choices,
rights and responsibilities?




                                                    56
Demonstrate a willingness to share information
appropriately?


Identify resources which can be drawn on with
this particular person or issue?


Bring the interview or meeting to an
appropriate end?




Professional Role :In what ways does the
student demonstrate:
An understanding of her/his role within the
organisation?


An understanding of the legal context within
which she/he is working?


An understanding of how to use her/his own
strengths, resources or limitations to facilitate
the work of the interview or meeting?




Any other comments arising from this
observation?




                                                    57
          Direct Observation of Student’s Practice Proforma 2

PROFORMA 2* This proforma is best used for interview / assessment type
activity

Student Name
Direct Observation
Assessment Completed By
Date


The schedule can be completed jointly with the student or the student and
Practice Assessor can assess separately and compare ratings.

1 = no evidence
2 = requires development
3 = noting satisfactory progress
4 = competent

It is anticipated that even where the grading is ‘competent’ it will be possible to
identify different or improved ways of working.


Preparation skills                                                         Grading
Arranged seating to suit the purpose of the interview                      4 3 2       1
Arranged for the interview to be uninterrupted                             4 3 2       1
Had clearly prepared for the interview                                     4 3 2       1
Communication Skills                                                       Grading
Addressed the service user properly                                        4 3 2       1
Communicated clearly                                                       4 3 2       1
Avoided jargon                                                             4 3 2       1
Engaged with service user                                                  4 3 2       1
Listened to the service user                                               4 3 2       1
Enabled service users to express themselves                                4 3 2       1
Non verbal behaviour was appropriate                                       4 3 2       1
Checked regularly that the person/s understood                             4 3 2       1
Showed insight into the person/s needs/situation                           4 3 2       1
Was able to respond to the service user/s needs without the                4 3 2       1
interview losing a sense of direction
Values                                                                     Grading
Presented as non-judgmental                                                4 3 2       1
Did not moralise or impose own values                                      4 3 2       1
Was able to use his/her authority as necessary                             4 3 2       1
Managed his/her authority in an anti-oppressive manner                     4 3 2       1
Interviewing style was anti-racist                                         4 3 2       1
Interviewing style was anti-sexist                                         4 3 2       1
Interviewing style was generally anti-discriminatory                       4 3 2       1


                                                                                      58
Interview Structure                                                   Grading
Ensured the interview had a structure                                 4 3 2 1
Clearly explained the purpose of the interview                        4 3 2 1
Negotiated with the service user/s a realistic agenda reflecting both 4 3 2 1
agency priorities and person/s needs
Was careful, throughout the interview, to renegotiate changes in      4 3 2 1
focus / agenda with the service user/s
Asked relevant questions                                              4 3 2 1
Asked questions one at a time                                         4 3 2 1
Avoided leading questions                                             4 3 2 1
Used open questions appropriately                                     4 3 2 1
Used closed questions appropriately                                   4 3 2 1
Explored issues thoroughly                                            4 3 2 1
Did not reach premature conclusions                                   4 3 2 1
Did not offer premature or inappropriate advice                       4 3 2 1
Set and kept time boundaries                                          4 3 2 1
Allowed sufficient time for the task                                  4 3 2 1
Summed up clearly at the end of the interview                         4 3 2 1
Made an appointment for the next interview                            4 3 2 1
Agreed the focus of the next interview with the service user          4 3 2 1
Explained and agreed tasks to be completed by both student and        4 3 2 1
service users
Explored issues thoroughly                                            4 3 2 1
Any other comments including general impression of the interview and thoughts for
future practice




                                                                             59
             Direct Observation Summary / Feedback Sheet

Date
Student Name
Practice Educator Name
Context:
At what stage in the work with
this service user did the session
take place? At what point in the
placement is the student?
Purpose:
What were the student’s
objectives for this direct
observation?
Process and Content:
What happened, with particular
emphasis on the student’s part?
Feedback:
Had the student sought
feedback in particular areas?

Were there concerns / issues
that you brought to this
observation?

How did the student respond to
your feedback?
Outcome:
Which values and ethics were
demonstrated?

Were there any areas that could
have been
emphasised/improved by the
student?

To what does the student need
to work on for your next
meeting?

Are there any changes you need
to make for your next direct
observation?

What extent did the student
recognise their values in action?




                                                           60
                 Guidelines for Keeping a Reflective Journal

Students on placement are required to keep a reflective journal or learning log, but
may be uncertain as to what it should contain. The structure suggested in this
guidance encourages students to pay attention to what happens, to both verbal and
non-verbal events and reactions, to link what happened to the student’s knowledge,
skills and values and to identify strengths as well as knowledge/skills gaps and /or
areas for personal/professional development. The journal can then serve as an aid in
self-directed learning, in supervision and as a source of evidence for interim and
Final Reports and the student’s Portfolio.

Please note:

      The journal must be submitted regularly to the Practice Educator for reading
       and discussion. It is an important source of evidence for both formative and
       summative feedback
      For submission, the journal should be submitted using a reflective framework
       such as on the next page (using a structured approach)
      The journal should link theory to practice and should include references
      The journal must be electronic
      Be open, honest while bearing in mind you are sharing information with your
       Practice Educator
      See assignment section for number of entries required at each level


Use your reflective journal to:

      track your learning and development through the practice period
      identify issues you wish to take to supervision or other practice settings to
       discuss
      identify areas that you want to read up about (theory and research findings),
       or otherwise develop in (for example through training, further Practice
       Learning opportunities or other means.)
      As a daily record of your thoughts, feelings and actions while on placement.
       You then use this to provide the assessed entries
      As part of this, your journal provides a valuable way of expressing concerns,
       anxieties and difficulties




                                                                                  61
                            Reflective Journal Entry

ENTRY NUMBER                                     DATE
What happened? (Use
actual dialogue where
possible to capture the
situation)




What were your
thoughts and feelings
at the time? What are
they now?




What knowledge
(theoretical, legal,
agency policy,
research, for example)
skills and values were
you conscious of at the
time? What are they in
retrospect?


What went well? Why?
What would you like to
do differently? Why?
What aspects of your
knowledge, skills or
values do you need to
develop in order to do it
differently? How could
you do that?




                                                        62
            Guide to Completing the Practice Educator’s Report
N - Has not had the opportunity at this stage (this should only be used at
    Interim stage)
U - Unsatisfactory progress (denotes FAIL)
S - Progressing/performing satisfactorily
G - Good progress/performance
VG -Very Good progress/performance
E - Exceptional performance

Your Comments should include examples of how the student met this Key Role/Unit.

Qualitative Assessment may include additional evidence to support your
recommendation, for example:
    organisational/personal factors related to the learning process, which aided or
       impeded learning.
    a brief summary of the student’s progress and professional development
       during the placement
    observation on the student’s ability to collate and provide evidence
    sources of your evidence of the student's practice, for example Direct
       Observations, Work Summaries, and Service User, Carer and colleagues’/
       other professionals’ feedback.
    a summary of the student’s overall understanding of the values and ethics
       framework, its influence on their approach to the work and ability to reflect on
       this.
    a summary of the student’s ability to use theory and knowledge to analyse
       their work.
    any similarities/differences between the student and practice educator
       relevant to the learning process.
    an indication of future learning and development needs.

In final (Qualifying) level reports Practice Educators should also comment on the
student’s overall suitability to practise as a social worker.

Where the student has not achieved a pass in practice detailed information must be
given about the areas of practice requiring development and/or causing concern.
Any differences of view between practice educator and student in relation to the
assessment of the student’s performance must be clearly recorded by the practice
educator. In this case, the student has the right to submit additional material.

IT IS RECOMMENDED THAT PRACTICE ASSESSORS DOWNLOAD INTERIM
AND FINAL REPORT PROFORMAS FROM HERE:

http://www.leedsmet.ac.uk/health/placementunit/subjectareas/sw.htm




                                                                                     63
                                             BA (Hons) Social Work / MA Social Work
                                                       INTERIM REPORT

STUDENT DETAILS
Full Name                                                                                Cohort & Year

PLACEMENT DETAILS
Agency / Organisation
Name
Practice / Long Arm
Educator Name

     KEY for Ratings: E = Excellent, V = Very Good, G = Good, S = Satisfactory, U = Unsatisfactory, N = Not Satisfactory

KEY ROLES
Key Role Details                    Cohort Requiring Assessment         Practice Educator Comments                                 Rating
                                 BA1     BA2    BA3      MA1     MA2                                                            See Key
KEY ROLE 1: Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances.

Unit 1: Prepare for social work      X      X      X      X        X
contact and involvement
Unit 2: Work with individuals,       X      X      X      X        X
families, carers, groups and
communities to help them make
informed decisions
Unit 3: Assess needs and options            X      X      X        X
to recommend a course of action
KEY ROLE 2: Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups and communities and other
professionals.
Unit 4: Respond to crisis situations        X      X      X        X




                                                                                                                                      64
KEY ROLES
Key Role Details                    Cohort Requiring Assessment         Practice Educator Comments     Rating
                                    BA1   BA2    BA3     MA1    MA2                                   See Key
Unit 5: Interact with individuals,   X     X      X       X      X
families, carers, groups and
communities to achieve change
and development and to improve
life opportunities
Unit 6: Prepare, produce,              X   X       X       X      X
implement and evaluate plans with
individuals, families, carers, groups,
communities and professional
colleagues
Unit 7: Support the development of         X       X       X      X
networks to meet assessed needs
and planned outcomes
Unit 8: Work with groups to                        X       X      X
promote individual growth,
development and independence
Unit 9: Address behaviour which            X       X       X      X
presents a risk to individuals,
families, carers, groups,
communities
KEY ROLE 3: Support individuals to represent their needs, views and circumstances.

Unit 10: Advocate with and on         X    X        X       X      X
behalf of, individuals, families,
carers, groups and communities
Unit 11: Prepare for, and participate      X        X       X      X
in decision making forums
KEY ROLE 4: Manage risk to individuals, families, carers, groups, communities, self and colleagues.

Unit 12: Assess and manage risks     X      X      X       X      X
to individuals, families, carers,
groups and communities


                                                                                                        65
KEY ROLES
Key Role Details                       Cohort Requiring Assessment    Practice Educator Comments                                Rating
                                       BA1   BA2   BA3   MA1   MA2                                                             See Key
Unit 13: Assess, minimise and                 X     X     X     X
manage risk to self and colleagues
KEY ROLE 5: Manage and be accountable, with supervision and support, for your own social work practice within your organisation.

Unit 14: Manage and be                X X      X       X       X
accountable for your own work
Unit 15: Contribute to the                     X               X
management of resources and
services
Unit 16: Manage, present and          X X      X       X       X
share records and reports
Unit 17: Work within multi-           X X      X       X       X
disciplinary and multi-organisational
teams, networks and systems
KEY ROLE 6: Demonstrate professional competence in social work practice.

Unit 18: Research, analyse,                   X     X     X      X
evaluate, and use current
knowledge of best social work
practice
Unit 19: Work within agreed                   X     X     X      X
standards of social work practice
and ensure own professional
development
Unit 20: Manage complex ethical                     X            X
issues, dilemmas and conflicts
Unit 21: Contribute to the promotion          X     X     X      X
of best social work practice




                                                                                                                                   66
VALUES AND ETHICAL REQUIREMENTS
Value and Ethical Requirement Details                          Practice Educator Comments   Rating
VE1: Have an awareness of own values, prejudices,
ethical dilemmas and conflicts of interest and their
implications for practice.

VE2: Respect the promotion of: each person as an
individual; independence and quality of life for individuals
whilst protecting them from harm; dignity and privacy of
individuals, families, carers, groups and communities.

VE3: Recognise and facilitate each person’s use of
language and form of communication of their choice.

VE4: Value, recognise and respect the diversity,
expertise and experience of individuals, families, carers,
groups and communities.

VE5: Maintain the trust and confidence of individuals,
families, carers, groups and communities by
communicating in an open, accurate and understandable
way.

VE6: Understand and make use of strategies to
challenge discrimination, disadvantage and other forms
of inequality and injustice.




                                                                                              67
QUALITATIVE ASSESSMENT
Please give an overall qualitative assessment, commenting more generally on the student's personal qualities as a worker, a team member
and learner, and his/her progress in placement. Please identify any particular difficulties that have not been identified already.




Is the student demonstrating their ability to meet the required standard in all of the key  Yes                          No
roles, values and ethics requirements?
If NO, what recommendations are you making to the PAEC in order to address these difficulties in the second half of the placement? Please
details below.




                                                                                                                                     68
SIGNATURES
Student Name                        Date
(in block capitals)
Student Signature

Practice / Long Arm Educator        Date
Name (in block capitals)
Educator Signature

Work Based Supervisor Name          Date
(in block capitals) if applicable
Supervisor Signature

Practice Learning Tutor Name        Date
(in block capitals)
Tutor Signature




                                           69
                        Leeds Metropolitan University
                              Faculty of Health
                           BA (Hons) Social Work

          Interim Report Monitoring Form (for completion by tutor)

Student Name

Practice Educator Name

Practice Learning Tutor Name

Is there evidence of the student beginning to meet competence in all areas?




Is there evidence of how the Practice Educator knows the student is demonstrating
key stages?



Is there evidence that the student is beginning to meet the value requirements and
practice in an anti-discriminatory manner?




Are there any identified areas of concern?




If so, is there a plan in place to address these?




Signed                                                 Date




                                                                                     70
                                 Leeds Metropolitan University
                                       Faculty of Health
                                    BA (Hons) Social Work

                       Confirmation of Placement Portfolio Hand-In

Date
Student Name

Practice Learning Tutor Name

Practice Educator Name

Work Based Supervisor Name
(if applicable)
Agency/Organisation Name



         -----------------------------------------------------------------------------------------------------

                                Placement Portfolio Hand-in Slip

Signature of Student                                                            Date



Signature of Practice                                                           Date
Learning Tutor
accepting Portfolio



                  PLEASE RETAIN THIS SLIP AS EVIDENCE OF HAND-IN




                                                                                                                 71
                           Leeds Metropolitan University
                                 Faculty of Health
                              BA (Hons) Social Work

                             Practice Portfolio Front Sheet

Practice Educator Name

Work Based Supervisor
Name (if applicable)
Student Name

Practice Learning Tutor
Name

Practice Period/Placement Details
Placement Start Date
Placement Finish Date
Number of Days Completed         40                        60                  100
Date of Direct Observations
1                              Observed by
2                              Observed by
3                              Observed by

Endorsement and Recommendation by the Practice Educator
Endorsement by the Practice Educator
I have read this Portfolio and can verify that it reflects the work undertaken by the
student within the Practice Learning Opportunity.
Recommendation by the Practice Educator
The student has / has not reached the required level of the national occupational
standards. (please delete as appropriate)
PASS (Please mark                              FAIL (Please mark
with a cross)                                   with a cross)
The student is suitable to practise as a   social worker (to be completed by Practice Educators
on final placement only)
Practice Educator                                                Date
Signature

Endorsement by the Student
I have read the attached report and have had the opportunity to discuss its content
with my Practice Educator. Any differences of view have been recorded.
Student Signature                                         Date




                                                                                                  72
      Confirmation of Attendance at Practice Learning Agency / Site

This form is evidence that the student has completed the required number of placement
days. Each completed placement day should be dated and signed off by both the student
and the Work Based Supervisor or Practice Educator. This should not be signed by other
agency staff. Days of authorised and (if applicable) unauthorised absence should be
indicated separately.

Day      Date                 Student                       PE/WBS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

                                                                                     73
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67


     74
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100




      75
                            Late / Absent Record

Date   Late/Authorised/Unauthorised   Student      PE/WBS
       (please indicate L, A or U)




                                                            76
     Insurance Cover Industrial / Work Practice Learning Opportunities

                                   Form of Indemnity

Details
Name of Agency/Organisation

Student Name

Duration of Practice Learning       Date From
Opportunity                         Date To

Practice Learning Opportunity Providers’ Declaration
1.    We accept responsibility for the student under the Health and Safety at Work
      Act 1974.

2.      We confirm that the student is deemed to be an employee for the purposes of
        our Employers’ and Public Liability Insurance.

3.      Should the student be expected to work with restricted machinery, equipment
        or substances hazardous to health, safety precautions will first have been
        taken. First aid facilities will be available and training, supervision and
        protective clothing will be provided.

Signed on behalf of the Organisation providing the Practice Learning
Opportunity
Full Name

Position Held

Date




                                                                                      77
Portfolio Guidance

    All Levels




                     78
The following pages detail the assessment and portfolio presentation for all levels.
However ALL LEVELS need to be aware of the following in compiling their portfolios

                                 Purpose of the Portfolio
The student’s Portfolio at the end of the practice period should provide evidence of
competence at the appropriate level in relation to the relevant key roles and value and
ethical requirements. Practice Educators may require students to provide evidence of
aptitude over and above those outlined below if this has been agreed and articulated in the
learning agreement.

The Portfolio should contain analytical and holistic pieces of work in which students detail
their practice and their evaluation of their practice skills, values and ethics, evidencing that
they have met the NOS at the required level. The pieces of work are cross-referenced to
Grids (see 5.2), which ensure that the requirements are met.

Students are required to write up all outlined pieces of work. Students are also required to
produce a list of the main pieces of work (cases, project, group, pieces of duty work etc) to
give an overall picture of the workload undertaken.

Please also be aware:

      Normal academic conventions apply (e.g. referencing)

      Please refer to the confidentiality policy in completing your portfolio

      Once a completed portfolio has been submitted to your Practice Educator, it cannot
       be returned for further work

                                    Additional Evidence
Any additional evidence supporting ability in the key role requirements including;

      process recording, copies of reports, assessments, reviews, project work and any
       other relevant documentation
      supervision notes
      feedback from colleagues and service users
      as an addendum, feedback from the student on the Final Report and/or any
       feedback to the Practice Educator or Practice Learning agency if they disagree with
       any aspect of the Final Report (optional).

                               Presentation of the Portfolio

      Students should not use plastic pockets
      Should not include leaflets, handouts or any printed material that is not directly
       relevant to the evidence of competence
      The quality of the material and evidence is more important than quantity.




                                                                                              79
                                       Confidentiality

Ensuring that service users, carers and professionals cannot be identified by others who
have no need to know who they are is an essential part of demonstrating respect for
others. People’s rights to confidentiality must be rigorously respected at all times.

Students, Practice Educators and Practice Learning Tutors should, therefore, always
consider possible contingencies when preparing documents such as Portfolios,
assignments and reports. Documents may be read, quite properly, by people (for example
members of assessment panels, Practice Learning Tutors and external assessors) who
know the individuals referred to as neighbours, friends, colleagues or in some other
capacity. They may also be current or potential users of the same agency and will need to
know that their own rights will be respected.

It is essential that effective steps are taken to ensure that individuals cannot be identified
from such documents. Please ensure that dates of birth, full names, addresses and the
full names of other professionals are removed.

              The Following Guidelines should be adhered to in ALL CASES:

      original documents should never be included - photocopies only

      do not put confidential or specific information about service users or agencies on
       any portable electronic storage device that is then taken away from the agency

      photocopies of documents should be included only after they have been rigorously
       checked to ensure anonymity

      real names should never be included

      actual dates of birth should never be included; ages may sometimes be relevant,
       but need not always be exact

      when false names are used, there should always be an explicit declaration in each
       document that they are false names; false names, numbers or codes are preferable
       to real initials and non-existent place names are preferable to incorrect real ones.
       Best practice is for student and Practice Educators to agree a reference at the start
       of a piece of work and to use this in all notes or documents not being kept for
       agency purposes

      using correction fluids is not sufficient. Documents treated in this way should
       always be re-photocopied.

Students who have not ensured that individuals cannot be identified will have work
returned to them unmarked for resubmission

Serious lack of attention to issues of confidentiality will call into question whether
students have met the GSCC guidelines for value and ethical requirements in
practice and further action may be taken.




                                                                                             80
                                 Security of Documents

Students must follow agency policies and procedures regarding the storage and
movement of agency documents and should take similar care of documents such as
Portfolios, assignments and reports to ensure that they are not lost or stolen, for example
on public transport or from cars. Please also see the above point regarding the use of
electronic portable devices which hold confidential information


                            Completing the Evidence Grids

      These must be completed by the student and placed in the Portfolio. The evidence
       sheets are separated into levels one, two and three, therefore the relevant level
       should be used by the student.

      These sheets will allow Practice Educators to indicate student proficiency in their
       interim and Final Reports with greater ease. The student will also need to
       demonstrate ability in key role units in a range of placement settings.

      Students are required to provide evidence for assessment in all relevant key role
       units for their level, as well evidence of meeting all values and ethics requirements


       Evidence grids can be found with other standard documentation on X-Stream




                                                                                             81
        Learning for Practice:

BA Level One Assignments and Guidance




                                        82
                          The Portfolio MUST Contain:

No   Item                                                        Initial
1    Front sheet
2    Contents checklist
3    Description of the Practice Learning Agency/Setting
4    List of Work Undertaken
5    Completed and signed Attendance sheet
6    Certificate of IPL
7    Evidence of Completion of PL Workbook BA 1
8    Signed Statement on Confidentiality
9    Practice Learning Agreement
10   Signed Indemnity Form
11   Copies of three Direct Observations
12   Practice Educator's Interim Report
13   Practice Educator's Final Report
14   Completed Evidence Grids
14   Learning for Practice Presentation
16   Learning Highlights
17   Reflective journal (at least 10 entries)
18   Account of shadowing
19   Action Plan for Level 2
20   Itemised Appendices: any appended materials must be
     relevant and referenced within the body of the portfolio.




                                                                           83
                                Submission of the Portfolio

      The Portfolio must be handed to the Practice Educator for their Final Report and
       PASS/FAIL recommendation on the date agreed in the Practice Learning
       Agreement. This is normally two weeks prior to the end of placement
      The student then submits the Portfolio with the completed Portfolio front sheet and
       Final Report. Date of submission is 25th June 2010.
      Where placement continues near to or past the submission date, then an extension
       may be agreed with your Practice Learning Tutor

                            Outline of Portfolio Assignments
All work must be Harvard referenced and include a bibliography.

                                      1. Learning Highlights

What is a learning highlight?

Learning Highlights give students the opportunity

      to relate theory to practice

      to relate practice to the relevant key roles and value requirements

      to identify issues relating to anti oppressive practice

      to develop writing skills in relation to practice


Learning Highlight One (1,000 – 1, 500 words)

Discuss the development of your communication skills in your agency setting, with
reference to a specific case and/or the service user group

Please note this highlight should build on the development issues highlighted in
your Communication Skills module assignment

The highlight should include:

      A brief description of the case/user group
      Any relevant planning/preparation, including any assessment undertaken
      What methods did you use in your work?
      How did you evaluate your work?
      How did social work values and ethical issues impact upon your work

Learning Highlight Two (1, 000 – 1, 500 words)

Demonstrate appropriate knowledge of the values and ethics which underpin social work
using examples from practice



                                                                                        84
Please note this highlight should discuss your understanding of values and ethics
in social work, in relation to both academic teaching and to the value requirements
undertaken as part of practice

The highlight should include:

      a brief outline of the relevant issue/situation
      your personal and professional response to the situation
      your relationship with the service user/service users
      an understanding of theory relating to social work values and ethics
      your learning

                                        2. Presentation

As part of your Learning for Practice seminars in Semester 2 you will undertake a
Presentation. This should be included in your portfolio. Further information will be
provided

                                  3. Action Plan for Level 2

Your portfolio should include a 1, 000 word piece which:

      Highlights what you have learnt on practice
      Gives an overview of the work you have done
      An account of your personal and professional development
      What are your specific learning goals for the next placement
      What actions will you take to develop your skills?

                                     4. Reflective Journal

Your portfolio should include at least 10 journal entries using the framework in Proformas,
Templates and Guidance. There is no specific word count, but entries should clearly
explain incidents and events.

As well as the guidance in this handbook, please utilise teaching resources on reflection

                             5. Learning for Practice 1 Workbook

As part of your preparation for practice you will be undertaking a range of tasks through
lectures, seminars and on line activities. Information regarding this will be provided in first
week of the course

Other issues

      Your Module Leader for Learning for Practice 1 is Mary Harrison

      Information regarding assessment can also be found on your Learning for Practice
       1 X stream site




                                                                                             85
Level One Evidence Grid
National Occupational Standards: Key Roles, Units, Values and Ethics Requirements
To be cross-referenced to written work in the Portfolio. Documents can be numbered and referred to by number.
Students must identify two pieces of evidence for each Unit specified under each key role/unit and value and ethical
requirement. The Key Role/Unit or Values and Ethics requirement claimed in this grid must be clearly indicated within the
text of the corresponding page in your Portfolio.

 Student Name


 Key role 1
 Prepare for work with individuals, families, carers, groups and communities to assess their needs and circumstances;
 Unit Description                                Document / Page / Paragraph         Document / Page / Paragraph
 Unit 1: Prepare for social work contact and
 interventions
 Unit 2: Work with individuals, families, groups
 and communities to help them make informed
 decisions
 Key Role 2
 Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and
 other professionals;
 Unit Description                              Document / Page / Paragraph              Document / Page / Paragraph
 Unit 5: Interact with individuals, families,
 carers, groups and communities to achieve
 change and development to improve life
 opportunities.
 Unit 6: Prepare, produce and implement plans
 with individuals, families, carers, groups,
 communities and professional colleagues.



                                                                                                                         86
Key Role 3
Support individuals to represent their needs, views and circumstances;
Unit Description                               Document / Page / Paragraph         Document / Page / Paragraph
Unit 10: Advocate with, and on behalf of,
individuals, families, carers, groups and
communities.
Key Role 4
Manage risk to individuals, families, carers, groups, communities, self and colleagues;
Unit Description                                Document / Page / Paragraph          Document / Page / Paragraph
Unit 12: Assess and manage risk to individuals,
families, carers and communities
Key Role 5
Manage and be accountable for, with supervision and support, your own social work practice within your organisation;
Unit Description                                 Document / Page / Paragraph     Document / Page / Paragraph
Unit 14: Manage and be accountable for your
own work.
Unit 16: Manage, present and share records
and reports.
Unit 17: Work within multi-disciplinary and
multi-organisational teams, networks and
systems.
VALUES AND ETHICS                                Document / Page / Paragraph     Document / Page / Paragraph
VE1: Have an awareness of own values,
prejudices, ethical dilemmas and conflicts of
interest and their implications for practice
VE2: Respect the promotion of:
- Each person as an individual.
- Independence and quality of life for
  individuals, whilst protecting them from harm.
- Dignity and privacy of individuals, families,
  carers, groups and communities

                                                                                                                       87
VE3: Recognise and facilitate each person’s
use of language and form of communication of
their choice.
VE4: Value, recognise and respect the
diversity, expertise and experience of
individuals, families, carers, groups and
communities.
VE5: Maintain the trust and confidence of
individuals, families, carers, groups and
communities by communicating in an open,
accurate and understandable way.
VE6: Understand and make use of strategies
to challenge discrimination, disadvantage and
other forms of inequality and injustice.




                                                88
        Learning for Practice:

BA Level Two Assignments and Guidance




                                        89
                     The Portfolio MUST Contain:

No   Item                                                        Initial
1    Front sheet
2    Contents checklist
3    Description of the Practice Learning Agency/Setting
4    List of Work Undertaken
5    Completed and signed Attendance sheet
6    Certificate of IPL
7    Signed Statement on Confidentiality
8    Practice Learning Agreement
9    Signed Indemnity Form
10   Copies of three Direct Observations
11   Practice Educator's Interim Report
12   Practice Educator's Final Report
13   Completed Evidence Grids
14   Learning for Practice Presentation and Commentary
15   Learning Highlights
16   Skills Development
17   Learning journal entries
18   Action plan for Level 3
19   Itemised Appendices: any appended materials must be
     relevant and referenced within the body of the portfolio.




                                                                           90
                             Submission of the Portfolio

       The Portfolio must be handed to the Practice Educator for their Final Report
       and PASS/FAIL recommendation on the date agreed in the Practice Learning
       Agreement. This is normally two weeks prior to the end of placement
      The student then submits the Portfolio with the completed Portfolio front sheet
       and Final Report. Date of submission is 25th June 2010.
      Where placement continues near to or past the submission date, then an
       extension may be agreed with your Practice Learning Tutor


                         Outline of Portfolio Assignments
All work must be Harvard referenced and include a bibliography.

                                  1. Learning Highlights

What is a learning highlight?

Learning Highlights give students the opportunity

      to relate theory to practice

      to relate practice to the relevant key roles and value requirements

      to identify issues relating to anti oppressive practice

      to develop writing skills in relation to practice


Learning Highlight One (1000 – 1, 500 words)

With reference to a case and/or user group demonstrate an understanding of
appropriate risk models/approaches

This learning highlight must demonstrate an understanding of Key Role 4.
Within the learning highlight you need to demonstrate an ability to analyse,
synthesise and appropriately assess positive and/or negative risk, and
evaluate outcomes.

The highlight should include:

      A brief description of the case/user group
      Any relevant planning/preparation, including any assessment undertaken
      What risk models/approaches influenced your work?
      How did you evaluate your work?
      How did social work values and ethical issues impact upon your work?
      An understanding and discussion of positive and negative risk taking



                                                                                   91
Learning Highlight Two (1000 -1500 Words)

Demonstrate knowledge of relevant legal and policy frameworks within your agency
setting, with reference to a specific case and/or user group

The highlight should include:

      knowledge of relevant legal and policy frameworks
      the demonstration of an understanding of the social work role in implementing
       the law in relation to this service user group
      the ways in which current legislation affected your work activities and social
       interventions
      any ethical implications/human rights issues and equality legislation (if
       relevant)
      the identification and examination of any tensions between law and anti-
       discriminatory practice

                    2. Skills Development (1, 000 – 1, 500 words)

Reflect on your skills development in relation to two of the following:

      Advanced Communication skills
      Assessment skills
      Working with other professionals
      Report writing
      Professionalism
      Managing self and emotional competence

Guidance:

      This piece should integrate theory to practice
      It should take account of your learning from the Learning for Practice 2
       Seminars
      The piece should be referenced as any other piece of work in the portfolio

                       3. Presentation and Critical Commentary

As part of your Learning for Practice seminars in Semester 2 you will undertake a
Presentation. This should be included in your portfolio. Additionally, you should
provide a critical commentary on your learning from compiling the presentation of
between 500 – 750 words. Further guidance will be provided.




                                                                                    92
                               4. Action Plan for Level 3

Your portfolio should include a 1, 000 word piece which:

      Highlights what you have learnt on practice
      Gives an overview of the work you have done
      An account of your personal and professional development
      What are your specific learning goals for the next placement
      Specific actions you will be taking to prepare for Level 3 placement

Please note specific guidance and summer preparation tasks will be given for
your Level 3 placement


                                 5. Reflective Journal

Your portfolio should include between 10 and 15 journal entries using the framework
in Proformas, Templates and Guidance. There is no specific word count, but entries
should clearly explain incidents and events.

As well as the general guidance given in Proformas, Templates and Guidance, you
should also incorporate further teaching concerning reflection at Level 2. You should
begin to develop a more critical style to your reflection. If you are unsure about this,
please discuss with your Practice Educator and Practice Learning Tutor

Other issues

      Your Module Leader for Learning for Practice 2 is Anne Moseley

      Information regarding assessment can also be found on your Learning for
       Practice 2 X stream site

      Please note that your Social Work Theory – Methods and Approaches
       assignment uses your practice learning experience, but is a separate piece of
       work from this portfolio.




                                                                                      93
Level Two Evidence Grid
National Occupational Standards: Key Roles, Units, Values and Ethics Requirements
To be cross-referenced to written work in the Portfolio. Documents can be numbered and referred to by number.
Students must identify two pieces of evidence for each Unit specified under each key role/unit and value and ethical
requirement. The Key Role/Unit or Values and Ethics requirement claimed in this grid must be clearly indicated within the
text of the corresponding page in your Portfolio.

 Student Name


 Key role 1
 Prepare for work with individuals, families, carers, groups and communities to assess their needs and circumstances;
 Unit Description                                Document / Page / Paragraph         Document / Page / Paragraph
 Unit 1: Prepare for social work contact and
 interventions
 Unit 2: Work with individuals, families, groups
 and communities to help them make informed
 decisions
 Unit 3: Assess needs and options to
 recommend a course of action.
 Key Role 2
 Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and
 other professionals;
 Unit Description                              Document / Page / Paragraph              Document / Page / Paragraph
 Unit 4: Respond to crisis situations.
 Unit 5: Interact with individuals, families,
 carers, groups and communities to achieve
 change and development to improve life
 opportunities.



                                                                                                                         94
Unit 6: Prepare, produce and implement plans
with individuals, families, carers, groups,
communities and professional colleagues.
Unit 7: Support the development of networks to
meet assessed needs and planned outcomes.
Unit 9: Address behaviour which presents a
risk to individuals, families, carers, groups and
communities.
Key Role 3
Support individuals to represent their needs, views and circumstances;
Unit Description                                  Document / Page / Paragraph      Document / Page / Paragraph
Unit 10: Advocate with, and on behalf of,
individuals, families, carers, groups and
communities.
Unit 11: Prepare for and participate in decision-
making forums.
Key Role 4
Manage risk to individuals, families, carers, groups, communities, self and colleagues;
Unit Description                                Document / Page / Paragraph          Document / Page / Paragraph
Unit 12: Assess and manage risk to individuals,
families, carers and communities.
Unit 13: Assess, minimize and manage risk to
self and colleagues.
Key Role 5
Manage and be accountable for, with supervision and support, your own social work practice within your organisation;
Unit Description                            Document / Page / Paragraph          Document / Page / Paragraph
Unit 14: Manage and be accountable for your
own work.
Unit 16: Manage, present and share records
and reports.



                                                                                                                       95
Unit 17: Work within multi-disciplinary and
multi-organisational teams, networks and
systems.
Key Role 6
Demonstrate professional competence in social work practice;
Unit Description                                 Document / Page / Paragraph   Document / Page / Paragraph
Unit 18: Research, analyse, evaluate and use
current knowledge of best social work practice.
Unit 19: Work within agreed standards of social
work practice and ensure own professional
development.
Unit 21: Contribute to the promotion of best
social work practice.
VALUES AND ETHICS                                Document / Page / Paragraph   Document / Page / Paragraph
VE1: Have an awareness of own values,
prejudices, ethical dilemmas and conflicts of
interest and their implications for practice
VE2: Respect the promotion of:
 - Each person as an individual.
 - Independence and quality of life for
    individuals, whilst protecting them from
    harm.
 - Dignity and privacy of individuals, families,
    carers, groups and communities
VE3: Recognise and facilitate each person’s
use of language and form of communication of
their choice.
VE4: Value, recognise and respect the
diversity, expertise and experience of
individuals, families, carers, groups and
communities.



                                                                                                             96
VE5: Maintain the trust and confidence of
individuals, families, carers, groups and
communities by communicating in an open,
accurate and understandable way.
VE6: Understand and make use of strategies
to challenge discrimination, disadvantage and
other forms of inequality and injustice.




                                                97
         Learning for Practice:

BA Level Three Assignments and Guidance




                                          98
                           The Portfolio MUST Contain:

No         Item                                                        Initial
1          Front sheet
2          Contents checklist
3          Description of the Practice Learning Agency/Setting
4          List of Work Undertaken
5          Completed and signed Attendance sheet
6          Certificate of IPL
7          Signed Statement on Confidentiality
8          Practice Learning Agreement
9          Signed Indemnity Form
10         Copies of three Direct Observations
11         Practice Educator's Interim Report
12         Practice Educator's Final Report
13         Completed Evidence Grids
14         Learning Highlights
15         Skills Development
16         Assessment form (used in Skills Development)
17         Learning journal entries
18         Transition to Qualified Practice Plan
19         Itemised Appendices: any appended materials must be
           relevant and referenced within the body of the portfolio.



                                Submission of the Portfolio

        The Portfolio must be handed to the Practice Educator for their Final Report
         and PASS/FAIL recommendation on the date agreed in the Practice Learning
         Agreement. This is normally two weeks prior to the end of placement
        The student then submits the Portfolio with the completed Portfolio front sheet
         and Final Report. Date of submission is 28th May 2010.
        Where placement continues near to or past the submission date, then an
         extension may be agreed with your Practice Learning Tutor



                          Outline of Portfolio Assignments
All work must be Harvard referenced and include a bibliography.


                                                                                     99
                                  1. Learning Highlights

What is a learning highlight?

Learning Highlights give students the opportunity

      to relate theory to practice

      to relate practice to the relevant key roles and value requirements

      to identify issues relating to anti oppressive practice

      to develop writing skills in relation to practice



Learning Highlight One (1000 – 1, 500 words)

Demonstrate a critical knowledge of relevant legal and policy frameworks within your
agency setting, with reference to a specific case and/or user group

The highlight should include:

      knowledge of relevant legal and policy frameworks
      critical analysis of the social work role in implementing the law in relation to
       this service user group
      the ways in which current legislation affected your work activities and social
       interventions
      any ethical implications/human rights issues and equality legislation (if
       relevant)
      show an understanding of any tensions between law and anti-discriminatory
       practice in complex situations


Learning Highlight Two (1, 000 – 1, 500 words)

Demonstrate a critical understanding of professionalism in relation to a case and/or
work with a user group

The highlight should include:

      Reference to working within an organisation that performs statutory tasks
      An awareness of professional tensions when working within organisations
      Balancing competing demands and ethical dilemmas in complex situations
      An understanding of social work values, user rights and any tensions with
       organisational perspectives/approaches
      Relevant social work theory, methods and approaches
      Critical reflection


                                                                                     100
                     2. Skills Development (1, 500 – 2, 000 words)

Critically reflect on your skills development in relation to two of the following:

      Assessment
      Care Management
      Risk
      Decision making
      Report and record keeping
      Working with other professionals

Guidance:

      You will be given a number of case scenarios in Learning for Practice 3
       sessions. Further case information relating to taught topics will be given each
       week
      You will use this information to complete an assessment form. Further
       guidance will be given
      The assessment form should be added to the portfolio as part of this piece of
       work
      The Skills Development piece, with reference to the assessment, provides a
       reflection on your skills
      This is in relation to both preparation and in being on placement


            3. Transition to Qualified Practice Plan (1, 500 – 2,000 words)

The purpose of this piece is to show how you have prepared for the transition into
qualified practice. It will be supported by teaching input on the recall events. The
plan should include:

      Issues relating to stress management and resilience
      Dealing with complex situations and coping with conflict
      Clear goals in relation to managing being newly qualified
      Developing professional confidence and identity
      An awareness of contemporary issues in social work practice (at the time of
       writing)
      How you will continue to develop professionally, maintaining your GSCC
       registration


                                  4. Reflective Journal

Your portfolio should include 15 journal entries using the framework in Proformas,
Templates and Guidance. There is no specific word count, but entries should clearly
explain incidents and events.




                                                                                     101
As well as the general guidance given in Proformas, Templates and Guidance, you
should also incorporate further teaching concerning reflection at Level 2. You should
by now be able to be a critically reflective practitioner. If you are unsure about this,
please discuss with your Practice Educator and Practice Learning Tutor

Other issues

      Your Module Leader for Learning for Practice 3 is David Mercer

      Information regarding assessment can also be found on your Learning for
       Practice 3 X stream site




                                                                                    102
Level Three Evidence Grid
 National Occupational Standards: Key Roles, Units, Values and Ethics Requirements
To be cross-referenced to written work in the Portfolio. Documents can be numbered and referred to by number.
Students must identify two pieces of evidence for each Unit specified under each key role/unit and value and ethical
requirement. The Key Role/Unit or Values and Ethics requirement claimed in this grid must be clearly indicated within the
text of the corresponding page in your Portfolio.

 Student Name


 Key role 1
 Prepare for work with individuals, families, carers, groups and communities to assess their needs and circumstances;
 Unit Description                                Document / Page / Paragraph         Document / Page / Paragraph
 Unit 1: Prepare for social work contact and
 interventions
 Unit 2: Work with individuals, families, groups
 and communities to help them make informed
 decisions
 Unit 3: Assess needs and options to
 recommend a course of action.
 Key Role 2
 Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and
 other professionals;
 Unit Description                              Document / Page / Paragraph              Document / Page / Paragraph
 Unit 4: Respond to crisis situations.
 Unit 5: Interact with individuals, families,
 carers, groups and communities to achieve
 change and development to improve life
 opportunities.



                                                                                                                         103
Unit 6: Prepare, produce and implement plans
with individuals, families, carers, groups,
communities and professional colleagues.
Unit 7: Support the development of networks to
meet assessed needs and planned outcomes.
Unit 8: Work with groups to promote individual
growth, development and independence.
Unit 9: Address behaviour which presents a
risk to individuals, families, carers, groups and
communities.
Key Role 3
Support individuals to represent their needs, views and circumstances;
Unit Description                                  Document / Page / Paragraph      Document / Page / Paragraph
Unit 10: Advocate with, and on behalf of,
individuals, families, carers, groups and
communities.
Unit 11: Prepare for and participate in decision-
making forums.
Key Role 4
Manage risk to individuals, families, carers, groups, communities, self and colleagues;
Unit Description                                Document / Page / Paragraph          Document / Page / Paragraph
Unit 12: Assess and manage risk to individuals,
families, carers and communities.
Unit 13: Assess, minimize and manage risk to
self and colleagues.
Key Role 5
Manage and be accountable for, with supervision and support, your own social work practice within your organisation;
Unit Description                            Document / Page / Paragraph          Document / Page / Paragraph
Unit 14: Manage and be accountable for your
own work.



                                                                                                                   104
Unit 15: Contribute to the management of
resources and services.
Unit 16: Manage, present and share records
and reports.
Unit 17: Work within multi-disciplinary and
multi-organisational teams, networks and
systems.
Key Role 6
Demonstrate professional competence in social work practice;
Unit Description                                 Document / Page / Paragraph   Document / Page / Paragraph
Unit 18: Research, analyse, evaluate and use
current knowledge of best social work practice.
Unit 19: Work within agreed standards of social
work practice and ensure own professional
development.
Unit 20: Manage complex ethical issues,
dilemmas and conflicts.
Unit 21: Contribute to the promotion of best
social work practice.
VALUES AND ETHICS                                Document / Page / Paragraph   Document / Page / Paragraph
VE1: Have an awareness of own values,
prejudices, ethical dilemmas and conflicts of
interest and their implications for practice
VE2: Respect the promotion of:
 - Each person as an individual.
 - Independence and quality of life for
    individuals, whilst protecting them from
    harm.
 - Dignity and privacy of individuals, families,
    carers, groups and communities



                                                                                                             105
VE3: Recognise and facilitate each person’s
use of language and form of communication of
their choice.
VE4: Value, recognise and respect the
diversity, expertise and experience of
individuals, families, carers, groups and
communities.
VE5: Maintain the trust and confidence of
individuals, families, carers, groups and
communities by communicating in an open,
accurate and understandable way.
VE6: Understand and make use of strategies
to challenge discrimination, disadvantage and
other forms of inequality and injustice.




                                                106
Appendices




             107
                      BA (Hons) Social Work / MA Social Work
                         Practice Learning Agreement (PLA)

    The Practice Learning Agreement must be submitted to the Faculty of Health
   Placement Unit within 4 weeks of beginning your practice learning opportunity

 This document should be used in preparation for, and during, the preliminary placement meeting

   1. STUDENT & SUPERVISORY INFORMATION

1.1 STUDENT
PROGRAMME: BA or MA
Full Name

Telephone Number (preferably mobile)
Email (university)
Term Time Address




1.2 PRACTICE LEARNING TUTOR
Name

Contact Telephone Number
Address
(if not Leeds Metropolitan University )




1.3 AGENCY / SETTING Information
Agency / Organisation Name & Address




Manager’s Name

Placement Address
(if different to the above)




                                                                                         108
1.4 PRACTICE EDUCATOR (PE) / WORK BASED SUPERVISOR (WBS) Information
PE Name

PE Telephone Number
PE Email
Address (if different to the above e.g. if
Long Arm PE)




WBS Name

WBS Telephone Number
WBS Email
Arrangements for back-up if PE is away for
prolonged period

Arrangements if WBS is away for
prolonged period
If the Practice Learning Tutor is away for a prolonged period, cover will be arranged by
David Mercer (BA) d.mercer@leedsmet.ac.uk and Tracey Race (MA)
t.race@leedsmet.ac.uk


   2. DAYS, DATES and AVAILABILITY

2.1 PRACTICE LEARNING DATES
Complete relevant days for your practice learning opportunity
BA1 (40 days)                                 From
                                              To
BA2 (60 days)                                 From
                                              To
BA3 / MA1 / MA2 (100 days)                    From
                                              To
2.2 OTHER DATES
University recall days

Student Holidays

Agency Holidays

PE holidays and/or availability

WBS holidays and/or availability

Practice Learning Tutor holidays and/or
availability
   3. EQUAL OPPORTUNITIES

                                                                                     109
3.1 DETAILS OF EQUAL OPPORTUNITIES
Every effort should be made to ensure that each student has an equal learning opportunity.
Power relationships, similarities and differences between the Practice Educator, Work
Based Supervisor and student should be explicitly addressed. In particular the needs of
disabled students should be fully acknowledged and discussed before work begins in the
agency. Please discuss in your placement meeting and add any specific
agreements/details here.




3.2 OTHER REQUIREMENTS
Please note any other requirements relating to the student which have not been covered in
the discussion of equal opportunities above.
Impairment and any related requirements:




Personal or exceptional caring needs which may be taken into account:




Transport arrangements. Please indicate with a cross.
Car                     Bicycle                 Public                  Other
                                                transport               Specify
Any other issues




                                                                                   110
3.3 ADDITIONAL SUPPORT
What additional support will be available for students? (For example students' group,
women's group, black workers' support group, black perspectives consultant, lesbian, gay
and bi-sexual workers' group, disabled workers' group). Agencies are asked to actively
encourage formal and informal contact between students during Practice Learning.




   4. POLICE CLEARANCE and INSURANCE

4.1 CRIMINAL RECORDS CHECK                                            YES          NO
Has an enhanced disclosure been made?
Has the student signed a declaration relating to the period since
the disclosure?
Are there any details on the disclosure that need to be revealed to
the agency manager prior to the student starting work?
(If YES, please ensure section 12.3 is completed by the agency)
4.2 CAR INSURANCE
Student to arrange and provide to agency
Already in place and provided to agency
Not applicable
4.3 EMPLOYERS’ LIABILITY INSURANCE
Is Employers’ Liability Insurance in place?
(Employers Liability Compulsory Insurance Act 1969)
If NO, what arrangements will be made to ensure this is covered?




                                                                                  111
   5. AGENCY ARRANGEMENTS

5.1 DOES THE AGENCY HAVE POLICIES/STATEMENTS                          YES          NO
RELATING TO
Anti-racist/anti-oppressive practice
Equal opportunities
Whistle blowing
Health and safety
If so, when will these be made available to the student?


If there are no policies in place, how will issues be addressed?



   PLEASE NOTE THAT: (a) all policies referred to above must be made available
   to the student during the induction period; (b) university procedures may also
   apply in cases of harassment and whistle blowing.

   6. PRACTICAL AND PROFESSIONAL ARRANGEMENTS

6.1 ARRANGEMENT DETAILS
Agency hours

Time off in lieu

Location and access to desk, computer
and telephone

Access to administrative support

Arrangements for keys/access to building
Car parking arrangements

Action required in relation to sick leave

Action required in terms of letting staff
know about student's movements etc
Disability/Special Educational Needs and
Disability Act 2001 requirements
Other


   PLEASE NOTE THAT: (a) Study time for reading/preparation is for Learning for
   Practice ONLY. This is not time to complete your portfolio. The amount of study time
   (average two hours) may vary from week to week. It is the responsibility of the PE /
   WBS to ensure that study time is timetabled and appropriate guidance offered. (b)
   Student’s designation is ‘Social Work Student’ or ‘Student Social Worker’ on the ID
   card/letter of induction



                                                                                   112
  7. STUDENT'S PREVIOUS EXPERIENCE AND INTERESTS

Pre course and previous placements:




  8. COURSE WORK AND RELEVANCE TO PRACTICE

Modules previously studied:




Modules currently being studied (and dates due in):




                                                      113
   9. STUDENT LEARNING NEEDS

9.1 GENERAL AIMS OF THIS PERIOD OF PRACTICE LEARNING
To provide practice and learning opportunities to enable the student to achieve the levels of
competence appropriate to the period of Practice Learning as set out in the National
Occupational Standards and as detailed in the Practice Learning Handbook.
Specific learning needs of student (e.g. knowledge and skills etc):




Work to be undertaken by student during practice learning:




Learning opportunities relating to values and anti-oppressive practice:




   10. SUPERVISION ARRANGEMENTS

Specify named PE and / or WBS, expected length, frequency, recording arrangements,
agenda-setting and joint expectations. Where a WBS is involved, please indicate the
anticipated nature of the contact between student, supervisor and PE.


                                                                                     114
   11. ARRANGEMENTS FOR ASSESSMENT AND EVALUATION

11.1 SOURCES OF EVIDENCE FOR ASSESSMENT
   Direct observation of student's work (a minimum of three is required, with at least two
     undertaken by the Practice Educator)
   Supervision
   Case recording and other documentation
   Feedback from service users (and carers, where applicable)
   Feedback from colleagues within and beyond the agency
   Learning Journal (specify frequency at which it should be made available to the
     Practice Educator)
Other (please specify)



Date on which Interim Report is due
Date on which Final Report is due
11.2 EVALUATION OF PRACTICE LEARNING
Please note that each placement setting is evaluated by the Practice Learning Team using
the Practice Learning Opportunity Audit Form.
The student and practice educator / work based supervisor will be invited to complete a
Placement Monitoring Form at the end of the placement.

If the Agency has its own monitoring scheme please detail below.




                                                                                    115
   12. STATEMENTS, DECLARATIONS & SIGNATURES

12.1 STATEMENTS
STATEMENT BY THE AGENCY (PRACTICE EDUCATOR)
In my view this agreement meets the individual learning needs of the student and the
requirements of the programme.
STATEMENT BY THE HEI (PRACTICE LEARNING TUTOR)
In my view this agreement meets the individual learning needs of the student and the
requirements of the programme.
STATEMENT BY THE STUDENT
I have read and understood Leeds Metropolitan University’s Complaints Procedure
and the relevant policies concerning when placements are withdrawn, suspended or
failed.
12.2 DECLARATION: ACCEPTANCE OF THE PRACTICE LEARNING AGREEMENT &
ACCEPTANCE OF THE STATEMENTS
Date of three-way meeting
Student Name                                                Date
(in block capitals)
Student Signature

Practice Educator Name                                         Date
(in block capitals)
Practice Educator Signature

Work Based Supervisor Name                                     Date
(in block capitals) if applicable
Supervisor Signature

Practice Learning Tutor Name                                   Date
(in block capitals)
Tutor Signature


12.3 STATEMENT & DECLARATION BY AGENCY
(please refer to section 4.1 to see if applicable)
I have discussed the details of the enhanced Criminal Records Bureau disclosure
and subsequent declaration with the student and agree to the student beginning to
work with service users in this agency.
Manager Name                                               Date
(in block capitals)
Manager Signature


   A completed copy of this form must be submitted to the Faculty of Health Placement
   Unit at healthplacements@leedsmet.ac.uk within four weeks of the start of the
   placement.




                                                                                  116
                                             BA (Hons) Social Work / MA Social Work
                                                         Final Report

STUDENT DETAILS
Full Name                                                                                Cohort & Year

PLACEMENT DETAILS
Agency / Organisation                                                                    Start Date
Name                                                                                     Finish Date
                                                                                         No. of Days
Practice / Long Arm
Educator Name

     KEY for Ratings: E = Excellent, V = Very Good, G = Good, S = Satisfactory, U = Unsatisfactory, N = Not Satisfactory

KEY ROLES
Key Role Details                    Cohort Requiring Assessment                     Practice Educator Comments                     Rating
                                 BA1     BA2    BA3      MA1     MA2                                                            See Key
KEY ROLE 1: Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances.

Unit 1: Prepare for social work      X      X      X      X        X
contact and involvement
Unit 2: Work with individuals,       X      X      X      X        X
families, carers, groups and
communities to help them make
informed decisions
Unit 3: Assess needs and options            X      X      X        X
to recommend a course of action
KEY ROLE 2: Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups and communities and other
professionals.
Unit 4: Respond to crisis situations        X      X      X        X



                                                                                                                                     117
KEY ROLES
Key Role Details                    Cohort Requiring Assessment                      Practice Educator Comments    Rating
                                    BA1   BA2    BA3     MA1    MA2                                               See Key
Unit 5: Interact with individuals,   X     X      X       X      X
families, carers, groups and
communities to achieve change
and development and to improve
life opportunities
Unit 6: Prepare, produce,              X   X       X       X      X
implement and evaluate plans with
individuals, families, carers, groups,
communities and professional
colleagues
Unit 7: Support the development of         X       X       X      X
networks to meet assessed needs
and planned outcomes
Unit 8: Work with groups to                        X       X      X
promote individual growth,
development and independence
Unit 9: Address behaviour which            X       X       X      X
presents a risk to individuals,
families, carers, groups,
communities
KEY ROLE 3: Support individuals to represent their needs, views and circumstances.

Unit 10: Advocate with and on         X    X        X       X      X
behalf of, individuals, families,
carers, groups and communities
Unit 11: Prepare for, and participate      X        X       X      X
in decision making forums
KEY ROLE 4: Manage risk to individuals, families, carers, groups, communities, self and colleagues.

Unit 12: Assess and manage risks     X      X      X       X      X
to individuals, families, carers,



                                                                                                                   118
KEY ROLES
Key Role Details                       Cohort Requiring Assessment                Practice Educator Comments                    Rating
                                       BA1   BA2   BA3   MA1   MA2                                                             See Key
groups and communities
Unit 13: Assess, minimise and           X       X      X      X
manage risk to self and colleagues
KEY ROLE 5: Manage and be accountable, with supervision and support, for your own social work practice within your organisation.

Unit 14: Manage and be                X X      X       X       X
accountable for your own work
Unit 15: Contribute to the                     X               X
management of resources and
services
Unit 16: Manage, present and          X X      X       X       X
share records and reports
Unit 17: Work within multi-           X X      X       X       X
disciplinary and multi-organisational
teams, networks and systems
KEY ROLE 6: Demonstrate professional competence in social work practice.

Unit 18: Research, analyse,                   X     X     X      X
evaluate, and use current
knowledge of best social work
practice
Unit 19: Work within agreed                   X     X     X      X
standards of social work practice
and ensure own professional
development
Unit 20: Manage complex ethical                     X            X
issues, dilemmas and conflicts
Unit 21: Contribute to the promotion          X     X     X      X
of best social work practice




                                                                                                                                   119
VALUES AND ETHICAL REQUIREMENTS
Value and Ethical Requirement Details                          Practice Educator Comments   Rating
VE1: Have an awareness of own values, prejudices,
ethical dilemmas and conflicts of interest and their
implications for practice.

VE2: Respect the promotion of: each person as an
individual; independence and quality of life for individuals
whilst protecting them from harm; dignity and privacy of
individuals, families, carers, groups and communities.

VE3: Recognise and facilitate each person’s use of
language and form of communication of their choice.

VE4: Value, recognise and respect the diversity,
expertise and experience of individuals, families, carers,
groups and communities.

VE5: Maintain the trust and confidence of individuals,
families, carers, groups and communities by
communicating in an open, accurate and understandable
way.

VE6: Understand and make use of strategies to
challenge discrimination, disadvantage and other forms
of inequality and injustice.




                                                                                             120
QUALITATIVE ASSESSMENT
Please give an overall qualitative assessment, commenting more generally on the student's personal qualities as a worker, a team member
and learner, and his/her progress in placement.




Please provide a summary of the learning needs of the student for the next period in practice learning or employment.




                                                                                                                                   121
PRACTICE EDUCATOR’S RECOMMENDATION                                    Pass                                     Fail
(Please mark with a cross)


SIGNATURES
Student Name                                                                                            Date
(in block capitals)
Student Signature

Practice / Long Arm Educator                                                                            Date
Name (in block capitals)
Educator Signature

Work Based Supervisor Name                                                                              Date
(in block capitals) if applicable
Supervisor Signature

Practice Learning Tutor Name                                                                            Date
(in block capitals)
Tutor Signature



             Final Report Submission: Additionally all returning students need to submit a copy of their electronic final report to
                           healthplacements@leedsmet.ac.uk within four weeks of completing their placement.




                                                                                                                                      122
             Student Placement Matching Process 2009/10

   Student submits
Placement Application            MATCHING MEETING
Form (PAF) and Final              Students matched to           Students who are still
 Report to Faculty of             suitable placements               unmatched
Health Placement Unit
       (FHPU)
                                    Students who are
                                   potentially matched


  FHPU email list of              Agency inform FHPU
 potential students to            whether they want to
agencies with their PAF            interview any of the
    & Final Report                  potential students



                        Agency answer               Agency answer
                            YES                          NO


                 FHPU email student with
                details of potential practice
                 learning opportunity and
              Student Allocation Form (SAF)


  Student contacts agency         Student contacts tutor to
    to arrange interview            prepare for interview


                 Interview takes place and
                agency decides whether the
                 student is suitable for the
                      placement or not


                   Student email FHPU
               completed SAF with interview
                 outcome and inform tutor


                                                               Student considered at
 Interview successful –            Interview unsuccessful –    next matching meeting
   Matched student                  student still unmatched



    Student completes                                             NEXT MATCHING
    Practice Learning                   PLACEMENT               MEETING – process
  Agreement (PLA) with                    STARTS                   repeats until all
tutor & Practice Educator                                       students are matched


PLA submitted to FHPU
                                                                                  123

								
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