1. Role Emerging Practice Placement Model
Moyra Muir
Practice Education Facilitator/Lecturer (OT)
AHP Lead Practice Education (School of Health and Social Care)

2. Aim
Provide brief overview of role emerging placements and their use within GCU Division of Occupational Therapy
Highlight potential benefits/challenges of such placements
Points to consider if planning role emerging placements

3. Role Emerging Model Also known as:
Self directed; Long arm supervision; Project placement; Independent community placement; Role emerging fieldwork; non-traditional
Student/s placed in setting where no established OT service
On site support from employee within organisation
Professional weekly formal supervision from occupational therapist (HEI or external)
Students often in pairs/groups and “peer learn”
Assessment – tripartite

4. Role Emerging Placements at GCU
Used for 10 years
No longer compulsory within undergraduate programme
Option to use at L3
MSc students still do summer “role emerging” placement

5. Why use Role Emerging Placements?
College of Occupational Therapy reported that we should
“actively seek placements that reflect the rising flexibility in workforce patterns and location”
(COT 2004)

6. “Exciting new options in career development are arising for professionals and support staff, options that AHPs, supported by strong leadership and education structures, are enthusiastically pursuing.
(Scottish Executive Publications 2005)

7. Placement Crisis?
“The number of students needing placements have increased at a time when organisational changes within the Health and Social Care system have been taking place”.
(OT News 2005)

8. Role Emerging Placements Potential Benefits
To students – knowledge and experience:
Theory
clinical reasoning
other care providers
– roles and differing perspectives
more autonomous working
peer learning and support
possible job opportunities

9. Potential Benefits To clients/patients:
Receive a service they would not otherwise have access to
May be continued after students leave eg. exercise group, women’s group

10. Benefits to Profession
Promotes :
Interprofessional working
Understanding of roles
Opportunities to advance into new areas

11. Role Emerging Model
Evidence suggests more suited at level 3 or 4 for undergraduates
Works well for masters students who are used to being more self directed

12. A Student Perspective on Role Emerging Placement (REP): Challenges and Opportunities
Rhona Hastings
Level 2 Student
MSc Occupational Therapy (Pre-Registration)
Glasgow Caledonian University

13. Background
1st year student of 2 year MSc Occupational Therapy (Pre-Reg)
1 placement prior to REP
Understanding of REP:
OT to be ‘more widely understood’ – or further diluted by generic work?
OTs to take ‘unique skills into mainstream workplaces’ – not even qualified yet and goalposts shifting already ?
Student/profession -needs led – or reactionary policy?
Initial response to prospect of REP:
Disappointment
Frustration
Suspicion
Scepticism
Insecurity

14. REP 8 weeks in setting where there are no OTs employed
Paired with fellow course mate
Weekly supervision from university tutor
Setting: urban voluntary organisation
Issues: mental health problems, learning difficulties, chaotic lifestyles, drug & alcohol rehabilitation, forensic placements

15. Challenges
Unfamiliar organisational structure and differing concepts of professional boundaries
Developing and maintaining role and identity in interdisciplinary working
On site supervision from professional outwith own profession
Pairing with fellow student

16. Opportunities
Honing interpersonal & observational skills and appreciation of Code of Ethics
Strengthening understanding of practice, professional identity and problem solving
Promoting initiative, independence and clinical reasoning
Peer collaboration, quality reflection and shared learning

17. Conclusion Safe environment for professional development
Benefits host placement
Benefits employees and employers
Reflection on REP experience:
Intense
Challenging
Satisfying
Educational
Invaluable

18. Important Considerations
Requires careful “vetting” of suitable sites to ensure they can meet requirements eg. Health and Safety and learning outcomes
Support and training for non-profession specific practice educators – must be clear on expectations of all!
Resource intensive – visiting weekly and responding to crises!
Pool of potential visiting tutors?
Not suitable for all students so should it be optional?
Preparation of students essential
Different ways of assessing competence eg. not through direct obs!

19. Publication
“Developing the occupational therapy profession: providing new work-based learning opportunities for students”.
(College of Occupational Therapy 2006)
Available at free of charge

20. Any Questions/Comments?