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Practice Education Learning Outcomes

Senior Freshman (Module OT2003)   


Practice Education Level 1


Cathy McCormack (Practice Education Coordinator)
Tina McGrath (Regional Placement Facilitator/Practice Tutor)
Carina Wiid (Regional Placement Facilitator)
Deirdre Armitage (Practice Tutor)
Mary Hurley (Practice Tutor)
Maurice Dillon (Practice Tutor)
Jeni Malone (Practice Tutor)
Ailish McCaffrey (Practice Tutor)
Gillian McHugh (Practice Tutor)
Ruth McGovern (Practice Tutor)

Contact Hours:

14 hours lectures
30 minute pre-placement interview
315 hours practice education placement
3 hours practice education return day

Rationale & Aims:

“Practice education is a process which involves a partnership between the practice educator and the student in the practice setting. It offers an opportunity for “rehearsal of, and reflection on, practice.” (Alsop & Ryan, 1996, p 3). It facilitates the integration of theory based learning with practice in graded developmental stages throughout the course. This is based on the Guidelines for good practice in practice education (Therapy Project Office, 2008).

Course Content:

Practice education policies and procedures
Assessment process
Curriculum vitae
Student-supervisory relationship
Learning contract
Therapeutic relationship
Professional conduct
Reflective practice

Indicative Resources:

Primary Reading Materials:
Alsop, A.  & Ryan, S. (1996).  Making the most of fieldwork education:  A practical approach. London:  Chapman & Hall.
Crepeau, E. B., Cohn, E.S., Boyt Schell, B.A. (Eds.). (2009). Willard & Spackman’s Occupational Therapy, (11th Ed.), Philadelphia: Lippincott Williams & Wilkins.
Duncan, E. (2006). Foundations for practice in occupational therapy, (4th ed.), Edinburgh: Elsevier/Churchill Livingstone
Duncan, E. (2009). Skills for practice in occupational therapy. Edinburgh: Elsevier/Churchill Livingstone
Gayle I. Hersch, Nancy K. Lamport, Margaret S. Coffey. (2005). Activity analysis: application to occupation. Thorofare, NJ. SLACK.
Hagedorn, R. (2000). Tools for practice in occupational therapy: A structured approach to core skills and processes. Edinburgh: Churchill Livingstone.
Kielhofner, G. (2008). A model of human occupation:  Theory and application. (4th Ed.). Baltimore:  Lippincott Williams & Wilkins
Schell, B. & Schell, J.W. (2008). Clinical and professional reasoning in occupational therapy. Philadelphia: Lippincott Williams & Wilkins.
Therapy Project Office. (2008). Good practice guidelines for practice education. Dublin:  Therapy Project Office.
Townsend, E.A. & Polatajko, H. J. (2007). Enabling occupation II: advancing an occupational therapy vision for health, well-being & justice through occupation . Ottowa: CAOT.

Web Resources:

Community Area (Blog)
Personal Learning Space
Video Podcasts
On-line submission of reflective report with time stamp

Learning Outcomes:

On successful completion of this module, students will be able to:

  1. Employ personal and professional development strategies to the standard of Level 1
  2. Implement a learning contract
  3. Develop constructive student-supervisor relationship
  4. Synthesize theory and practice through implementation of the OT process
  5. Model effective communication skills with clients and colleagues
  6. Illustrate efficient organisational and management ability
  7. Interpret their practice education experience using critical reflection skills

Methods of Teaching and Student Learning:

Lectures, workshops, preparatory site visits, pre-placement interviews, practice education placements, reflective diaries and reflective reports, debriefing return day, e-mentoring, peer learning through blog.
To further the aims of the Inclusive Curriculum, key lectures are recorded and made available as video podcasts. This supports ongoing critical reflection and professional development.

Methods of Assessment:

  1. Summative: A competent grade in all essential learning objectives on the Level 1 Practice Education Assessment Form is required for an overall level of achievement of competent for the students’ practice education placement. A competent grade for the students’ reflective report is also required. These are requirements in order to successfully rise with their cohort to the next academic year.
  2. Formative: Informal e-mentoring via blog is used to ‘check in’ with students and is offered as a support mechanism that is particular crucial because students are off-campus when completing their practice education placements.


On-line anonymous survey and face-to-face whole cohort feedback session.

Last updated 23 November 2016 Occupational Therapy (Email).