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Welcome to the Sheffield Hallam University Occupational Therapy practice-based learning site for apprentices and educators.
Welcome to the Sheffield Hallam University Occupational Therapy practice-based learning site for apprentices and educators.
Experience Type
Practice-based learning will give you the opportunity to develop your understanding of theoretical concepts, skills, analysis and critical evaluation and apply these to occupational therapy practice both independently and as part of a team.
Practice-based learning will cover a range of health and social care settings, plus leadership, research, and new areas of practice.
You will have the opportunity, over the three years to work with a range of different client groups and use a variety of occupational therapy assessments, treatment interventions and models of practice.
You will be expected to develop the skills to be self-directed, independent and autonomous learners, using the opportunity afforded by practice placement and the supervision of their practice educator to explore, apply and integrate the theory and the practice of occupational therapy
Practice- based learning enables you to demonstrate your skills through observation, analysis, reflection and critical evaluation.
You will be using your communication skills and reflecting on your personal and professional development throughout.
The assessment forms ensure the development of learning throughout the three years in order to be qualified as an Occupational Therapist.
Learners must have completed and passed all the mandatory placement modules for the course and have accumulated no less than 1000 hours of practice learning experience.
Placements and Assessment Forms
Assessment Submission
Your completed placement assessment form and project will need to be uploaded to the submission point on Blackboard. You will also need to attach a screenshot of an email form your educator confirming your final mark and total hours, and also include this with your submission.
If processing your forms after 5 working days from placement finishing due to issues, such as your educator being off sick this must be communicated with the AA/placement lead otherwise this placement block will be marked as a fail.
Educators: Expectations and application of the marking criteria of an apprentice on placement are equal to the BSc level of study, with apprentices not expected to perform to a higher level.
Placement 1 - Level 4
The PPL1 assessment form can be found at: https://www.shu.ac.uk/health-social-placements/profession-information/occupational-therapy/assessment under Degree Apprenticeship Occupational Therapy.
Module Aim
The module will help you develop an understanding of the purpose of continuing professional development (CPD), practice learning and how this relates to you as a developing practitioner, your service users and the profession as a whole. It will introduce you to processes that can be used to identify and address your development needs by drawing on your learning from other modules and practice learning.
Module Learning Outcomes
By engaging successfully with this module you will be able to:
LO1 demonstrate application of required practice competencies within a placement setting as stated in the practice assessment document for this level.
LO2 describe the skills required of an occupational therapist and reflect on your development of these.
LO3 identify the required professional behaviours of an occupational therapist and reflect on your development of these.
LO4 describe relevant influences on the profession and how these impact on practice.
DAPPLoneMMXIX (3).docxDAPPLtwoMMXX (2).docxPlacement 2 - Level 5
The PPL2 assessment form can be found at: https://www.shu.ac.uk/health-social-placements/profession-information/occupational-therapy/assessment under Degree Apprenticeship Occupational Therapy.
Module Aim
Within this module you will have an opportunity to apply and evaluate occupational therapy processes and philosophy in practice, with the support and guidance of a practice educator.
You will use the placement experience to articulate your clinical reasoning based on previous learning and theoretical knowledge about occupational therapy processes and philosophy whilst beginning to work more independently, learning to use supervision as a forum for reflection and analysis of your practice.
Module Learning Outcomes
By engaging successfully with this module you will be able to:
LO1 Participate in and demonstrate application of required practice competencies within a placement setting as stated in the practice assessment document for this level.
LO2 Reflect and evaluate the practice learning that you have done in relation to developing your clinical reasoning.
LO3 Evaluate your current practice learning needs from your reflective learning and develop an action plan for your future professional learning and practice.
Placement 3 - Level 5, Scoping
The PPL3 assessment form can be found at: https://www.shu.ac.uk/health-social-placements/profession-information/occupational-therapy/assessment under Degree Apprenticeship Occupational Therapy.
Module Aim
This practice learning experience will give the learner the opportunity to broaden their awareness of the context of health and social care by participating in a non-statutory or emerging area of practice where there may or may not already be an occupational therapist in situ.
Learners will go to non-traditional practice sites and will have support from a supervisor on-site and an occupational therapist off-site.
You will develop their professional skills as they would in any practice setting but in addition they will also develop and implement an occupation-based intervention appropriate to the setting and service user group with the support of the supervisor.
Module Learning Outcomes
By engaging successfully with this module you will be able to:
LO1 Participate in and demonstrate application of required practice competencies within a placement setting as stated in the practice assessment document for this level.
LO1 Reflect and evaluate the practice learning that you have gained in relation to implementing an occupation-based intervention in your placement setting.
LO2 From your reflective learning, evaluate your current practice earning needs and develop an action plan for your future professional learning and practice.
DAPPLthreeMMXX (2).docxDAPPLfourMMXX (1).docxPlacement 4 - Level 6
The PPL4 assessment form can be found at: https://www.shu.ac.uk/health-social-placements/profession-information/occupational-therapy/assessment under Degree Apprenticeship Occupational Therapy.
Module Aim
This practice learning experience gives you the opportunity to make the first steps in the transition from learner to practitioner. To enable you to develop into independent practitioners, fit for practice, this placement will provide you with the opportunity to engage in practice with the support of your practice educator in a range of complex situations with a variety of complex issues. You will be expected to use reflection to review and develop your practice, to work in a client-centred way and to integrate your knowledge and experience gained throughout the course to critically appraise your own and current occupational therapy practice
Module Learning Outcomes
By engaging successfully with this module you will be able to:
LO1 Participate in and demonstrate application of required practice competencies within a placement setting as stated in the practice assessment document for this level.
LO2 Critically reflect on your practice learning in relation to evidence based practice and developing your skills as an occupational therapist.
LO3 From your reflective learning, critically appraise your current learning needs and develop an action plan for your future professional learning and practice.
Knowledge, Skills and Behaviours
KSB Link to Cohort March 2023 and previous. OT Standard KSB Numbered.docx
KSB link to Cohort October 2023 and onwards. Occupational therapist / Apprenticeship standards / Institute for Apprenticeships and Technical Education
OT Standard KSB Numbered.docxEducator Training Dates
Information about the Local Approved Practice Placement Learning Educator (L'Apple) course, run in conjunction with the University of Lincoln, University of Derby, and Nottingham Trent University, can be found on our website:
The Occupational Therapy placement team offer CPD workshops for experienced educators throughout the year, including sessions on SHU assessment paperwork and processes. These dates can also be found at:
Extended Scope Placement
At the current time all of our Occupational Therapy Degree Apprenticeship learners participate in a extended scope placement for PPL3, their third practice-based learning experience.
Further information about the extended scope placement, including workshop training dates for long-arm and onsite practice-educators can be found at: https://www.shu.ac.uk/health-social-placements/profession-information/occupational-therapy/practice-based-learning-placement-educator-preparation-and-support
What is an extended scope placement?
This placement gives learners the opportunity to broaden their awareness of the context of health and social care by having a placement in a non-statutory or emerging area of practice where there is not already an occupational therapist .
The learners develop and implement an occupation-based intervention appropriate to the setting and service user group in conjunction with service providers and services users. In the past learners have run anxiety management groups, supported older people who have fallen to regain their confidence to out in the community, delivered pre-writing skills interventions to pre-school children, and have led walking groups to enhance the wellbeing of adults with low mood.
Learners normally go on this placement in pairs, so they have a significant amount of peer support, and can share their learning.
What is the role of the long-arm practice-educator?
What is the role of the long-arm practice-educator?
Long arm practice educators are qualified occupational therapists who will provide professional supervision to students throughout the placement.
Their role is to offer support and ideas for occupational therapy interventions in the area. They will also play a role in the assessment of learners, observing their practice during the placement wherever feasible. They will then negotiate the half-way and final assessment with the on-site supervisor.
We strongly advise that long-arm educators arrange to see their learners in their placement setting at least once during the placement and arrange to see them deliver their intervention if at all possible. This can take place face-to-face or online if necessary.
What is the role of the onsite educator?
Onsite educators are nominated members of staff who work in the placement organisation. They are responsible for the induction of the students, and monitoring of the student’s performance, including the learner's whereabouts and their activities. The onsite supervisor will contribute to the half-way and final report by liaising with the long-arm practice educators. We have found that the placements which are most successful provide the learners with the opportunity to be in regular contact with their onsite supervisor to enable them to discuss their ideas, challenges and share feedback.
What is the role of the university?
Academic staff at the university review learner's performance during the placement, and may also visit the learners remotely at the halfway point if required. The university will be available to liaise with on-site and long-arm practice-educators to monitor learner's progress as requested.
How do these placements fit with the rest of the course?
How do these placements fit with the rest of the course?
This placement is the learner's third placement, and occurs when they are just over halfway through the course; as such learner will have experienced a range of placement experiences and teaching prior to this placement. Typically, learners will have covered Occupational Therapy philosophy and processes and begun to apply these with people both in University and placement, they will have done a lot of work around personal and professional development, including action planning as well as completing modules around creative approaches to working with people and understanding factors impacting on individual participation in occupation.
Why should my organisation allow me to support extended scope placements?
Organisations which have previously taken learners on extended scope placements have reported benefits for staff and service users (a different approach, a fresh way of understanding the needs of their service users). Learners are asked to ensure that the intervention they offer is sustainable after they leave and as such service users continue to benefit from the intervention even after the placement has finished.
Long arm practice-educators (and their organisations) have reported an increased awareness of services in their local area which may support their clients and enhanced multi agency working. On some occasions role emerging placements have led to the employment of occupational therapists within the setting.
What are the potential barriers to these placements?
Sufficient and effective support is very important for the success of these placements; this does not necessarily mean that a lot of time will need to be put in but that the right sort of support will need to be available at the right time. Long-arm practice-educators needs to be available for the supervision of the learners and will also need time to respond to any email contact and to review any documents the students share with them. There are creative ways of offering support which reduce the demands on the long arm practice-educator for example creating shared files in Google Drive.
What are the risks of these placements?
Some clinicians have expressed concern that by supporting an extended scope placement they could create a demand for an OT role which cannot be met from within existing resources. This is entirely possible and has happened in the past. As a result of this, new posts have been created through negotiation between service and occupational therapy managers with data gathered during the placement being used to support business cases.
Learners will also be required to leave some form of 'legacy' for the service at the end of the placement; this may be a programme outline, a list of resources or some tools for future use.
Placement Handbooks
These handbooks are useful for both apprentices and educators.
NHS England - Guide to Practice-Based Learning (PBL) for Neurodivergent Students.
NHS England - Guide to Practice-Based Learning (PBL) for Neurodivergent Students.
Integrated Care: Integrated Learning
Integrated Care: Integrated Learning
Collaborative Learning and Working in Practice - guidance for learners.
Learning at Sheffield Hallam University engages you with the world beyond university.
Learning is intellectually stretching, and you are given opportunities to apply research-based knowledge positively to affect issues relevant to service users, health and social care professionals and future employers.
Key to this is working and learning alongside and from other professions and groups. In doing so, you develop your expertise, become more innovative, collaborate, and develop your entrepreneurial capabilities and go beyond the boundaries of your discipline.
The Collaborative Learning Framework has been designed to help you think about your professional development in relation to your collaborative skills. The Framework can be used to plot your development in conjunction with other aspects of your course and is a great tool to help you meet your career goals. We encourage you to use this Framework, alongside your placement assessment documentation, to evidence your wider personal and professional development.
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