Evaluation_McKinnon_Peadiatrics

Placement Summary
Domain Halfway Results Final Results
1 - Professional Behaviour
2 - Self Management Skills
3 - Co-Worker Communication
4A - Communication Skills (Direct Service Provision)
4B - Communication Skills (Project Management/Consultancy)
5 - Documentation
6A - Information Gathering (Direct Service Provision)
6B - Information Gathering (Project Management/Consultancy)
7A - Service Provision (Direct Service Provision)
7B - Service Provision (Project Management/Consultancy)
8 - Service Evaluation
Summary Feedback
HALFWAY EVALUATION:
Alice has settled in very easily and is enthusiastic to learn and educate herself. Her observation skills have developed considerably already and she takes note of a
variety of areas of development. She is relaxed around clients and families and colleagues alike. She is working on documentation skills in order to effectively use
SOAP notes, but needs more practice at the A and P (she can however recognize what goes in each section). Her task analysis showed good insight into knowing how
to use a toy therapeutically, this needs to be developed through further practice with toys designed to address different areas of development.
Key learning objectives for the rest of placement:
Placement Evaluation for: Alice McKinnon at Kalparrin Early Intervention
Centre - Paediatrics
Placement Stream: A&B - Both
Placement Template: Stream A & B (non-customised)
Educator/s: Renee MacKay
Dates: 13/07/2015 to 7/08/2015
Student Details
Overall Result At Halfway:
Overall Result At Final:
Alice McKinnon Page 1 of 34 Thursday, 6 August 2015

To document treatment sessions using SOAP format focusing on the assessment and plan section to further develop these skills
To confidently recognize a range of therapeutic benefits of a range of 3 toys (fine motor and visual perceptual activities)
To gather information from a parent at the beginning of a treatment session in relation to previous sessions recommendations and any other relevant information
To plan treatment sessions with 2 clients seen in a school setting by the final day of placement
To carry out small sections of treatment sessions with a range of children
FINAL EVALUATION:
Alice has made significant progress in all areas of service provision. She has been proactive with her learning and contributing to session planning, documentation and
carrying out sessions. She has had more opportunities for information gathering and assessment marking in the second half of placement and has been heavily involved
in treatment planning. She has had limited goal setting experience and service evaluation due to the nature of the setting. She has developed confidence in her
interactions both verbally and physically with the children and with asking appropriate questions in interview/assessment situations with parents. She is organised and
motivated to learn and has taken on board feedback well. She has been able to demonstrate her understanding of situations and clinical reason what she would do for
situations which have not arisen.
Areas for development include providing more assertive instructions to children, managing group dynamics and goals setting due to lack of experience. Being able to
grade activities or tasks on the spot and to plan for future interventions with reduced thinking time (which will come with practice). Further practice of using SOAP notes
will help to concrete her analysis and treatment planning in different environments.

1 - Professional Behaviour
Learning Objective: Conducts self in a professional manner.
Comments (Halfway)
Comments (Final)
got to know more about families values through interview and assessment processes and being more involved in sessions
Comments (Halfway)
returns client notes to filing cabinets and remembers to close the door
Comments (Final)
Comments (Halfway)
supports clients from a physical safety perspective when supervisor otherwise occupied
Comments (Final)
identified safety implications through tasks analysis activities. setting up with use of crash mats in gross motor activities and being close to children when on swing. More
awareness when therapist otherwise occupied
Comments (Halfway)
Alice is always well presented and dresses appropriately for the caseload and departmental standards
Comments (Final)
resources replaced in correct place, more outgoing with staff in conversation.
1 - Respects rights, values, beliefs and needs of service users
and staff e.g. uses non-discriminatoryandnon-judgemental language; validates
others’ values andperspectives; separates ownvalues fromthoseof others; adheres
torelevant legislation...
N/A 1 2 3 4 5 I/OHalfway:
N/A 1 2 3 4 5 I/OFinal:
2 - Adheres to privacy and confidentiality requirements e.g.
handles workplacedocumentationappropriately; adheres toprivacypolicies,
legislationandcodes of conduct...
N/A 1 2 3 4 5 I/OFinal:
3 - Ensures personal, co-worker and service user safety e.g.
complies withoccupational healthandsafetypolicies, procedures andlegislation;
demonstrates awareness of potential hazards; identifies needfor risk analysis;
reports incidents as required...
N/A 1 2 3 4 5 I/OFinal:
4 - Adheres to workplace procedures and expectations e.g.
adapts toworkplaceculture; maintains appropriateappearanceandattire; follows
administrativeprocedures; manages sharedspaces andresources appropriately...
N/A 1 2 3 4 5 I/OFinal:
5 - Represents Occupational Therapy (OT) in an appropriate manner e.g.
explains OT clearlytoothers; assumes OT roleappropriatetosetting; adheres toOT
Australia Codeof Ethics...
N/A 1 2 3 4 5 I/OFinal:

Comments (Halfway)
distinguishes between the roles of OT/SP/PT and psych. With no new assessments or clients has not had the opportunity to discuss OT role
Comments (Final)
is able to describe the OT role in details for paediatrics. can identify the Speech role and psychology role. Can explain the keyworking role. identifies that there is lots of
overlap in different roles
Minimum requirement for passing : passes all 4 core items
Performance Scores: 1= unacceptable, 2= marginal, 3= adequate, 4= proficient, 5= with distinction, N/A= not applicable, I/O= insufficient
observation (N/A and I/O = rating of 3)
Halfway: Final:

1 - Professional Behaviour (continued...)
Halfway Feedback/Recommendations: (current behaviours/desired behaviours)
To be able to discuss the OTrole inthis setting by end of the placement
Final Feedback/Recommendations: (current behaviours/desired behaviours)

2 - Self Management Skills
Learning Objective: Demonstrates effective self management skills.
Comments (Halfway)
Alice is excellent with her time management and is always on time or early most of the time. Follows the work schedule as discussed with supervisor and fills in time
accordingly
Comments (Final)
No concerns, always thinking about what needs to be done in advance and showing more initiative with helping to set up for sessions and arrange things
Comments (Halfway)
Completes work and self learning independently, accessing resources to further understand concepts being discussed within sessions, particularly with specific treatment
techniques
Comments (Final)
good at self reflection, can identify her downfalls. good at looking up resources to assist understanding
Comments (Halfway)
Alice is happy to help out in anyway she can and follows through on all agreed actions
Comments (Final)
always follows through on agreed actions. starting to problem solve to do 2 activities simultaneously in therapy
Comments (Halfway)
no problems observed
Comments (Final)
Hasnt shown signs of stress. Copes well when provided new challenges and completing activities without having seen them done by therapist plans in advance to get the
support she requires
1 - Demonstrates effective time management skills e.g. is punctual;
completes work withinappropriatetimeframes; plans work schedule...
N/A 1 2 3 4 5 I/OFinal:
2 - Assumes responsibility for own learning e.g. articulates
reflection-on-practice; evaluates andplans for improvement of ownpractice; seeks
help/information/resources appropriately...
N/A 1 2 3 4 5 I/OFinal:
3 - Demonstrates initiative and takes responsibility for actions e.g. uses
problemsolving skills; offers assistancewhereappropriate; takes initiativefor
negotiating tasks; follows throughagreedactions...
N/A 1 2 3 4 5 I/OFinal:
4 - Demonstrates appropriate stress management skills e.g. engages in
appropriatedebriefing tomanagestressful situations; seeks appropriateandtimely
support for work and/or personal issues...
N/A 1 2 3 4 5 I/OFinal:
5 - Responds to supervision and constructive feedback
appropriately, and modifies practice accordingly e.g. prepares for and
contributes tosupervisionsessions; obtains clarificationof feedback frompractice
N/A 1 2 3 4 5 I/OFinal:

Comments (Halfway)
Alice was open to changing her initial learning contract for goals which were more appropriate for this setting, she actively asks questions along the way
Comments (Final)
Always proactive with getting feedback from supervisor. more opportunities to reflect on practice now more involved in sessions. has taken on board feedback
Minimum requirement for passing : passes all 2 core items Plus 2 other item(s)
educator if necessary...
Halfway: Final:

2 - Self Management Skills (continued...)

3 - Co-Worker Communication
Learning Objective: Communicates effectively within the workplace.
Comments (Halfway)
Alice interacts with others in the team in a friendly and relaxed way and has arranged sessions with other professionals as appropriate
Comments (Final)
Alice is mindful of returning equipment to the correct space and also negotiating use of space with others with regards to this. She is respectful of others and uses
appropriate non verbal communication. Collaborated more with supervisor re grading of things in an appropriate manner
Comments (Halfway)
Alice is open to sharing her experience and knowledge with both families and coworkers. She has appropriately introduced herself in meetings and to new people
Comments (Final)
Has engaged appropriately with discussions with supervisor and other OT with regards to clients. Has contributed to discussions in the office environment and at lunch
times on occasions
Comments (Halfway)
Alice has openly discussed her observations and taken on board suggestions for activities to expand her understanding eg. task analysis of particular toys. Her questions
are clear and explanations when requested from her are clearly presented
Comments (Final)
Alice has completed all learning and development activities that have been requested or suggested. She is working on processing huge amounts of new information and
as such articulating this clearly and concisely needs some refinement
1 - Negotiates, collaborates and co-operates with co-workers as
appropriate to workplace e.g. uses effectiveandrespectful verbal andnon-
verbal communicationwithall staff; adapts level of formalityas needed; negotiates
andarticulates understanding of roles; negotiates schedules anduseof resources...
N/A 1 2 3 4 5 I/OFinal:
2 - Actively participates in workplace communications e.g.
engages appropriatelyindiscussions andmeetings; responds appropriatelytoteam
dynamics; responds torequests for information...
N/A 1 2 3 4 5 I/OFinal:
3 - Effectively explains information to others e.g. articulates reasoning
clearlyandconciselytopracticeeducator andrelevant others; utilises sound
judgement toinformcommunications; presents informationclearlyinall workplace
contexts; prepares anddelivers effectivelearning anddevelopment activities as
required...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

3 - Co-Worker Communication (continued...)

4A - Communication Skills (Direct Service Provision)
Learning Objective: Communicates effectively with service users and significant others.
Comments (Halfway)
Alice is not afraid to get involved with the children in sessions and will talk to them and their parents, with further opportunities she will do this more regularly
Comments (Final)
Alice has had more opportunities for more direct contact with children and their parents/caregivers. . Her confidence is developing with these opportunities. more confident
with manual handling of children.
Comments (Halfway)
As above
Comments (Final)
She has conducted information gathering in assessment sessions. She asks questions to gain further insight into their journey and the child's favourite activities.
appropriate with boundaries etc
Comments (Halfway)
has shown appropriate empathy to parent talking through journey with her child with autism
Comments (Final)
showed good empathy with parent expressing difficulties with current situation. Limited opportunities due to nature of clients
Comments (Halfway)
Comments (Final)
1 - Develops, maintains and closes collaborative relationships
appropriately with service users e.g. uses appropriateverbal andnonverbal
skills; uses respectful listening andquestioning skills; uses appropriateand
respectful physical contact/manual handling; establishes appropriateboundaries;
engages andmaintains ongoing dialoguewithserviceuser over time...
N/A 1 2 3 4 5 I/OFinal:
2 - Communicates effectively with significant others as
appropriate e.g. uses appropriateverbal andnonverbal skills; uses respectful
listening andquestioning skills; uses appropriateandrespectful physical
contact/manual handling; establishes appropriateboundaries; engages andmaintains
ongoing dialoguewithsignificant others over time...
N/A 1 2 3 4 5 I/OFinal:
3 - Demonstrates responsiveness to service user/significant
others e.g. uses empathyandshows understanding of impact of disability/illness;
modifies plans inresponsetoserviceuser wishes/concerns; responds toothers’
emotional status...
N/A 1 2 3 4 5 I/OFinal:
4 - Expresses reasoning/recommendations clearly, ascertains
service user’s understanding and modifies communication as necessary
e.g. modifies languagetofacilitateunderstanding; avoids useof jargon; clarifies
information; provides opportunityfor questions andfeedback; uses interpreter as
needed...
N/A 1 2 3 4 5 I/OFinal:

Alice has been practicing using simple language to engage those with receptive language difficulties. Has had limited opportunities to practice. Has checked with children
to check if they understood.
Comments (Halfway)
showed good awareness of how group members were interacting with one another in small group setting and took role as observer appropriately
Comments (Final)
carried out hello song in group and helped to engage children when moved away from activity. gave encouraging praise. limited experience with group activities, paired
session needed more confidence with interacting with multiple children and keeping them on task and being strong with communication needs some work. Does take on
board advice
5 - Shows an awareness of, and/or manages group dynamics as required
e.g. adopts designatedrolewithina groupeffectively; manages issues including
inclusion, power andtheimpact/influenceof groupmembers oneachother andover
time...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

4A - Communication Skills (Direct Service Provision) (continued...)

4B - Communication Skills (Project
Management/Consultancy)
Learning Objective: Communicates effectively with stakeholders/organisational clients.
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
1 - Develops, maintains and closes collaborative
relationships/contracts appropriately with stakeholders/organisational
clients e.g. uses appropriateverbal andnonverbal skills; demonstrates respectful
andeffectivelistening andquestioning skills; uses appropriateandrespectful physical
contact/manual handling; sets appropriateboundaries; informs andengages
stakeholders/organisational clients as appropriate...
N/A 1 2 3 4 5 I/OFinal:
2 - Demonstrates responsiveness to stakeholders/organisational
clients e.g. conducts interviews effectively; responds toothers’ emotional status;
responds tocommunication/feedback tomodifyplans as appropriate...
N/A 1 2 3 4 5 I/OFinal:
3 - Expresses reasoning/recommendations clearly,ascertains
stakeholders’ understanding and modifies communication as necessary
e.g. uses appropriatelanguage, content andprocess; modifies informationas
necessary; articulates reasoning/recommendations clearlyandconcisely; provides
opportunityfor questions andfeedback; uses interpreter as needed...
N/A 1 2 3 4 5 I/OFinal:
4 -Shows an awareness of, and/or manages group dynamics as required
e.g. adopts designatedrolewithina groupeffectively; manages issues including
inclusion, power andtheimpact/influenceof groupmembers oneachother andover
time...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

4B - Communication Skills (Project Management/Consultancy)
(continued...)

5 - Documentation
Learning Objective: Develops and maintains appropriate documentation.
Comments (Halfway)
Comments (Final)
Has been filing notes on a regular basis, has contributed written work to the assessment process through interview documentation.. improvement in language used with
regard to medical terminology and anatomy.
Comments (Halfway)
Comments (Final)
Alice's observation skills have come a long way and are holistic and comprehensive. Lots of detail in notes, but has reduced the amount of non therapy specific detail.
through practice of SOAP format, is confident with S and O, can identify what general areas of need are for A, some assistance with plan. This is however developing and
she is more able to be more specific (eye hand coordination as opposed to fine motor skills) needs time to digest what she has seen before being able to provide a plan
Comments (Halfway)
Comments (Final)
1 - Adheres to formal workplace documentation requirements
e.g. produces timely, accurate, grammaticallycorrect writtenwork; observes
confidentiality; uses appropriatelanguage, format, frequencyanddistribution; stores
informationappropriately; uses appropriaterangeof specialiseddocuments...
N/A 1 2 3 4 5 I/OFinal:
2 - Writes documents in an objective manner with
interpretations and recommendations supported by relevant information
e.g. uses evidence, factual observations...
N/A 1 2 3 4 5 I/OFinal:
3 - Targets documents appropriately to audience e.g. considers recipients’
requirements, culture, literacyskills; adapts language, content andformat
accordingly...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

5 - Documentation (continued...)

6A - Information Gathering (Direct Service Provision)
Learning Objective: Demonstrates effective information gathering skills.
Comments (Halfway)
Good at recognition of what she does and does not know. Is developing self confidence with feedback from supervisor around skill areas
Comments (Final)
More confident in knowledge now, however your still able to recognise your areas of weakness or lack of knowledge. providing more statements rather than questions
Comments (Halfway)
Is thorough with looking at files for children to gather information on current goals, previous notes and reports
Comments (Final)
Is good at referring to previous notes in files, family goals and asking questions from the OT in order to prepare for sessions.Has done some research around certain
specific skills and disabilities. Looked at developmental charts in order to ask appropriate questions for intake sessions. Looks for good resources online to help school
aged child with identified area of difficulty
Comments (Halfway)
Comments (Final)
through discussion Alice could identify appropriate methods of information gathering
Comments (Halfway)
is information gathering from reports and professionals, but not from the family or client as yet
Comments (Final)
has completed several intake interviews and has helped to set up the room in order to do so. limited opportunity
1 - Identifies own knowledge/skill needs in preparation for service
provision e.g. identifies strengths andgaps inownknowledgeandskills...
N/A 1 2 3 4 5 I/OFinal:
2 - Identifies and obtains information required to prepare for service
provision e.g. seeks andobtains general informationrelevant toserviceuser
illness/disability/context; refers tobroader information/literatureas appropriate;
sources existing serviceuser/groupinformation/historyas appropriate; reasons to
identifypossibleserviceuser/groupneeds/goals, parameters of OT role; considers
initial serviceuser/groupneeds/preferences...
N/A 1 2 3 4 5 I/OFinal:
3 - Selects appropriate methods and sources of information gathering e.g.
identifies appropriaterangeof formal/informal measures, interviews and
observations; articulates potential impact of serviceuser/significant others’
characteristics/groupdynamics oninformationgathering methods; articulates
reasoning for informationgathering methods chosen...
N/A 1 2 3 4 5 I/OFinal:
4 - Implements appropriate information gathering
methods/processes e.g. conducts appropriateinformationgathering process
according toguidelines/acceptedpractice; selects andarranges environment
appropriately...
N/A 1 2 3 4 5 I/OFinal:

Comments (Halfway)
is observing some more obvious responses with regards to gross motor skills and attention/ concentration and is expanding on other broader observations for individual
clients
Comments (Final)
More comprehensive with the types of things she is observing of the children in sessions, particularly around posture, attention and concentration and areas of difficulty
Comments (Halfway)
Comments (Final)
Alice is developing her confidence with identifying specific areas of need. Most sessions have taken place in clinic environment. Able to recognize the impact of school
environment has on the child's functioning within a session
5 - Observes service user response/performance during
information gathering processes (individual/group) e.g. notices
fatigue/agitation/ impulsiveness/mood/attention/concentration, qualityof
movement/ posture; discerns abilities andlimitations influencing
response/performance...
N/A 1 2 3 4 5 I/OFinal:
6 - Analyses and interprets appropriately the information
gathered e.g. recognises serviceuser andenvironmental strengths andlimitations
andtherelevancetooccupational performance/roles; checks consistencyof
interpretationwithexperiences of serviceuser andsignificant others...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

6A - Information Gathering (Direct Service Provision) (continued...)

6B - Information Gathering (Project
Learning Objective: Develops and completes effective information gathering process.
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
1 - Identifies own knowledge/skill needs in preparation for service
provision e.g. identifies strengths andgaps inownknowledgeandskills...
N/A 1 2 3 4 5 I/OFinal:
2 - Identifies and obtains information required to define scope of/role
within project e.g. reviews existing knowledge; seeks andobtains information
relevant tostakeholder/organisational needs; refers tobroader
information/literatureas appropriate; identifies other relevant stakeholders; uses
reasoning toidentifypossibleneeds/goals, parameters of OT role; considers initial
stakeholder needs/preferences...
N/A 1 2 3 4 5 I/OFinal:
3 - Selects and /or develops information gathering methods as
appropriate e.g. identifies appropriaterangeof formal/informal information
gathering methods; reviews literature/evidenceas appropriatetosupport choiceof
method; articulates reasoning for informationgathering methods chosen; seeks
feedback as appropriateprior tousing plannedmethod...
N/A 1 2 3 4 5 I/OFinal:
4 - Implements planned information gathering method/processes
e.g. follows appropriateprotocols/completes formal evaluations; undertakes
workplaceobservations; completes relevant tasks andfollowupactivities...
N/A 1 2 3 4 5 I/OFinal:
5 - Collates and manages information gathered effectively e.g. selects
appropriatesoftware/storagemethods; locates requestedinformationefficiently...
N/A 1 2 3 4 5 I/OFinal:

Comments (Final)
Comments (Halfway)
Comments (Final)
6 - Analyses and interprets appropriately information gathered
in relation to the project e.g. undertakes data analysis; understands
environmental context/relevanceof informationgathered; checks consistencyof
interpretationwithstakeholders; articulates reasoning about informationgatheredto
support recommendations...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

6B - Information Gathering (Project Management/Consultancy)
(continued...)

7A - Service Provision (Direct Service Provision)
Learning Objective: Develops and conducts/manages effective service provision.
Comments (Halfway)
Comments (Final)
Starting to identify when children need to see other professionals due to specific areas of need, particularly with regards to speech pathology. limited opportunities
Comments (Halfway)
Comments (Final)
limited opportunity in this placement as clients are already established with goals
Comments (Halfway)
Comments (Final)
Much more involved with service provision with clients in the last 2 weeks. She has been involved in all planning of sessions, with some help with regards to grading
activities and thinking outside the box. Starting to combine 2 activities together simultaneously with some time
Comments (Halfway)
Alice is a willing participant on preparing therapy tools for sessions
Comments (Final)
1 - Collaborates with service users, significant others, and
other service providers to establish/support priorities e.g. incorporates
informationgathered; considers specificserviceuser needs/preferences; considers
occupational roles andperformance; recognises environmental factors,
community/personal networks......
N/A 1 2 3 4 5 I/OFinal:
2 - Defines goals in objective terms e.g. articulates anddocuments
individual/groupgoals whichreflect occupational roles; uses measurableoutcomes...
N/A 1 2 3 4 5 I/OFinal:
3 - Selects and/or co-ordinates service provision
methods/programme (individual/group) in response to established goals
e.g. demonstrates awareness of appropriatepracticeframeworks; explains rationale
using supporting evidence; selects most appropriateenvironment/serviceproviders;
identifies availableresources (humanandphysical); justifies decisionreallocationof
resources...
N/A 1 2 3 4 5 I/OFinal:
4 - Makes adequate preparation for direct service provision e.g. becomes
familiar withequipment/activities/individual or groupprocesses chosen; ensures
necessaryrequirements inplace; books sharedspace/resources; arranges workspace
appropriately...
N/A 1 2 3 4 5 I/OFinal:
5 - Implements/manages planned service provision effectively
e.g. complies withsafetyrequirements; demonstrates responsiveandcreative
practiceinindividual and/or groupcontexts; provides support/advocacy/information
N/A 1 2 3 4 5 I/OFinal:

Comments (Halfway)
Comments (Final)
Alice has been flexible and adaptable and carried out activities with limited notice and often without having seen them done prior. Confidence has grown in her skills with
directing the children and taking a lead, needs to further develop assertive direction with the children.
Comments (Halfway)
Comments (Final)
Involved parents, especially with non verbal children. Called on expertise of supervisor. Recognizes the importance of information from other professionals, limited
opportunities to liaise with other health professionals.
Comments (Halfway)
Comments (Final)
as required...
6 - Engages significant others and other service providers to support
service provision e.g. recognises expertiseof others; contacts andinvolves others
appropriatelysuchas familymembers, educators, workplacepersonnel, other
professionals, support workers...
N/A 1 2 3 4 5 I/OFinal:
7 - Prepares adequately for handover/completion of service provision
e.g. provides appropriateinformation/resources toall relevant individual/group
serviceusers andstakeholders; complies withconfidentialityandprivacy
requirements...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

7A - Service Provision (Direct Service Provision) (continued...)

7B - Service Provision (Project
Learning Objective: Designs and implements effective service provision.
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
1 - Collaborates with stakeholders to prioritise/support service
provision e.g. incorporates informationgathered; considers specificstakeholder
needs/preferences; refines project parameters/rolewithinproject; negotiates time
frames; identifies keytasks...
N/A 1 2 3 4 5 I/OFinal:
2 - Defines desired outcomes/project outcomes in objective
terms e.g. articulates anddocuments measurablegoals andoutcomes...
N/A 1 2 3 4 5 I/OFinal:
3 - Identifies appropriate strategies to attain desired outcomes
e.g. describes specificandappropriatemethods; designs/identifies relevant
materials/approaches; identifies availableresources (humanandphysical); makes
appropriatearrangements;...
N/A 1 2 3 4 5 I/OFinal:
4 - Makes adequate preparation for direct service provision e.g. becomes
familiar withequipment/activities/individual or groupprocesses chosen; ensures
necessaryrequirements inplace; books sharedspace/resources; arranges workplace
appropriately...
N/A 1 2 3 4 5 I/OFinal:
5 - Implements/manages planned service provision effectively
e.g. complies withsafetyrequirements; disseminates information; completes
relevant tasks; uses project management tools as appropriate; demonstrates
responsiveandcreativepracticeinindividual and/or groupcontexts...
N/A 1 2 3 4 5 I/OFinal:

Comments (Final)
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
6 - Engages stakeholders to support service provision e.g. recognises
expertiseof others; contacts andinvolves others as appropriate...
N/A 1 2 3 4 5 I/OFinal:
7 - Prepares adequately for handover/completion of project/contract e.g.
provides appropriateinformation/resources; complies withconfidentialityand/or
privacyrequirements...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

7B - Service Provision (Project Management/Consultancy)
(continued...)

8 - Service Evaluation
Learning Objective: Demonstrates effective evaluation skills.
Comments (Halfway)
Comments (Final)
in discussion Alice was comprehensive in identifying all the areas which would have an impact on the outcome of therapy. Children are here long term, and progress is
slow therefore not re- evaluating over the time of placement
Comments (Halfway)
Comments (Final)
Has been able to identify progress from one session to another with individual children. Limited opportunities for quality improvement processes for the service. Alice has
however taken on feedback to improve her skills. Alice has begun to be able to evaluate that activities are too hard or easy within a session and to therefore grade them
appropriately to get the just right challenge. this has been with support at times
Comments (Halfway)
Comments (Final)
Comments (Halfway)
Comments (Final)
Constantly looking for feedback from supervisor and appropriately makes changes in practice. Grading as per above
1 - Identifies need to evaluate personal service provision/organisational
processes and identifies appropriate evaluation strategies e.g. selects
appropriateformal andinformal methods; links evaluationmethods to
individual/group/project goals; recognises factors that influenceserviceprovision
outcomes; consults withserviceusers/stakeholders andother serviceproviders as
required...
N/A 1 2 3 4 5 I/OFinal:
2 - Implements evaluation strategies during and following
service provision e.g. reflects onserviceprovisioninactionandrecognises
change; describes positiveandnegativeaspects of serviceprovision; engages in
quality/continuous improvement processes...
N/A 1 2 3 4 5 I/OFinal:
3 - Interprets evaluation information appropriately e.g. analyses information
gathered; articulates interpretationof informationinlight of strategies used, own
professional skills andthebroader context of environmental/service
user/stakeholder factors; identifies potential recommendations...
N/A 1 2 3 4 5 I/OFinal:
4 - Adapts service provision in response to ongoing collaboration and
new/evaluation information e.g. reviews progress/outcomes withservice
user/stakeholders; modifies strategies if requiredina timely, flexibleandcreative
manner...
N/A 1 2 3 4 5 I/OFinal:
Halfway: Final:

8 - Service Evaluation (continued...)

Summary Feedback at Halfway Evaluation :
Alice has settled in very easily and is enthusiastic to learn and educate herself. Her observation skills have developed considerably already and she takes note of a variety of
areas of development. She is relaxed around clients and families and colleagues alike. She is working on documentation skills in order to effectively use SOAP notes, but
needs more practice at the A and P (she can however recognize what goes in each section). Her task analysis showed good insight into knowing how to use a toy
therapeutically, this needs to be developed through further practice with toys designed to address different areas of development.
Key learning objectives for the rest of placement:
To document treatment sessions using SOAP format focusing on the assessment and plan section to further develop these skills
To confidently recognize a range of therapeutic benefits of a range of 3 toys (fine motor and visual perceptual activities)
To gather information from a parent at the beginning of a treatment session in relation to previous sessions recommendations and any other relevant information
To plan treatment sessions with 2 clients seen in a school setting by the final day of placement
To carry out small sections of treatment sessions with a range of children
Summary Feedback at Final Evaluation :
Alice has made significant progress in all areas of service provision. She has been proactive with her learning and contributing to session planning, documentation and
carrying out sessions. She has had more opportunities for information gathering and assessment marking in the second half of placement and has been heavily involved in
treatment planning. She has had limited goal setting experience and service evaluation due to the nature of the setting. She has developed confidence in her interactions both
verbally and physically with the children and with asking appropriate questions in interview/assessment situations with parents. She is organised and motivated to learn and
has taken on board feedback well. She has been able to demonstrate her understanding of situations and clinical reason what she would do for situations which have not
arisen.
Areas for development include providing more assertive instructions to children, managing group dynamics and goals setting due to lack of experience. Being able to grade
activities or tasks on the spot and to plan for future interventions with reduced thinking time (which will come with practice). Further practice of using SOAP notes will help to
concrete her analysis and treatment planning in different environments.

Evaluation_McKinnon_Peadiatrics

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