Terri is Senior Lecturer in Occupational Therapy at the University of Worcester. She has been an Occupational Therapist for over 20 years, practising for 14 years as a specialist in the field of Stroke Rehabilitation. In her most recent years in practice, she was involved in setting up services locally to improve the quality of rehabilitation for people following stroke. She has spent the majority of her clinical practice supporting and developing others, from students to colleagues to support staff.She joined the university’s occupational therapy lecturing team full time in 2015, having taught on the programme part time during the previous academic year. Her role as Practice Education Lead allows her to stay connected with clinical practice and to develop her interprofessional expertise. Terri is undertaking a PhD in which she is researching the effectiveness of simulated practice in student practice learning.

Great value for money!‘Brilliant pocket size book, a must have for practice placement. Highly recommended! All you need to know in a tidy little book.’Amazon reviewer

• Before you go1. Preparing for placement2. Uniform3. Absence4. Professional codes of practice4.1 HCPC guidance on conduct and ethics for students4.2 RCOT code of ethics and professional conduct4.3 Navigating local policies5. Client-centred practice5.1 Least restrictive practice5.2 Positive risk taking6. Raising concerns7. Consent and confidentiality7.1 Consent7.2 Confidentiality8. Guidance on using social mediaSettling in9. Induction and first day10. Expectations – working with your educator11. Communicating with patients, carers and family members12. Communicating with the multidisciplinary teamBeing there13. Reflective practice during placement13.1 Borton’s model of reflection13.2 Gibbs’ model of reflection13.3 Johns’ model of reflection14. Documentation15. Working with patients15.1 Physical health placements15.2 Mental health placements15.3 Ward-based placements15.4 Social Care placements and Community placements15.5 Specialist placements15.6 Role emerging placements15.7 ‘Spoke’ visits16. Models of practice16.1 Person – Environment – Occupation (PEO)16.2 Canadian Model of Occupational Performance and Engagement (CMOP-E)16.3 Model of Human Occupation (MoHO)16.4 The Kawa (river) model17. Frames of reference18. Basic equipment quick reference guide18.1 Toilet equipment18.2 Chair and bed equipment18.3 Walking aids19. Using your mandatory training19.1 Hygiene and infection control19.2 Moving and handling19.3 Assessing risk with TILE19.4 Basic Life Support (BLS)19.5 ABCDE assessment19.6 Mental Health First Aid19.7 Falls19.8 Sepsis20. Commonly used medications20.1 Pain medications20.2 Antipsychotics20.3 Antidepressants and anxiolyticsMoving on21. Reflecting on your overall experience22. Transferring skills to your next placement23. Critical reflection and CPD24. FAQs

Terri is Senior Lecturer in Occupational Therapy at the University of Worcester. She has been an Occupational Therapist for over 20 years, practising for 14 years as a specialist in the field of Stroke Rehabilitation. In her most recent years in practice, she was involved in setting up services locally to improve the quality of rehabilitation for people following stroke. She has spent the majority of her clinical practice supporting and developing others, from students to colleagues to support staff.She joined the university’s occupational therapy lecturing team full time in 2015, having taught on the programme part time during the previous academic year. Her role as Practice Education Lead allows her to stay connected with clinical practice and to develop her interprofessional expertise. Terri is undertaking a PhD in which she is researching the effectiveness of simulated practice in student practice learning.

Great value for money!‘Brilliant pocket size book, a must have for practice placement. Highly recommended! All you need to know in a tidy little book.’Amazon reviewer

• Before you go1. Preparing for placement2. Uniform3. Absence4. Professional codes of practice4.1 HCPC guidance on conduct and ethics for students4.2 RCOT code of ethics and professional conduct4.3 Navigating local policies5. Client-centred practice5.1 Least restrictive practice5.2 Positive risk taking6. Raising concerns7. Consent and confidentiality7.1 Consent7.2 Confidentiality8. Guidance on using social mediaSettling in9. Induction and first day10. Expectations – working with your educator11. Communicating with patients, carers and family members12. Communicating with the multidisciplinary teamBeing there13. Reflective practice during placement13.1 Borton’s model of reflection13.2 Gibbs’ model of reflection13.3 Johns’ model of reflection14. Documentation15. Working with patients15.1 Physical health placements15.2 Mental health placements15.3 Ward-based placements15.4 Social Care placements and Community placements15.5 Specialist placements15.6 Role emerging placements15.7 ‘Spoke’ visits16. Models of practice16.1 Person – Environment – Occupation (PEO)16.2 Canadian Model of Occupational Performance and Engagement (CMOP-E)16.3 Model of Human Occupation (MoHO)16.4 The Kawa (river) model17. Frames of reference18. Basic equipment quick reference guide18.1 Toilet equipment18.2 Chair and bed equipment18.3 Walking aids19. Using your mandatory training19.1 Hygiene and infection control19.2 Moving and handling19.3 Assessing risk with TILE19.4 Basic Life Support (BLS)19.5 ABCDE assessment19.6 Mental Health First Aid19.7 Falls19.8 Sepsis20. Commonly used medications20.1 Pain medications20.2 Antipsychotics20.3 Antidepressants and anxiolyticsMoving on21. Reflecting on your overall experience22. Transferring skills to your next placement23. Critical reflection and CPD24. FAQs

Terri is Senior Lecturer in Occupational Therapy at the University of Worcester. She has been an Occupational Therapist for over 20 years, practising for 14 years as a specialist in the field of Stroke Rehabilitation. In her most recent years in practice, she was involved in setting up services locally to improve the quality of rehabilitation for people following stroke. She has spent the majority of her clinical practice supporting and developing others, from students to colleagues to support staff.She joined the university’s occupational therapy lecturing team full time in 2015, having taught on the programme part time during the previous academic year. Her role as Practice Education Lead allows her to stay connected with clinical practice and to develop her interprofessional expertise. Terri is undertaking a PhD in which she is researching the effectiveness of simulated practice in student practice learning.

Great value for money!‘Brilliant pocket size book, a must have for practice placement. Highly recommended! All you need to know in a tidy little book.’Amazon reviewer

• Before you go1. Preparing for placement2. Uniform3. Absence4. Professional codes of practice4.1 HCPC guidance on conduct and ethics for students4.2 RCOT code of ethics and professional conduct4.3 Navigating local policies5. Client-centred practice5.1 Least restrictive practice5.2 Positive risk taking6. Raising concerns7. Consent and confidentiality7.1 Consent7.2 Confidentiality8. Guidance on using social mediaSettling in9. Induction and first day10. Expectations – working with your educator11. Communicating with patients, carers and family members12. Communicating with the multidisciplinary teamBeing there13. Reflective practice during placement13.1 Borton’s model of reflection13.2 Gibbs’ model of reflection13.3 Johns’ model of reflection14. Documentation15. Working with patients15.1 Physical health placements15.2 Mental health placements15.3 Ward-based placements15.4 Social Care placements and Community placements15.5 Specialist placements15.6 Role emerging placements15.7 ‘Spoke’ visits16. Models of practice16.1 Person – Environment – Occupation (PEO)16.2 Canadian Model of Occupational Performance and Engagement (CMOP-E)16.3 Model of Human Occupation (MoHO)16.4 The Kawa (river) model17. Frames of reference18. Basic equipment quick reference guide18.1 Toilet equipment18.2 Chair and bed equipment18.3 Walking aids19. Using your mandatory training19.1 Hygiene and infection control19.2 Moving and handling19.3 Assessing risk with TILE19.4 Basic Life Support (BLS)19.5 ABCDE assessment19.6 Mental Health First Aid19.7 Falls19.8 Sepsis20. Commonly used medications20.1 Pain medications20.2 Antipsychotics20.3 Antidepressants and anxiolyticsMoving on21. Reflecting on your overall experience22. Transferring skills to your next placement23. Critical reflection and CPD24. FAQs