Section B: Practice Learning Environment Profile

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Elwin Ferguson
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1 Section B: Practice Learning Environment Profile Here a profile of the placement area may be developed, illustrating all the learning opportunities offered, including all relevant spokes and highlighting major components and specific strengths and expertise available within the area. You may highlight, for example, opportunities for inter-professional learning, types of clients/patients likely to be seen, shift patterns, philosophies and cultures, models for team working, specialist knowledge etc. The profile should also identify and inform the learning outcomes expected from the placement area. Practice Learning Environment (PLE) Profile Headings Name: PLE description overview: Description of patient / client group catered for: Description Rehabilitation Therapy Team Ward 6 General Rehabilitation and Fragility Fractures Trafford General Hospital Moorside Road Urmston M41 5SL (T) (F) Working as a member of the Rehabilitation Therapy Team to maximise patient s physical ability and thus independence, and supporting timely discharges. To achieve this requires working holistically and proactively with the multi-disciplinary team which will include Doctors, Consultants, Nursing staff, Specialist Nurse, Support Workers, Physiotherapists, Occupational Therapists, Speech and Language Therapists, Rehabilitation Assistants, Social workers and Discharge Co-ordinators, and liaison/referrals with internal and external agencies. This placement provides many opportunities for multi-professional learning and inter-agency collaboration. Adults and Elderly patients who require inpatient rehabilitation following a fragility fracture or general physical deterioration. This encompasses a wide range of areas to include: Dementia, Neurology, Orthopaedics, Vascular, Diabetes, Dementia, Falls and Respiratory as required. Care provision offered: The primary role of the team is to assess patient s functioning, provide and progress treatment and discharge planning. This includes: MDT working

2 Hub/Spoke/Both: Both Interdisciplinary assessment & treatment Documentation Interpretation of case notes Environmental assessments (with OT if required) Complex discharge planning Moving & Handling assessment Visits to other teams/depts. as appropriate Referrals to other agencies, internal and external, and other departments Suggested reading: Resources Available Opening hours/shift patterns: Potential Learning Opportunities Should have basic knowledge of: fractures and healing, dementia, the elderly patient anatomical changes / potential causes of falls. NICE guidelines: Supporting people with dementia, hip fracture NSF for Older People, Long Term Conditions Operational procedure of fragility fractures (during placement) Hospital library Internet access In-service training Office based literature Working hours Lunch time is usually between To gain an understanding of the role of the Physiotherapist and the wider MDT in assessing and treating patients requiring rehabilitation to include fragility fractures, and work as a Key Worker to support hospital discharges both in and out of area. To gain experience of working with the MDT Multi-professional and Interprofessional Learning opportunities MDT meetings Board Round Meetings Capacity Assessments and Best Interest Meetings General family liaison/ formal meetings Liaison with and referral on to internal and external agencies (Trafford and Greater Manchester areas). Contact details: Band 6 Physiotherapists (T) General Information / Student tunic with navy trousers special considerations: Plain black wipeable shoes with dark socks

3 PEF Learners supported in the practice learning environment: Rebecca Gilbert BSc (Hons) Occupational Therapy full time or part time BSc (Hons) Physiotherapy full time or part time Other AHP/nursing students based on the ward Travel and Parking arrangements: Local bus and rail network Parking on-site incurs a fee Shuttle bus to/from CMFT and Trafford Hospitals every 30 mins Accessibility: Ward 6 is located on the first floor with lift access. Accessible toilet facilities Profile last updated: September 2015

4 Learner Profile Please indicate which learners access this placement by placing an X in all relevant boxes Audiology ODP Diagnostic/Therapeutic Radiography Dieticians Optometry Speech/Language Therapy Health Care Scientist Paramedic Assistant Practitioners Midwifery Pharmacy Other Nursing - Adult Physiotherapy NB. If adding Other: please state profession Nursing - Child Podiatry Nursing Mental Health Psychologists Nursing - Learning Disabilities Pathology Occupational Therapy Radiography

5 Section C: Spoke Placements This section allows you to clarify the existence of any associated spoke placements that are available to learners whilst in the hub placement. You should identify the area in the column headed Spoke, then record contact details, and briefly highlight the opportunities it can provide in the third column. You should record the MAXIMUM amount of time that it is appropriate for a learner to spend in the spoke. As good practice for the learner and information for the hub mentor, a spoke area may ask the learner to complete a reflective account of their experience and this may be indicated in the final column. NAME OF SPOKE CONTACT DETAILS LEARNING OPPORTUNITIES AVAILABLE MAXIMUM TIME FOR LEARNERS TO SPEND IN THIS SPOKE REFLECTIVE ACCOUNT TO BE KEPT YES NO

6 Section D: Areas of Best Practice The opportunity to profile areas of best practice is important and may be highlighted here. Extra learning opportunities in which the learners can observe / participate whilst on placement should also be recorded here. For example, specific elements of care such as tissue viability, nutritional support, exercise regimes, models for care, individual staff expertise and evidence based care.

STUDENTS WELCOME TO YOUR PLACEMENT

STUDENTS WELCOME TO YOUR PLACEMENT on Bartlett Ward Dear Student Welcome to Hampshire Hospitals NHS Foundation Trust. We hope you find your placement at HHFT rewarding and enjoyable and your time on Bartlett