Coronavirus (COVID-19)

BAOT COVID-19 Vaccination Endorsement

Occupational therapists, in this situation, should check with their employers if they are covered under their insurance to undertake any additional tasks they deem to be outside of their normal scope of practice. The employers’ vicarious liability insurance should provide cover for its employees.

What is RCOT doing to provide advice for occupational therapy education providers in response to COVID-19?

We are appreciative of the huge amount of hard work, innovation, and commitment to supporting pre-registration learners in continuing their studies through this challenging time. Programme teams continue to meet the Learning and development standards for pre-registration education (2010) enabling the majority of learners to continue to progress through their studies.  

We encourage pre-registration programme teams to continue to keep in touch with us to discuss in advance, any changes they are making to their programme structure or content.  You can do this by contacting Anna, Clair, and Caroline via qa@rcot.co.uk

We also have a Pre-registration Café which you can drop into via MSTeams twice a month.  Please email qa@rcot.co.uk for more information.

(last updated 13 June 2022)

What advice do you have for me as a provider of an occupational therapy degree course who may need to amend our delivery approach?

Changes to the assessment method that do not involve changes to learning outcomes or the weighting between assessment components would normally be considered a ‘minor change’.  These do not need to be individually agreed with RCOT.

Where changes extend beyond that, they would normally be considered a ‘major change’. From September 2020, any further changes that programme teams wish to introduce to the delivery of RCOT-accredited programmes for the 2020/21 academic year need to be presented to RCOT for approval in advance of their implementation.

(last updated 13 June 2022)

My learners are unable to undertake planned practice-based learning opportunities. Are learners still required to complete 1,000 hours of successful practice-based learning?

The Health and Care Professions Council (HCPC) does not set any expectation about the number of placement hours a student should complete. SET 5.2 states that, ‘The structure, duration and range of practice-based learning must support the achievement of the learning outcomes and the standards of proficiency.’ Further information is available on the HCPC website.

The World Federation of Occupational Therapists (WFOT) stipulates that a minimum of 1,000 hours of successful practice-based learning is required to qualify as an occupational therapist. As RCOT’s pre-registration programme accreditation process confers accreditation by WFOT, this requirement is embedded within the RCOT standards. On Friday 27 March 2020, WFOT issued a statement indicating that it continues to require pre-registration occupational therapy students to complete 1,000 hours of successful practice placement.

WFOT indicates that they have always intended a dynamic and flexible approach to how the 1,000 hours are achieved, while emphasising the need for programmes to demonstrate and evidence that essential knowledge, skills and attitudes are developed by graduates, and that local health and societal needs are considered. They highlight that, ‘Many education programmes use role play and simulation as a form of practice education. Other teaching strategies include problem-based case study work, video assessments and in-depth, evidence informed reflective practice. National occupational therapy associations and regulators should continue to recognise the relevance of evidence-based experiential learning and the conditions in which they are undertaken.’

Standard 5.2 in the RCOT Learning and Development Standards for Pre-registration Education (2019) provides a degree of flexibility with regard to the nature of practice-based education. All RCOT-accredited programmes are already accredited to, or are in the process of transitioning to, the 2019 Learning and Development Standards. During the COVID-19 pandemic, universities are encouraged to exercise sensible creativity within the spirit of this standard to maximise their access to practice placements. For example, consider the use of simulated practice-based learning (up to a maximum of 40 hours) and other suggestions made by WFOT; learning in non-frontline settings for exposure to strategic and leadership roles and/or within research departments or organisations; and consider whether volunteering opportunities included in the programme, pre-placement mandatory training and/or pre- and post-placement de/briefing might reasonably contribute to the calculation of placement hours.

Many providers will have built into their programme/s at least some additional ‘contingency’ hours to allow for possible periods of ill health or absence for other reasons. Where this is the case, programme teams may wish to consider whether their institutional regulations might allow final year students to be assessed against relevant placement learning outcomes somewhat earlier, at the point where individual students accrue their 1,000 hours. Consideration should be given to the impact doing so might have on grades, which may have an impact on final degree classifications.

Over the past year, there has been a huge amount of innovation and creativity within practice-based learning. You may also find the document below valuable in ensuring that placement innovations continue to meet the required standards.

In addition to the guidance provided above, please do liaise with the pre-registration education team for a supportive conversation to explore practice-based learning innovations and ensure the Learning and Development Standards (2019) continue to be maintained. 

(last updated 13 June 2022) 

Do learners still need to complete the required minimum length of programme during the COVID-19 pandemic?

The World Federation of Occupational Therapists (WFOT) stipulates that occupational therapy entry programmes in higher education must be a minimum of 3 years or 90 weeks. RCOT’s pre-registration programme accreditation process confers WFOT accreditation and has therefore incorporated this requirement within the RCOT Learning and Development Standards for Pre-registration Education (2019). Standard 4.1.2 states that, ‘The duration of the pre-registration programme must be 90 scheduled weeks of learning, at a minimum.’ This is applicable to pre-registration programmes at all levels of study.

(last updated 13 June 2022) 

Can the length of an individual student’s programme of study be extended, if the programme or practice-based placements have been affected by COVID-19?

In May 2020 an amendment was made to the guidance and evidence of section 4.1.2 which describes the normal length of an individual period of learning. Reference to a maximum duration of study, and to an exceptional extension to this period, has been permanently removed from the Standards. Programme teams will need to draw upon their own university's regulations and their related processes to make appropriate and proportionate decisions on progression for individual learners. RCOT will no longer be involved in the decision-making process, bringing us into alignment with other professional bodies.

(last updated 11 May 2021)

What advice do you have in relation to our learners being asked to participate in the administration of the vaccine?

RCOT is keen to ensure that learners’ university and practice-based studies in all four nations of the UK are not interrupted to take part in vaccination administration programmes.

If a learner is undertaking a placement in a service that is required to support the vaccination programme, RCOT would encourage you to discuss with the placement provider how the learner can still meet the placement learning outcomes. It may be appropriate for the learner to participate within the programme ensuring the relevant training and insurances etc. are in place, as outlined in the FAQs for the ‘Administration of COVID-19 vaccination’ at the top of this page.  Where possible, RCOT would encourage the placement provider to support the vaccine administration alongside providing occupational therapy services.

If an apprentice is asked to take part in the vaccination programme within their practice-based learning, please follow the advice above. Apprentices requested to support the vaccination programme within their ‘on the job’ hours should liaise with their work-based mentor and university programme lead and follow the guidance FAQs for the ‘Administration of COVID-19 vaccination’ at the top of this page.

Please also ensure you read the FAQs for the ‘Administration of COVID-19 vaccination’ at the top of this page​.

Placement capacity continues to be a challenge for our programme. What guidance is being given to placement providers in relation to supporting student practice-based learning at this time?

The effects of the pandemic continue to be felt within pre-registration education across the four nations. Programme structure, progression and practice-based learning is affected in different ways due to the varying impact of the pandemic on health and social care services across the UK.

The Chief Allied Health Professions Advisors across the four nations shared a joint letter on 7 December 2020 which encouraged AHPs to support student placement opportunities wherever possible:

“We are committed to ensuring the long-term prospects of AHPs in training and are working with the education bodies in the four nations to maintain as far as possible student education programmes. We urge you to support this and continue to offer student placement opportunities wherever possible.”

You can download the full letter here:

We host a virtual placement café twice a month.  This provides a space for all those in supporting practice-based learning to share ideas, innovations and problem-solve together. 

(last updated 13 June 2022)

What guidance is available to support risk assessments linked to practice-based learning?

Moving beyond the initial emergency response most students are now able to return to practice-based learning to support their progression through their programmes of study, and ultimately entry into the registered workforce. Undertaking risk assessments will continue to be a shared undertaking between HEIs and practice-based partners, as it was pre-COVID-19.

In recognition of the heightened concerns associated with the ongoing influence of COVID-19, helpful guidance regarding risk assessments relevant to practice-based environments are collated here.

NHS Scotland’s COVID-19 risk assessment guidance is very much in line with the information from the Council of Deans but provides an additional level of detail and explanation that it might be helpful to read through.

NHS Scotland COVID-19 occupational risk assessment guidance

Health and Safety Executive Northern Ireland provides workplace safety guidance during COVID-19 here.

An additional source of information and perspective is provided by the Medical Schools Council’s guidance.

Do pre-registration students on planned placements have access to life assurance cover?

Students in Northern Ireland already have death in service cover in place as part of standard placement arrangements.

In Scotland, the Cabinet Secretary for Health and Sport has agreed to offer temporary COVID-19 linked death in service cover to students undertaking placements in NHS Scotland and in August 2020 this was extended to cover students on placement in all health and social care settings.

Council of Deans - Returning to clinical placements guide

In Wales, students on placement will be considered at the Minister’s discretion under the NHS and Social Care Coronavirus Life Assurance Scheme. Further information is available here.

In England, the Secretary of State has discretion to make life assurance payments to the families of students on placement if the individual case fulfils the scheme’s strict criteria. The Department of Health and Social Care has produced a factsheet about the scheme in England which is available here. 

(last updated 11 May 2021)

How will RCOT expect education providers to report the changes made to accredited programmes in response to the COVID-19 pandemic and moving into the 2020/21 academic year?

Where can I find out about arrangements for healthcare apprentices during the pandemic and the potential impact it may have on their courses?

Skills for Health (SfH) is regularly updating their webpages and have a range of useful resources its COVID-19 page.

Where can I find information to help me support apprentice learners in their studies during the COVID-19 pandemic?

The following webpages provide helpful and clear information. They take into account many of the issues that apprentices and you may currently be facing:

Institute for Apprenticeships and Technical Education

Information on the government’s Coronavirus (COVID-19): apprenticeship programme response  

You will find comprehensive information regarding:

• Solutions in the event of progression being delayed through gateways and End Point Assessments (EPAs)
• Financial support from various sources in times of hardship
• Other pastoral messages to guide and support apprentices through this period

(last updated 11 May 2021)

How will I manage the practice placement hours for apprentices, in the event that they are required to refocus their time on frontline activities to help combat COVID-19?

The statement published by the World Federation of Occupational Therapists (WFOT) on Friday 27 March 2020 provides information about the flexibility that can be considered when ensuring that apprentices meet their required 1,000 hours of successful practice placement.  Please also see the FAQ about placement hours.

(last updated 11 May 2021)

How can pre-registration apprentices be supported to fulfil their practice placements requirements during the COVID-19 pandemic?

Standard 5.2.4 in RCOT’s Learning and Development Standards for Pre-registration Education (2019) states that: ‘For learners in apprenticeship pre-registration programmes, practice-based learning must be undertaken outside the learner’s own work setting, ideally outside their employer’s organisation’.

RCOT recognises that apprentices learn within their work-based environment as an employee as well as in placement settings where they are formally assessed as a ‘student’. In the exceptional circumstances of COVID-19, and to safeguard the workforce supply pipeline to the greatest extent possible, a temporary relaxation of Standard 5.2.4 was introduced to make it possible for apprentices to fulfil the requirements of Level 4 placements within their own workplace, or wherever they have been re-deployed. 

Due to the ongoing impact of COVID-19, the 'relaxation' of this Standard will be extended until 31st August 2022.

The following parameters will continue to apply:

1. this is temporary ‘relaxing’ of this aspect of Standard 5.2.4 only. All other elements of Standard 5.2.4 remain applicable.
2. it is being permitted in the context of COVID-19 only
3. it is applicable to apprenticeship pathways only
4. It is applicable to placements at Level 4 only

Arranging for the practice placement to  be undertaken within the apprentices’ normal work setting will require the education provider to adapt their usual approach to placements into a work-based learning approach.  Appropriate supervisory arrangements will need to be made (perhaps with the existing work-based mentor).

The adapted approaches must be supported by appropriate mechanisms to capture evidence of how apprentices have met the established learning outcomes of the placement and independent assessment by the education provider of the extent to which this has been achieved.  Where this is agreed, apprentices can be awarded any academic credits associated with the placement, along with the equivalent number of successful hours of practice-based learning normally associated with the placement.

The relaxing of this aspect of Standard 5.2.4 will be withdrawn on 31st August 2022.

(last updated 21 July 2021)

Where can I find guidance on student finance for England and Wales, including loan repayments?

The Student Loan Company has issued updated guidance for applicants, current students, and those repaying their student loans.

Additionally, there is guidance relevant to students from England, Wales and Northern Ireland.

Student Finance Wales has issued updated guidance for applicants and current students. Information about student loan repayments is also available.

(last updated 11 May 2021)

What additional current best practice advice do you have for education providers?

When developing contingency and response plans, education providers are also encouraged to:

• Follow government guidance as it emerges
• Make judgements in the best interests of your students, staff, partner organisations and the public
• Use normal university systems and processes for supporting students who need to take time out due to illness or have extenuating circumstances
• Use normal university systems and processes for managing delayed placements and/or module completion
• Work collaboratively with service provider partners to identify local solutions that are mutually acceptable
• Also keep up to date with the guidance from your university and from the HCPC as regulator.

Education providers are strongly urged to check this page regularly for updates. RCOT will offer further advice in relation to COVID-19 as appropriate, according to evolving circumstances.

While this has, and continues to be, an incredibly challenging time for everyone, RCOT has been impressed by the innovative and proactive approach taken by students, practice educators and education providers alike. We are keen to gain an in-depth understanding of creative practices and the Annual Monitoring Report provides a forum for this. Additionally, we are keen to share aspects of good and emerging practice, which align to the Learning and development standards for pre-registration education (2019), with our membership. You can do this by emailing Caroline Grant and Anna Pratt via QA@RCOT.co.uk

(last updated 11 May 2021)

Our consistent message to students in all UK nations is to stay in close contact with your university tutors to learn about plans to ensure you reach the end of your studies, including practice placement hours as soon as is reasonably possible.

(last updated 14 June 2022)

Your university and the provider institutions that you and your peers are out on placement with have responsibility for protecting your health and safety in that environment. This is the case at all times but feels particularly amplified at the moment. Local decisions continue to be made and regularly updated about whether or not it is safe and appropriate for students to continue to learn within any given service-provider context.

Standard 5.2 in RCOT’s Learning and Development Standards for Pre-Registration Education (2019) provides a degree of flexibility with regard to the nature of practice-based education. In the context of the COVID-19 pandemic, universities have been encouraged to exercise sensible creativity within the spirit of the Standards to maximise their access to practice placements and to consider which of your learning activities might reasonably be counted as contributing to practice-based learning. Several innovative models of practice placement have been developed over the months to assist the progression of students through practice placements.

(last updated 17 August 2020)

(last updated 23 October 2020)

Apprentices, like all other learners, are going to be an invaluable resource to public services and the economy when the country begins to return to normal. Healthcare apprentices are in a unique position however, as many will already be working in the NHS, or in services which are close to the frontline. Your employer and the university you are linked so will be taking measures to ensure that you are not disadvantaged. Please check with them in the first instance.

(last updated 16 April 2020)