Definitions and terminology

Apprenticeship pre-registration programme

An alternative entry route into the occupational therapy profession, where learners can achieve a full Bachelor’s or Master’s Degree as part of their apprenticeship. Education providers remain the awarding bodies for the award and therefore have responsibility to deliver education that meets the Learning and development standards for pre-registration education. The distribution of time for a learner enrolled in an apprenticeship pre-registration programme will be split between learning undertaken in the workplace (‘on the job’) and learning that occurs in a formal learning environment, likely to be an 80/20 split. An apprenticeship pre-registration programme is one that is recognised by the Institute of Apprenticeships and Technical Education as an integrated degree - level 6 and has been approved by HCPC and accredited by RCOT.

CPD – continuing professional development

The way in which an individual continues to learn and develop throughout their career, including during their pre-registration programme. CPD is essential and evolves skills, knowledge, professional identity and professional conduct so that individuals stay up to date and practise safely and effectively.

Critical friend

A critical friend provides support and guidance to the programme team by highlighting areas of good practice, identifying how the pre-registration programme addresses RCOT’s Learning and development standards for pre-registration education and challenges areas which may require review. Support may be offered through mentorship and advice.

Curriculum

Specific document describing the learning outcomes, educational methods and assessments for each component of the pre-registration programme.

Education provider

The awarding body that delivers or oversees an occupational therapy pre-registration programme. Education providers may also be known as ‘higher education institutions’ (HEIs) or ‘universities’.

Educator

An individual with the relevant specialist knowledge and expertise, employed or engaged by an education provider to teach the pre-registration programme. Educators teaching occupational therapy-specific knowledge and skills must be occupational therapists. Educators may also be known as ‘academics,’ ‘tutors’ or ‘lecturers’.

Educator-to-learner ratio

The educator-to-learner ratio expected is one full-time equivalent educator for every 15–20 full-time equivalent learners. When calculating full-time equivalent for educators, only time spent directly teaching or supporting the pre-registration programme should be included and the majority of these educators must be occupational therapists. Where an increase in the number of learners or a significant decrease in the number of educators occurs, or is anticipated, it is reported to RCOT and a clear strategy for developing or supporting the pre-registration programme team and associated resources is provided.

Employer

A public, independent, private or third sector organisation that employs people to undertake a specific role with legal and contractually acceptable terms and conditions. For apprenticeship pre-registration programmes, the employer is an organisation that employs an individual to undertake a specific job that includes training or skills development as part of the role. In such cases, employers must employ the individual until the completion of their training and end-point assessment.

End-point assessment

An independent assessment at the end of the apprenticeship pre-registration programme, to assess whether the learner has achieved competence and is eligible to be conferred an award leading to eligibility to apply to register as an occupational therapist with the HCPC. Rigorous, robust and independent end-point assessment is essential to give employers confidence that apprentices are competent and capable to enter the occupational therapy profession.

It is the employer’s decision to put a learner forward for end-point assessment, once they are confident that the learner is ready. The employer may, at their discretion, consult with the learner and/or education provider(s). An independent third party, who has not been involved in the training or employment of the apprentice, and has no other conflict of interest, must deliver the end-point assessment. The independent third party must be an organisation registered on the Register of End-Point Assessment Organisations for that apprenticeship standard. Assessment of occupational therapy skills must be undertaken by an occupational therapist.

At least 12 months prior to the first scheduled end-point assessment, the education provider is required to submit, to RCOT, evidence of their entry onto the Register of End-point Assessment Organisations, or that they have appointed an end-point assessor from amongst those who have successfully been entered onto the Register.

Ethical and professional conduct expectations of the profession

The term used to describe the Code of ethics and professional conduct. The Code of ethics and professional conduct will be reviewed shortly after publication of the Learning and development standards for pre-registration education and may be known by a new title.

Graduate

An individual who has successfully met the pre-registration programme requirements of their education provider and has been conferred the associated award.

HCPC – Health and Care Professions Council

The regulating body in the UK established to protect the public by regulating a range of health and care professions, including occupational therapy.

Individual scheme of study

The documentation that defines any variation in a learner’s progression through the pre-registration programme, that is, any deviation from the standard progression route through a pre-registration programme that an individual learner is approved to take. The variation must be clearly mapped and discussed with the learner.

The eligibility criteria for when an individual scheme of study will be considered and implemented are documented by the education provider. For learners eligible for an individual scheme of study, it should be established at the earliest possible point and any alterations and adjustments that will be made to the pre-registration programme, to accommodate the needs of the learner, should be defined. Any alterations and adjustments must still meet the requirements of the education provider and the Learning and development standards for pre-registration education. An individual scheme of study must be agreed to by the learner, educator(s) and the Programme Lead – Operational Level. For apprenticeship pre-registration programmes, it must also be agreed to by the employer. There must be an appropriate review process defined when the individual scheme of study is established and this should be adhered to by the education provider. Examples of where an individual scheme of study may be considered include accommodating maternity leave or a phased return to study following a significant period of illness. An individual scheme of study may also be known as an ‘individualised pathway’.

Interprofessional learning

Learners from different professions actively participating to learn with, from and about each other. The anticipated outcome of interprofessional learning is the development of a working culture of effective collaboration and integration of care across agencies, sectors and professions within and beyond the health, wellbeing, social and integrative care systems.

Learner

An individual enrolled in an occupational therapy pre-registration programme, regardless of which entry route into the profession the learner is enrolled in. Learners may also be known as ‘students’ or, in the case of apprenticeship pre-registration programmes, ‘apprentices’.

Lifelong learning

Formal and informal learning opportunities that allow an individual to continuously develop and improve the knowledge and skills they need for employment and personal fulfilment (Broughton and Harris 2019).

Long-arm supervision

Increasingly, there is diversity in the range of settings offered for practice-based learning. Some settings may not have existing established occupational therapy roles and therefore it may not be possible for a learner to have the support from an occupational therapist employed by the practice-based learning provider, in the role of practice educator. In such cases, supervision and assessment of occupational therapy-specific skills during practice-based learning must be provided by an occupational therapist outside the practice-based learning provider. This is known as long-arm supervision and commonly the occupational therapist providing the long-arm supervision will be employed by the education provider as an educator. Increasingly, however, models of long-arm supervision are being explored that provide the opportunity for learners to be supervised by occupational therapists employed in other settings.

Support and advice are provided through a mix of face-to-face meetings and distance communication, via the telephone, video calls, email, or other  means, depending on the learner’s preferences. Visiting the learner in their practice-based learning setting is recommended, particularly for settings where occupational therapy roles are still emerging.

Module leaders

The educator responsible for the specific unit of learning within an education provider.

People who access occupational therapy services

Anyone who accesses or is affected by occupational therapy services, including patients, carers, clients, families or communities. The term is also inclusive of colleagues and peers of the occupational therapist or occupational therapy learner who are being impacted by their knowledge, skills or professional conduct.

Practice-based learning

Occupational therapy education delivered in a variety of settings that allows learners to apply and practice their newly-acquired knowledge and skills in a safe environment. Practice-based learning has traditionally occurred in role-established settings, such as hospitals and community health services, however alternative and non-traditional settings are also integral to pre-registration programmes. The inclusion of practice-based learning settings in which there are no existing occupational therapy roles is important to develop learners with leadership skills who are capable of working in diverse settings.

Practice-based learning providers

The services, organisations or businesses hosting learners during their practice-based learning. Practice-based learning providers may also be known as ‘practice placement providers.’

Practice educator

An occupational therapist who supervises, facilitates learning, assesses and supports a learner during the required 1000 hours of successfully completed practice-based learning. Most commonly, the practice educator has existing employment with the practice-based learning provider and engages in the role of practice educator as a component of their substantive position. Where practice-based learning is occurring in a setting without existing occupational therapy roles, the practice educator will not be an occupational therapist. Instead, the role may be fulfilled by another member of staff employed by the practice-based learning provider who offers education and support specific to the setting. In such cases, supervision and assessment of occupational therapy-specific skills must be provided through long-arm supervision by an occupational therapist. Practice educators may also be known as ‘practice placement tutors’.

Occupational therapy programme of study, approved by the HCPC leading to eligibility to apply for registration as an occupational therapist with the HCPC. Where the pre-registration programme is accredited by RCOT, learners are eligible to join RCOT as student members and, once qualified as occupational therapists, upgrade to professional membership.

The term is inclusive of all pathways into the profession, including apprenticeship pre-registration pathways.

Pre-registration programme team

The staff employed by the education provider to develop, deliver and/or evaluate the pre-registration programme. The pre-registration programme team includes those teaching the pre-registration programme as well as the administrative and support staff involved.

Professional Lead – Strategic Level

The role within the education provider responsible for leading the suite of occupational therapy pre-registration programmes. The Professional Lead – Strategic Level:

• is an occupational therapist;
• has a broad range of professional experience, including a previous substantive academic appointment within an education provider;
• will strategically lead the development and implementation of contemporary, creative and innovative pre-registration programmes;
• is given the authority by the education provider to maintain the pre-registration programme’s alignment with, and support for, the Learning and development standards for pre-registration education;
• allocates an occupational therapist, employed by the education provider, to hold overall responsibility for the development of practice-based learning opportunities across a range of practice-based learning settings;
• liaises with the education provider’s senior management team to ensure their engagement with the Learning and development standards for pre-registration education;
• recognises the changing needs of the profession and adapts the pre-registration programme to address these needs;
• recognises the changing needs of the people who access occupational therapy services and adapts the pre-registration programme to address these needs;
• possesses capabilities under Level 7 of the Leadership pillar in The Career Development Framework;
• is a member of RCOT;
• facilitates and supports the active involvement of colleagues and learners with RCOT.

It is possible for the same individual to be the Programme Lead – Operational Level and the Professional Lead – Strategic Level simultaneously, although it is likely that the workloads of the respective roles would prohibit this arrangement and therefore it is more commonly the case that the roles are held by different individuals.

Professional standards for practice

The term used to describe the Professional standards for occupational therapy practice. The Professional standards for occupational therapy practice, will be reviewed shortly after publication of the Learning and Development Standards for Pre-registration Education and may be known by a new title.

Programme documentation

Evidence provided by the education provider as part of RCOT’s Accreditation Process - including the written submission and discussions with stakeholders at Accreditation Visit.

Programme Lead – Operational Level

The role within the education provider responsible for leading the occupational therapy pre-registration programme. The Programme Lead – Operational Level:

• is an occupational therapist;
• is responsible for ensuring that the Learning and development standards for pre-registration education are met;
• is directly responsible for developing the pre-registration programme;
• is responsible for co-ordinating the planning and administration of the pre-registration programme;
• is a member of RCOT;
• facilitates and supports the active involvement of colleagues and learners with RCOT.

The Programme Lead – Operational Level role may be a rotational post, providing an opportunity for career advancement and skill expansion for different individuals. It is possible for the same individual to be the Programme Lead – Operational Level and the Professional Lead – Strategic Level simultaneously, although it is likely that the workloads of the respective roles would prohibit this arrangement and therefore it is more commonly the case that the roles are held by different individuals.

Safeguarding

The established process within an education provider to protect learners and people who access occupational therapy services from experiencing harm, including bullying and harassment.

Simulated practice-based learning

Artificially constructed environments designed to represent realistic scenarios that provide opportunities for learners or others to practise clinical and decision-making skills within a safe environment. It allows for repetition, feedback, evaluation and reflection, with examples including video based learning, role-playing interactions, scenarios where learners act as the person receiving occupational therapy services, scenarios using professionally trained actors, and the use of high-fidelity manikins. The method chosen should be determined by the learning outcomes and be used effectively and proportionately to support learning and assessment. If considered a component of the 1000 practice-based learning hours, simulated learning must be assessed, not exceed a maximum of 40 hours and must take place with individuals in the role of people accessing occupational therapy services.

A professional relationship and activity which ensures good standards of practice and facilitates development. There are many different models of supervision, however it generally:

• involves a professional relationship;
• is a process;
• is active and dynamic, with defined objectives;
• involves a range of activities;
• relates to standards, effectiveness and competence;
• relates to the acquisition and development of knowledge, skills and professional conduct;
• incorporates personal, professional and organisational elements;
• may involve simulation;
• involves reflection on practice.

Work-based mentor

An experienced, appropriately-qualified occupational therapist who delivers or oversees a learning strategy in the workplace, which results in the development of skills, knowledge and professional conduct. This term is only used in the context of apprenticeship pre-registration programmes and is aligned closely with the profession-specific education delivered by the education provider.