Become a Placement Provider
Placement Provider &Practice Educator
Our Placement Providers include occupational therapy specific organisations, schools, private practices, community agencies, and not-for-profit service providers. Placement provider partnerships are crucial to the success of our program. Many of our partners also participate in other course related activities such as the OT Advisory Board, Placement Expo and guest lecturing.
How to become a Deakin OT Placement Provider
Complete the relevant Online Expression of Interest Form below, providing details on the proposed placement opportunities, and the Practice Education Team will be in touch to discuss the next steps.
Student Placement Evaluation Form (SPEF-R2)
The SPEF-R2 is a standardised assessment tool that has been adopted by many OT programs across Australia and is the assessment form by which all Deakin students are evaluated during placement. Practice Educators will be required to complete the SPEF-R2 for each student attending placement.
Benefits to being a Deakin OT placement provider partner include:
Access to Lunchtime Webinars: Online sessions designed to support supervisors and Practice Educators.
Past topics include:
- Working with students with mental health issues on placement
- Deepening our Practice
- Intersectionality, Diversity & Inclusion
- Strategies for working with students with English as an additional language (EAL)
- Generational Considerations for Practice Education
Practice Education Newsletter: Stay updated with the Bachelor of Occupational Therapy at Deakin, including staff updates, success stories, student placement reviews, project opportunities, and more.
Clinical supervision of student occupational therapists (OTs) offers several benefits for staff, including:
Professional Development
Supervising students can enhance a clinician’s own knowledge and skills. The process encourages reflective practice, as supervisors must articulate their clinical reasoning and approaches, which can lead to deeper understanding and refinement of their own practices.
Leadership and Teaching Skills
Supervision provides opportunities for staff to develop and practice leadership and mentoring skills. This can be valuable for career progression, especially for those interested in roles that involve education, management, or mentoring.
Staying Current with Trends
Students often bring fresh perspectives and current academic knowledge to the clinical environment. This exchange of ideas can help staff stay updated with the latest trends, research, and evidence-based practices in the field of occupational therapy.
Increased Job Satisfaction
Many clinicians find it rewarding to contribute to the education and professional growth of future therapists. This sense of contribution can lead to increased job satisfaction and motivation.
Enhanced Team Dynamics
Integrating students into the clinical team can foster a collaborative learning environment. It encourages team members to communicate more effectively and work together to provide optimal care.
Support in Workload
While students require supervision, they can also assist with certain tasks, helping to manage the overall workload. This can be especially beneficial in busy clinical settings.
Recognition and Reputation
Clinicians and facilities known for providing high-quality supervision may gain recognition and a positive reputation within the academic and professional communities. This can lead to stronger partnerships with educational institutions and increased opportunities for professional growth.
Networking Opportunities
Supervising students can expand a clinician’s professional network, as it often involves interactions with academic staff, other supervisors, and the broader occupational therapy community.
These benefits make clinical supervision a valuable experience for both the student and the supervising staff member, contributing to professional growth and the overall quality of care provided.
Supervision Requirements
Deakin Occupational Therapy is a member of the Victorian OT Practice Education Alliance (VOTPEA) and the agreed Best Practice Practice Education Guideline document indicates that supervisors must have a minimum of 12 month experience to supervise students.
In addition we encourage that supervisors complete of the Clinical Supervision Skills Review Tool (CSSRT), prior to supervising students. The tool can help to identify potential skill or knowledge gaps which may assist the potential supervisor in seeking supervision education support or mentorship.
Deakin recommendsthe following features
Deakin recommends the following features, outlined below, of student supervision that are informed by the Queensland Occupational Therapists Fieldwork Collaborative [QOTFC], 2005, Clinical Placement Advisory Committee [CPAC], 1997).
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- a minimum of 1-hour of formal supervision with their Practice Educator, per week
- each student must have an opportunity for regular individual supervision sessions
- paired or group supervision can be provided in addition to individual supervision sessions
- supervision to occur face to face, where possible
Supervision content should include:
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- review of performance / learning goals / progress / needs / activities / action plans (use the SPEF-R2 student evaluation tool as a guide)
- discussion of clinical/professional reasoning and occupational therapy process, facilitation of reflective practice
- open, direct, specific, timely and balanced feedback regarding student performance, with support offered in a safe environment and clear direction regarding how the student is to implement the feedback
- specific performance concerns explicitly stated in formal supervision