Standards of practice
Experiential learning
Health , safety and security
Service improvement
Evidence base
Above : Cwm Taf Morgannwg University Health Board ’ s POPPIES model
Assessment and treatment planning
Professional practice
Evidence , research and development
Equality and diversity
Facilitation of learning
Supervision and appraisal
Personal and people development
Leadership
Quality
Interventions and treatments
Communication
Observation
Reflection and the NHS Knowledge and Skills Framework .
The model is encapsulated by the many structures available to support the achievement of learning objectives in each setting , such as monthly supervision , annual appraisals and experiential learning .
It provides a structured transition for all occupational therapists entering any new setting under the guidance of an experienced practitioner . POPPIES also promotes an experiential learning approach to the development of staff ( Kolb 1984 ).
The expectation is that all practitioners will have the opportunity to work alongside their clinical supervisor and other experienced members of the team , to develop their competence and confidence , in addition to supporting the development of valuable clinical and non-clinical skills .
All practitioners will be required to complete a critical reflection of their experience and discuss this learning with their clinical supervisory prior to implementing what they have learnt .
Roll out of the new model and framework
In October 2020 , we rolled out POPPIES to all band five occupational therapists and their clinical supervisors within CTMUHB .
A series of training sessions were run throughout the health board with the band five occupational therapists and their supervisors .
A key component of POPPIES is that the practitioner and their supervisor will have formal , monthly supervision and have the opportunity to discuss the pillars of practice , expectations of the role , learning objectives and reflections on practice .
It was anticipated that the model and its associated framework would provide a more standardised and equitable approach to providing them all with the support they required , regardless of whether they were newly qualified or entering their second , third or fourth rotation .
The POPPIES framework provides clear guidance and milestones to be met at specific points throughout the 12-month rotation , thus setting clear expectations for both the band fives and their clinical supervisors .
It consists of three observed practices , directly correlating with RCOT ’ s Career Development Framework , to be completed in the first six months . These include ‘ Communication ’, ‘ Professional practice ’ and ‘ Leadership ’.
Between six and 12 months of the rotation , two non-observed tasks are completed , which relate to ‘ Evidence ’, ‘ Research and development ’, and ‘ Facilitation of learning ’. By including these non-observed tasks as clear objectives for all band fives , we aimed to foster a culture of learning and ongoing professional and service development .
It ensures that the evidence base is constantly reviewed and integrated into clinical practice from the very
44 OTnews February 2022