STUDENT EDUCATION FEATURE understanding of occupational therapy and this was reflected in how we worked together to carry out home fire safety visits .
‘ For example , on one CAT visit , the lady had a diagnosis of dementia and had difficulty understanding the information . I was able to advise on communication strategies to help , such as clear , simple sentences and the use of coloured signs around the home for safety prompts .
‘ I also signposted her carer to a dementia charity for further support . Working together , using my skills combined with the CAT knowledge meant the home fire safety visit could be adapted to meet multiple individual needs .’
The practice-based learning also provided valuable training opportunities . Aimee states : ‘ During our placement , we were given the opportunity to visit the safety house at the SFRS training headquarters . This was extremely beneficial as the safety house had a huge amount of assistive technology that I had never seen before and they explained each piece of equipment in detail . This was very helpful and is learning that I will take with me into future practice .’
In addition , Sarah says : ‘ Although I had an awareness of fire safety , I would say this has definitely increased . During a home visit , my mentor and I checked the patient had a working fire alarm .
‘ However , from my learning with the CAT , I was able to identify that this was insufficient to meet the requirements of the new fire safety regulations for Scotland . I wouldn ’ t have known that before .’
Considering if this placement was beneficial , Sarah ’ s final message is : ‘ This was an excellent learning opportunity for all involved and I recommend students take this opportunity if they get the chance .’
Moving forward , the university hopes to continue to provide this opportunity to students . Occupational therapists should be thinking about fire safety and introducing it at the student level through practice based learning is a valuable way to achieve this .
The experience has not only raised the importance of fire safety within the students ’ professional identity , but has promoted and strengthened the valuable partnership working between the occupational therapy and fire and rescue services involved .
References
Christiansen A and Bell A ( 2010 ) Peer learning partnerships : Exploring the experience of preregistration nursing students . Journal of Clinical Nursing , 19 ( 5-6 ): 803-810
College of Occupational Therapists ( 2006 ) Developing the occupational profession : Providing new work-based learning opportunities for students . COT guidance 4 . London : RCOT
Dancza K , Copley J and Moran M ( 2019 ) Occupational therapy student learning on roleemerging in schools . British Journal of Occupational Therapy , 82 ( 9 ): 567-577
Leona McQuaid , lecturer in occupational therapy and diverse practice based learning placement co-ordinator ( occupational therapy ) and Aimee Sangster and Sarah Taylor , level four ( final year ) students , Glasgow Caledonian University
Occupational therapy practice educator perspective Getting the opportunity to support a diverse placement with SFRS seemed like it would be of great benefit and interest , especially as partnership working is proven to maximise outcomes for our community patients .
The structure and objectives of the placement were clear from the offset , and as a practice educator , the support offered by the university was fantastic throughout .
Both Sarah and myself underwent initial fire safety training , and the ongoing experience gained by Sarah from SFRS , served the community rehab service as a whole , as we gained useful practical knowledge re home fire safety .
Moreover , it was positive to hear feedback from SFRS with regards to their increased knowledge of the role of occupational therapy in assisting in their work . It has really highlighted the value of joint working and the diversity of both our occupational therapy profession and community services as a whole .
Alison Rollings , community rehabilitation occupational therapist
SFRS CAT mentor perspective The Scottish Fire and Rescue Service ( Glasgow Community Action Team ), has a routine partnership with occupational therapists within the home fire safety visit capacity , although this is typically as a point of information for ‘ at risk ’ residents during visits .
During the placement , it was quickly noted that Aimee and Sarah contributed to further support residents in terms of quality of life improvements , outwith the experience of the fire service .
The Glasgow Community Action Team would be happy to assist future occupational therapy students . This would not only benefit the fire service , but also expose the occupational therapy students to the ‘ silent majority ’: residents who might be at risk , but are unknown to any partnership organisations .
Scottish Fire and Rescue Service Glasgow Community Action Team .
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