Tamsin Murrell

• Delivered individualised animal-assisted occupational therapy to a caseload of 40 young people aged 11 to 17 years old with diverse needs including learning disabilities, developmental and SEMH needs.
• Holistically used Kielhofner’s Model of Human Occupation to inform and guide practice.
• Conducted sensory processing measure (SPM-2) assessments, providing comprehensive reports and recommendations.
• Used task analysis and observational assessments to inform physical needs assessments and interventions.
• Designed integrated therapeutic programmes to embed activities throughout daily routines.
• Applied cognitive behavioural therapy techniques to address anxiety and depression in clients.
• Regularly assessed and monitored patient progress to ensure goal attainment.
• Utilised PACE framework, trauma-informed practice and positive behaviour support (PBS).
• Supported clients and families in understanding and managing specific conditions.
• Presented Continued Professional Development (CPD) sessions on therapeutic strategies to enhance team performance.
• Consistently engaged in a range of CPD tasks to enhance care and career development.
• Coordinated with other healthcare professionals for integrated care delivery to patients.
• Adhered to robust legislation and safeguarding procedures to maintain a high standard of care.

12-week university placement at a specialist school. Provided assessment and treatment to support students with autism aged 4-19 years to participate in daily life activities.

• Completed various standardised Occupational Therapy assessments with caseload to inform interventions addressing functional barriers to ADLs.
• Facilitated using sensory processing measures to create detailed sensory profiles and support plans for students.
• Utilised findings and designed 1:1 therapy sessions using principles of Ayres’ sensory integration to achieve client goals.
• Worked within a multi-disciplinary team by handing over techniques to integrate into caseload’s daily class routines, with a focus on sensory-motor development, self-regulation and independence skills.
• Evaluated interventions using the Therapy Processing Measure (TOMs).
• Consistently documented therapy notes following record keeping standards
• Routinely attended MDT meetings and collaborated with therapists and teaching staff to address functional difficulties observed in caseload, enhancing holistic care.
• Engaged in weekly supervisions with Practice Educator and wrote weekly reflections with links to HCPC standards of proficiency and consistently set professional goals to continue to routinely improve practice.
• Demonstrated sufficient organisational skills by using an online calendar to plan and utilise time between sessions to write notes, engage in CPD resources and plan future sessions.

Feedback from Placement Educator stated that I consistently built a good rapport with students with varying ages and needs, I was able to adapt my handling appropriately to different contexts and showed great interpersonal skills by communicating with staff in a friendly and professional manner.

10-week university placement at the Henry Brown Centre in West Howe. Co-created a weekly men’s activity group using Population Health Management principles and provided assessment and strategies to support a resident with anxiety.

• Used co-production and Population Health Management principles to co-create a men's activity group with the aim to improve men’s wellbeing in the local community.
• Engaged local residents by promoting men’s group through door-to-door outreach. Emailed local organisations to engage the wider community. Applied for grants to fund resources.
• Worked closely with a resident on a wellbeing assessment and recommended anxiety management strategies based on findings. Set person centered goals and documented evidence-based rationale.
• Reflected on outcomes of interventions via self-report measures and made adaptations accordingly.
• Engaged with and evaluated a wide range of population health evidence, applying it to practice.
• Produced volunteer competencies so volunteers had a structured program to work through at the center.
• Raised Safeguarding issues appropriately.
• Engaged in reflective practice through weekly reflections and supervisions with Placement Educator.
• Attended additional training in Suicide First Aid to support practice.

The men’s group is still ongoing weekly, self-run by residents. Feedback from the resident said he felt "calmer" and better able to manage his anxiety as a result of anxiety management strategies.

6-week university placement on the Older Persons Admissions Unit (OPAU) at Royal Bournemouth Hospital. OPAU is a 50-bed acute admissions unit caring for frail parents, with the aim of preventing unnecessary deconditioning and readmissions of patients.

• Carried out Comprehensive Geriatric Assessments. Evaluated patients’ mobility, cognition and mood, and social and environmental factors through standardised verbal and observational means.
• Completed a home assessment with supervision.
• Utilised available information via patient notes to inform practice. Made various phone calls to patients’ Next of Kin to gain extra information on the patient and facilitated, sometimes challenging, conversations regarding patients’ care and health.
• Based on findings, prescribed adaptive equipment and made referrals to appropriate care package and rehabilitation providers, with the goal to improve quality of life and independence upon discharge.
• Attended and contributed to regular MDT handover meetings.
• Consistently and accurately documented SOAP notes.
• Completed a service improvement presentation focussing on incorporating mindful activities in the hospital environment to alleviate the effects of delirium.