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MSc CLINICAL

PLACEMENTS HANDBOOK

Manchester Metropolitan UniversityMSc Speech Pathology and Therapy

ACADEMIC YEAR 2016-2017

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CONTENTS

- Introduction p.3

- Glossary of Terms & Placement Calendar p.4 & 5

- Guidelines for block organisation p.6

- Induction procedure p.7

- Day to day organisation p.10

- Monitoring meetings and end of placement report p.13-- Accessing support – Clinical Educators p.16-- Accessing support – Students p.17

- Peer placements p.18

- National Standards for Practice-based learning p.20

- Information specific for each placement p.22

- Speech and Language Therapy Staff List p.23

- Learning Objectives Year 1 Spring 48-49

- Learning Objectives Year 2 Autumn & Spring 50-51

- Clinical Educator Feedback Form (END OF DAY/WEEK) 52

- Session Plan Formats & Session Plan Examples 53-62

- Appendices p.65

Useful Forms (colour coded – yellow)i) Induction checklist p.66ii) Weekly record sheet p.67iii) Feedback forms p.68

Mandatory Forms (Colour coded – pink)iv) Learning contracts p.69v) Mid-placement review and learning outcomes p.71-73

vi) Student feedback checklist for Clinical placement p.74-77 vii) Year 1 End of Placement Report Forms p.78-91

viii) Year 2 End of Placement Report Form p.92-107

ix) Clinical Educator standards for practice-based learning p.108-111x) Clinical Educator self audit & action plan p.112xi) Royal College of Speech and Language p.113

Therapists Dysphagia Training and Competency Framework xii) References p.114-115

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INTRODUCTION

Thank you for helping with clinical education.The information included is relevant to the MSc (Hons) Speech and Language Therapy at Manchester Metropolitan University (MMU). There are colour coded sections: general information is in white, information specific to individual placements is in blue, relevant documentation that is mandatory is in pink; and useful optional forms are in yellow.

This manual should provide you and your student with the specific information you need in order to have a successful placement. Clinical Educators ask for a range of information to help them to work with their students. It is hoped that as much as possible has been included in this manual to be helpful to you.

If you would like to be able to complete the Placement Report forms electronically or have an electronic version of the manual please email:

Clinical Placements Administrator – Andrew Johnson Tel: 0161 247 2583 Email: [email protected] SLT Placements Administrator, Manchester Metropolitan University, Faculty Student and Academic Services, Brooks Building, Birley Campus, 53 Bonsall Street, Manchester M15 6GX

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mailto:[email protected]

GLOSSARY OF TERMSClinical Educator (CE)The SLT undertaking clinical education of the student as part of placement provision.(also known as Practice Educator, Placement Educator, Supervisor or Mentor)

Student Co-ordinatorSLT with responsibility for ensuring smooth running of placement within her/his Trust/School/Establishment. Receives requests from HEIs, circulates to staff and oversees timely return of offers. Provides information and support for CEs undertaking student training. Keeps records of placements offered.

Block Co-ordinator (BC)SLT with responsibility for overview of the block placement ensuring the needs of the student(s) are being met. A point of contact for the HEI and student(s). Co-ordinates meetings, assessment as appropriate and completion of relevant documentation.

Placement Provider (PP)Trust/Institution taking group of students on placements.

Higher Education Institution (HEI)The HEI of Manchester (UofM), Manchester Metropolitan HEI (MMU)

Clinical Co-ordinator(MMU)Personnel within each HEI responsible for organising the clinical education for students.

Tutor (MMU)Personnel who are involved in the support of students’ clinical practice Clinical Placements Administrator (MMU)Personnel with each HEI responsible for administration of student clinical placements and the first point of contact for any queries arising on placement for students and clinical educators.

Clinical Education Support Centres (CESCs)A new initiative designed to increase capacity and to develop the quality of clinical education. Each CESC has a Practice Educator who provides support for Clinical Educators and students within a designated geographical area.

Professional Portfolio The Professional Portfolio is a collection of evidence to demonstrate continuing acquisition of skills, knowledge and attitudes. The student keeps a record and reflective diary of placements, reading and personal/clinical development, collates samples of coursework, report forms and clinical assessments. Helps to prepare student for recording of CPD as required by RCSLT and HCPC.The MSC students are encouraged to keep a Professional Portfolio each year.

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MMU MSc Placements Calendar Academic Year 2016-2017Sept. & October 2016

November2016

Dec2016

January2017

February2017

March2016/17

April2017

May2017

June2017

July2017

August 2017

Year 1 MSc Year 120 Days Tuesdays & Wednesdays (Paediatric)(11/01/17-16/03/17)

Year 2 MSC Year 2 (Starters in Sept.2016) 7 week block Year 24 days per week (Adult Neuro)(09/2017-11/2017)

MSc Year 2 (starters in Sept. 2015) 10 week mini-block Year 2(3 days per week) (Paediatric)(11/01/17-14/03/17)

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Guidelines for block placement organisation in collaboration with the Student Coordinators North West network, Clinical Education Support Centre Practice Educators, Speech and Language Therapy students and the North West HEIs.

These guidelines are suggestions for organising block placements only. It is recognised that these guidelines will not be achieved for all blocks or all departments. Block placements that cannot achieve the guidelines suggested will still provide a valuable learning experience for the student. It may be helpful to discuss these block placements with the HEI to ensure students and clinical educators are supported and prepared as appropriate.

If more than 3 clinical educators are involved in a block placement then where possible it is advised that the number of locations the student is expected to work in should be kept to a minimum i.e. one or two.

More than 5/6 clinical educators in one block placement even in one location can affect the quality of the placement for the student and this should be the maximum number involved where possible.

It is helpful to have at least 2 clinical educators who are involved throughout the block so the student can show progression and development. Split placements with different clinical educators for the first weeks then changing for the last weeks can be difficult for the students to demonstrate growth of clinical skills.

Split days in different locations, with different client groups or different clinical educators should be kept to a minimum where possible. If split days do occur an attempt to build in flexibility for discussion and feedback would improve the learning opportunity for the student.

At the mid placement review go through the report form for the student to have some specific, objective feedback on progression and areas to develop further.

Ensure all relevant clinical educators are involved in completing the report form and mark prior to the final feedback session with the student (see report form for further instructions Appendices vii and viii).

Interprofessional learning opportunities should be made available to the student when possible on block placement particularly if this involves learning with other healthcare students.

NEW - Equitable allocation of placementsFrom 2016 the HEIs will move to a new system of placement allocation to bring speech and language therapy in line with nursing and other allied health professions such as physiotherapy.Requests for placements often results in a surplus of one type of placement and a dearth of others. This means that a great deal of time is spent by the HEI and your SLT teams negotiating changes to the offers already submitted. Some organisations over-offer placements and some under-offer (based on the staff whole-time equivalents provided). This has led to very late confirmation of placement which leads to stress to both students and clinical educators.To address these issues, we will move to an equitable allocation system. This means that we will liaise with local Practice Educator Facilitators (PEFs). PEFs will check that we have accurate whole time equivalent staff data for each service. Based on actual staffing levels, the HEIs will then request a specific set of placements which can then be fulfilled across the staff group. The commitment required from each clinical educator will remain the same.

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http://nursingcareers.nhsemployers.org/browse-segments/acute-and-critical-care/level-5-education/practice-education-facilitator.aspx

We are currently liaising with the PEFs and the North West Placement Development Network to move to the equitable allocation system. For further details, please contact us or attend the North West Student Co-ordinators’ meetings.

Pre-placement pack This should be supplied by all placement providers for the student before the start of the placement. It helps to ensure that the students and the CEs are both well-prepared and informed about the placement. This should include a brief description about the specific placement(s) including nature of client group, setting, lunch arrangements, timetables, maps, travel info and dress code. Some client-specific background reading suggestions should be included in the pack.Please note where necessary the following advice should be followed from the Medical School Charter, ‘General appearance, facial expression and other non-verbal signals are important components of good communication in the wider UK community. Any form of dress which interferes with this (such as covering the face or wearing excessive jewellery) should be avoided’.

Students should contact the clinical educator at least three weeks before the placement.

Induction procedure

Disclosure and Barring Service checkStudents are told that they must have the number and date of issue of their enhanced Disclosure and Barring Service (DBS) check available if it is required for the placement. Placements and schools are not allowed to ask to take a photocopy of the student’s DBS form as this contains confidential information about the student. Please inform the student if they need to bring this documentation with them. They will all have completed the HEI health check.

Mandatory trainingThe students will have completed the HEI training on infection control, manual handling, Cardiopulmonary resuscitation (CPR) and fire safety.

IdentificationStudents should bring their student identification card with them to the placement.

Induction meetingInduction should be carried out by a clinical educator with student(s) at the beginning of a placement. In the case of a block placement it would be useful for the block co-ordinator to meet the student(s) to give a general overview of the placement and to discuss the requirements of the student(s), e.g. learning aims. Discuss which aims/objectives could be met in particular sessions of placement and which CE will be responsible for overseeing that specific area.It may be possible to start to write a learning contract. The student takes responsibility for negotiating objectives and records these with the help of the educator.

Induction topicsAt the induction meeting the following should be covered:Please see induction checklist

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https://www.gov.uk/government/organisations/disclosure-and-barring-service/about

https://www.gov.uk/government/organisations/disclosure-and-barring-service/about

http://sites.bmh.manchester.ac.uk/sltsp/nwsc/

http://www.uhsm.nhs.uk/academy/nwpdn/Pages/home.aspx

1. Exchange contact telephone numbers/addresses between CE/s and student/s. It is helpful to exchange home telephone/mobile numbers in case of illness occurring the night before clinic. Introduce to other relevant staff.

2. Establish the time a student is expected to arrive at clinic and leave, taking into account issues re: public transport and when the student can take a lunch break. clinical educators are asked to recognise that on some placements students have lengthy travelling times and family commitments. Ensure timetable is finalised and explicit so student can plan travel accordingly for whole placement.

3. Agree date and venue for clinical assessment of student, where appropriate. See relevant sections in the manual re: clinical assessment. If video equipment is required organise date in advance especially if booking “in house” equipment.

4. Describe the placement and clearly define the student’s role and the clinical educators’ expectations of how the student will behave. List tasks the students can undertake if a CE is unexpectedly detained, e.g. looking through client files, looking at assessment/therapy materials and the independent learning activities (held by the student coordinator) etc. Also outline what you expect them to contribute in meetings. You may wish to clarify that they only contribute if this is discussed beforehand with the clinical educator. (This could be in a written format.) In certain situations it is acceptable for students to work with assistants. clinical educators must ensure students are fully briefed prior to and following these sessions.

5. Students from both MMU and U of M will have carried out the core skills training that covers; Basic life support, Infection control, Manual handling, Fire prevention and awareness, Conflict resolution, Equality and diversity, Health and safety, Safeguarding adults, Safeguarding children, Information governance. http://www.cmtpct.nhs.uk/north-west-core-skills/core-skills-framework/

It is important to inform the student about Health and Safety regulations locally. For example, confidentiality, fire alarms, emergency evacuation, first aid facilities, risk assessments, accident reporting procedure (students must also contact HEI to report any incidents or risks on placement), personal safety measures. You must also cover local equal opportunities and anti-discriminatory policies. Students are responsible at all times for their own and their clients’ health and safety within the placement and they should not compromise the health and safety of the clients. It is acceptable for students to work on their own in healthcare or education establishments as long as the clinical educator is contactable and they have a named contact on the premises who knows they are in the building.

Students will not be expected to carry out domiciliary visits alone due to Health and Safety requirements.

6. It may be useful to talk through student’s preferred “learning style”. It is the student’s responsibility to bring any documentation to use as a basis for discussion and for CE to try to incorporate preference wherever feasible. Clinical educators may wish to use questions to support discussion regarding learning styles such as;

Do you have an identified learning style?

How do you learn best?

How can we best support your learning on this placement?

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http://www.cmtpct.nhs.uk/north-west-core-skills/core-skills-framework/

For further information on learning styles you can access articles and information on the following websites:www.memletics.comwww.LSRC.ac.uk

7. Students with declared/disclosed disabilities will have been given a personal learning plan that is accessible to academic staff. Where a student chooses to disclose their disability they should inform the HEI of this so that the HEI can forward the details of the personal learning plan and support materials so that the CE can make appropriate adjustments. The HEIs have specific guidance material on ‘Supporting dyslexic students on practice placements’. This is available to clinical educators and students.

8. Goal setting for the placement:The student and clinical educator jointly:

Agree learning aims for the placement and methods of achieving them with use of learning contract. Student takes responsibility for this and ensures it is available for all CEs to monitor and update when necessary.

Make a date for mid-placement evaluation of progress towards these aims. For block placements this should be with the block co-ordinator.

SEE END OF PLACEMENT REPORT FORMS FOR LEARNING OUTCOMES OF EACH INDIVIDUAL PLACEMENT

9. Discuss any coursework/ specific tasks the student has to complete whilst on placement and negotiate how and when these may be achieved. Student takes responsibility for these tasks.

10. Go through with the student which documentation they must fill in e.g. session planning, evaluation, and feedback forms etc. This may vary for each HEI. The student will know which are mandatory for them.All forms are available on the web site.

11. Where required, it is advisable for the block coordinator to set a date when all the clinical educators can meet to discuss student(s) end of placement report. This should be set as early as possible so students receive verbal feedback before they finish the placement.

All PINK forms are COMPULSORY and are located in the appendix. The white forms in the appendix are optional. Students and CEs will need to discuss which optional forms are to be used during the placement.

11. Where required, it is advisable for the BC to set a date when all CEs can meet to discuss student(s) end of placement report. This should be set as early as possible so students receive verbal feedback before they finish the placement.

PROCEDURE TO BE FOLLOWED IN THE ABSENCE OF CLINICAL EDUCATOR

Although it is not recommended, it is acknowledged that on occasion a Clinical Educator may be called away from the clinical setting, leaving a student alone.The Royal College of Speech and Language Therapists recommend that if students are left alone, then they should have the telephone number of a speech and language therapist who has agreed to be responsible for the student. This Clinical Educator does not have to be in the building. Additionally, the student should know the name of a person in the building in case of emergency.

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http://sites.bmh.manchester.ac.uk/sltsp/mmuplacements/

http://www.lsrc.ac.uk/

http://www.memletics.com/

This person should be informed that the student is being left alone. Whilst these guidelines are given, each situation needs to be considered individually with the needs of all parties being taken into account.

For ideas to use with students when clinical educators are absent see the booklet Independent Learning Activities collated by the CESC Practice Educators. This may be downloaded here:http://sites.bmh.manchester.ac.uk/sltsp/UoMPlacements/IndependentLearningActivities.pdf

PROCEDURE TO BE FOLLOWED IN THE EVENT OF STUDENT ILL HEALTH

If students miss any clinical sessions due to illness they must notify their clinical educator before the session occurs. If the student reports ill health this will need to be recorded by the Clinical Educator for the report form, and by the student on their clinical sessions monitoring form. If the absence is longer than a week the student must inform the HEI who will ensure the student follows the correct health policy. If a Clinical Educator has concerns about a student’s physical or mental health which may affect the student’s well being or the well being of others they must immediately contact the HEI. Students are aware that if they miss any clinical practice sessions due to ill health they must carefully monitor this and notify the HEI if they are not going to achieve sufficient practice sessions.

N.B: All students who are pregnant must notify their personal tutor/academic advisor, the school placement and the placements coordinators as soon as possible so we can let the school and clinical placement providers know, enabling them to carry out a risk assessment of the placement.

DAY TO DAY ORGANISATION

Where possible, try to include a wide range of clinical opportunities, in particular: Inter-professional learning, where students can learn from other professionals and

fellow students from other backgrounds in a clinical context.

Other examples include: Working with clients with a range of ages, backgrounds, cultures, presenting disorders,

aetiologies etc. Working within a range of clinical settings/ context and modes of delivery: ward rounds,

planning and review meetings, case conferences, SIGs, staff/department meetings Group work Evening work Intensive intervention Working with carers, key workers etc Concentrated experience (e.g. acute rehab, language units) Session planning, observations, being observed etc Training others, e.g. carers, health/education professionals

The aim is not for the CE to change his/her day, client group, mode of delivery etc. Students need to be prepared for the reality of the SLT job and need a variety of experiences.Clinical Educators should be prepared to allocate time during each day for discussion of cases, observation of students, etcIt is highly inadvisable for the CE to retain a full caseload in addition to the student’s caseload, for a variety of reasons. Clinical Educators are recommended to obtain the support of their managers regarding the provision of placements and the implications for caseload management. CEs should also refer to their local departmental policy on the provision of student placements. In view of the

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http://sites.bmh.manchester.ac.uk/sltsp/UoMPlacements/IndependentLearningActivities.pdf

student’s lack of experience and need for supervision, it is unethical both in terms of client care and student education for students to work without observation, feedback and discussion for the majority of the placement.

It is also essential for the Clinical Educator to consider the student’s overall workload, particularly relevant during a block placement. The student should take responsibility for recording agreed objectives and the CE to take a copy of these.

Consent for therapyThe Communicating Quality 3 (RCSLT, 2006) guidelines on consent are adhered to. i.e.:

‘Therapists are required to seek the consent of an individual, obtaining either written or verbal consent from the individual or their carer prior to service involvement’ (p18).

The type of consent obtained (‘implied’ or ‘expressed’) will be set by individual SLT departments so students must follow local guidelines.CQ3 (2006) advises that written consent is RECOMMENDED for intervention involving working with a student (p.20).

CONFIDENTIALITYStudents are made aware of the importance of confidentiality regarding client information. It is important that you ensure the students do not take with them any sensitive information that should not leave locked NHS/Educational establishments and please continue to remind the students how you expect them to maintain confidentiality.

Confidentiality and social networking sitesStudents are made aware of the potential problems with using social networking sites and have information, verbal and written, regarding their use at various points throughout the programme. They are specifically aware that they could breach their professional code of conduct if they;

share confidential information online post inappropriate comments about colleagues or service users use social networking sites to bully or intimidate pursue personal relationships with patients or service users distribute sexually explicit material use social networking sites in any way which is unlawful.

If clinical educators have any concerns about the students use of social networking sites they must contact the HEI at the earliest opportunity.

The following points should be considered when supporting students on placement:

a. The student’s workload should consist of a maximum of 3 significant client related sessions per half day. (A significant session is one where prior planning is required and may include: 1:1 therapy, group therapy, case history, carer interview, planning/feedback session with support worker etc.)This would need to be reduced accordingly for a peer placement, block placement or if the student has identified learning needs. The student should take responsibility for monitoring workload using the weekly record sheet of clinical planning (Appendix ii). Please also give block placement students time to find or prepare clinical resources on the placement as they may have very limited or no access to the HEI clinic resources.

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b. The workload should be built up gradually over the first few days of the placement, maybe with the student observing the Clinical Educator initially and then taking progressively more responsibility for the management of each case, or for the management of certain agreed aspects of a particular case, (depending on the level of the student). It is not always expected that a student will be aiming for full independent management of all cases. It is desirable that some cases will always be shared between student and Clinical Educator. This allows the student to gain experience of working with more complex and/or sensitive cases, without being expected to take responsibility for all aspects of management.

c. Students benefit from and value the opportunity to observe the Clinical Educator throughout the placement. Although the quantity of observation may decrease over time it is suggested that opportunities for some observation, perhaps parts of sessions, continue. It is recommended that observation questions/worksheets are set by Clinical Educators.

Guidelines on ‘Observation’Stengelhofen (1993) states that sessions "which appear simple on the surface" can only be carried out competently after much practice. Sessions are often modified, while being executed, through the clinical educator reflecting on what is happening and making decisions on the spot. Much of the complexity is lost on the inexperienced/naive observer. Clinical Educators need to make students' observational experiences as active and productive as possible, helping them to not only see what is going on at surface level, but also to be aware of the thinking activities hidden from view.

It is also important to remember that observation alone is of limited use. Observations need to be supported by reflection and the student needs to learn to make deductions and draw inferences from what has been seen and heard. The student must also learn to think about what was not seen during the session and to determine the additional information that may need to be obtained in future session(s) or from other sources.

d. The Clinical Educators must explain procedures regarding the writing of reports and case notes (refer to CQ3 and own departmental policies) and the CE must oversee and countersign any notes written by student within 24 hours of session.

e. Each student should keep a record of their clinical experience in their Professional Portfolio.

f. The student will have specific tasks to carry out whilst on the placement. These may include specific observation tasks, collecting data for class-work or case studies. Students will have been briefed about this work and it is their responsibility to tell Clinical Educators about these tasks and negotiate about their completion, preferably during the Induction process. g. Students should begin writing out session plans ASAP after the start of the placement.Student session plans should be discussed prior to the session and amended as necessary, on the Clinical Educator’s advice. It is helpful if the student includes a means of recording the client’s responses, in the session plan, which he/she works from during the session. This will aid discussion and evaluation after the session. It is the student’s responsibility to plan sessions appropriately using their HEI’s documentation.

h. Clinical Educators should always be explicit about what they want a student to achieve: “By the end of today/next week I want you to present/ be able to / hand into me…..” etc. The student takes responsibility for recording this on the weekly record sheet - see Appendix ii.

i. Students should evaluate each session and be encouraged to approach this in a systematic fashion. j. The feedback given by the Clinical Educators to students should be clear and explicit – (see next section for more information.)

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MONITORING MEETINGS RE: STUDENT PROGRESS

Giving feedback to students

Inform student how and when you intend to provide feedback Give specific feedback at least after each ½ day session. Take notes during clinical sessions to provide specific examples Start with student’s self evaluation – (give them some thinking time first) Ensure that the student identifies some positives Ask the student to identify possible reasons for their performance Following discussion the student should be encouraged to make notes e.g. areas to

build on Use questions as well as statements Balance negative with positive – it is a good idea to start with some positive points Tackle any problems one at a time Encourage open dialogue

AT ALL TIMES BE: CONSTRUCTIVECONSISTENTDIRECTFIRMHONESTSENSITIVESUPPORTIVE

Clinical Educators and students should keep written records of feedback in order to mark progress and to demonstrate if the students have carried out tasks suggested/requested. A feedback form is included (see Appendix iii). This form also gives the student the opportunity to give feedback to the CE. It is useful if the CE takes a copy of this form. This will help the CE to compile the end of placement report.

The student should always evaluate their own performance. The Clinical Educator should assist in this process by giving feedback on this evaluation and helping the student to set realistic and practical aims for their clinical development.

Mid-placement discussion (please use the mid-placement review checklist and learning outcomes sheet Appendix v)

Specific time should be set aside half way through the term for the student to reflect how the placement is progressing, (date agreed at induction). It is the students’ responsibility to ensure the mid-placement review takes place and if there are any difficulties arranging this review they must contact their HEI. The student and the CE/BC will look back at the aims set at the start of the placement and review how far they have been met. Reasons for meeting/not meeting these aims will be discussed and the aims and methods for the rest of the placement will be agreed.

The CE/BC should use this opportunity to voice any concerns about the student’s progress which haven’t already been raised. The student should be asked to comment on how the placement is progressing so that any concerns can be addressed promptly. The final placement report form may also be used to evaluate mid-placement progress.

The student/CE may want to monitor progress towards the acquisition of the learning outcomes throughout the placement using the mid term review sheet to develop learning outcomes (see Appendix v). These can be used as the basis for discussion to see if objectives on “learning

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contract” are being met. A CE may wish to review these on a weekly basis if the student needs more support.

End of Placement Meeting

Students will have received feedback throughout the placement both in relation to individual client management and the acquisition of clinical competencies. The mid-term review will have provided the opportunity for formal reflection on how the student is progressing in this placement.

Towards the end of the term the Clinical Educator and/or Block Co-ordinator should plan the completion of the end of placement report form (see Appendices vii and viii). The aim of the report form is to summarise the student’s performance to date, and to identify areas to be worked on in the future.

One report form per student is required, therefore all CEs who have had contact with the student should arrange to meet to discuss the contents and marking before the end of the placement so the student is able to receive verbal feedback (where appropriate).

Marking for students who are on day release placements will be carried out by that student’s Clinical Educator. On block placement, where there can be up to 4 different Clinical Educators completing the final report form can be more complicated.

Where students are given a mark on a block placement, input from all the Clinical Educators will be taken into account. The Block Co-ordinator or the Clinical Educator who has had most involvement with the student will typically take the lead in compiling the comments from the Clinical Educators and gaining the Clinical Educators’ views on the marks for each section. Clearly this system may be problematic for some students where there is disparity between their performance with different Clinical Educators and client groups. It will be essential for the compiler of the report form to negotiate the mark that is the fairest for the student highlighting in detail any areas for learning in the comments sections. The clinical report form is one way the HEIs are able to assess the students’ clinical skills using the opinion of clinical Speech and Language Therapists who are assessing the students on a daily basis. It is much more useful to have one overall clinical mark from each block placement that reflects that student’s general clinical performance. It is vital that Clinical Educators are as frank and detailed as possible when writing these reports. Please discuss any issues with HEI staff as appropriate.

It is recommended that the CE and student discuss the report thoroughly before returning it to the HEI, where it will be read by the Clinical (Placements) Coordinator/ student’s personal tutor. Any issues of concern will be followed up with the student and the HEI will inform the CE of action taken where appropriate.

Student Feedback Checklist for Clinical Placements

The MMU student will bring their completed ‘Student Feedback Checklist for Clinical Placements’ (see Appendix vi) to the end of placement meeting. This form is part of the quality assurance process for clinic placements. These feedback forms will be collated by MMU and the information will be sent to each department’s student coordinator.

UoM students now complete an online feedback checklist at the HEI and the information will also be sent to each department’s student coordinator.

It is recommended that all Clinical Educators facilitate the feedback quality assurance process by discussing the forms or by using their own forms/questions with their students and implementing any agreed changes as appropriate. In some cases students may wish to keep their feedback anonymous and can hand this form into the HEI without their placement provider having a copy.

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The feedback will then be passed back to that placement provider anonymously when the forms are collated by the HEIs.

The HEIs appreciate that student feedback to CEs can be a difficult experience for both the student and CE. However, Clinical Educators usually provide high quality placements and it is hoped that they welcome the opportunity to receive both positive feedback and any suggestions for improvements.

WHEN TO CONTACT THE HEI

Clinical Educators are encouraged to contact the HEI at the earliest possible opportunity if there are any concerns about a student. This gives time to agree on any action to be taken and for it to be carried out. Calls may remain confidential, and often an early discussion about a difficulty may result in it being resolved without intervention from the HEI or undue anxiety being caused. The HEIs have a policy of not normally passing on previous information about students’ clinical/academic performances to Clinical Educators before the placement begins. It was felt that this policy should be adopted in order not to bias Clinical Educators towards or against students. However the HEIs will inform the Placement Provider and Clinical Educator if a placement is a resit placement. The HEI will also inform the Placement Provider and CE If the placement is an additional placement preparing a student for a clinical reassessment.

If a Clinical Educator is concerned about any aspect of the clinical progression of her/his student, the following suggestions may be useful:

CEs should in the first instance discuss their student with another experienced Clinical Educator from within their department, with the block co-ordinator, or the Student Placement Co-ordinator or the Practice Educator where appropriate.

To facilitate more effective evaluation by the student, audio/video recordings, or role play can be useful. The HEI may be able to arrange the loan of video recorders if there are none available locally

Some students’ clinical difficulties benefit from extra support from HEI staff. In such cases special tutorials may be arranged to augment clinical practice.

If a Clinical Educator is unable to resolve any difficulties with a student, the Clinical (Placement) Co-ordinator, or another HEI tutor, may be available to carry out an advisory visit to the clinic.

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Accessing support – Clinical Educators

Student not achieving learning outcomes

Concerns around Clinical Practice /

Professional IssuesAttendance Issues

Address initially with student on an informal basis. If no improvement, or serious concern: -

Contact clinical administrator:- Andrew Johnson

Placement Administrator (247 2583) Manchester Metropolitan University slt.placements @mmu.ac.uk

If your call has not been returned within 48 hours, please call the general office

MMU – 247 2591

HEI Tutor/clinical teaching fellow (CTF) to discuss areas of concern with CE and student together or separately as appropriate.

Action Plan formulated with agreed goals and timescale. Relevant documentation completed. Further tutorials with HEI tutor/clinical teaching fellow (CTF) as appropriate.

Improvement in Practice

Maintain supervision and support / review

with CE

If problems re-occur

No improvement in practice

CE to keep clear and concise documentation.

Further contact / support between CE and HEI tutor/CTF

Student kept fully aware and appraised.

Further review or action.

Discuss with a peer, Student Coordinator or CESC Practice Educator

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Accessing Support - Student

Concerns identified, e.g. workload, interpersonal relationship with Clinical educator, client group, unprofessional conduct. Professional and conduct concerns observed by student within the Trust. (i.e. Whistle blowing)

Discuss concern initially with Clinical Educator. N.B. This is the preferred initial route of contact. If no improvement or serious concern:

Discuss concern with trust student coordinator or CESC Practice Educator (if relevant). If no improvement or serious concern:

Contact Clinical Teaching Fellow (CTF) / tutor at HEI

Action plan devised which may include: No formal contact with CE Tutor/CTF to encourage student to discuss

with Clinical Educator Tutor/CTF to contact Student Co-ordinator

Clinical Educator

Concern resolved Concern unresolvedRevisit Action Plan

Feedback to student on what action has been taken

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What happens if a student fails his/her clinical placement?

Students must pass every aspect of clinical training at a mark of 50% or above. No compensation can operate either between clinical marks or between clinical marks and academic marks.

In the case of a failing student (there may be indications of this early in the placement) there will be close liaison between the HEI Clinical (Placements) Co-ordinator or the student’s personal tutor and the clinical educators involved. Every effort will be made to support the student jointly to achieve competence on placement. If the student goes on to receive a fail mark in their clinical report the student will have to resit their clinical placement in a different department. The student will be informed of the required action.

If the student passes the resit assessment the mark will be capped at 50%. If the student fails this extra experience, then s/he will not be permitted to continue with the clinical component of the MSc Honours Speech and Language Therapy degree.

The HEIs will inform the Placement Provider and Clinical Educator if a placement is a resit placement. (RCSLT National Standards for Practice-based Learning, 2005, 6.5). The HEI will also inform the Placement Provider and CE if the placement is an additional placement preparing a student for a clinical reassessment

HEI Insurance Cover

HEIs have insurance which covers against legal liability to third parties for loss of or damage to their property, happening in conjunction with the activities of the HEI - This however must be viewed in conjunction with the placement organisations insurance arrangements.In summary, students have certain cover under the HEI Public Liability insurance cover but this does not replace the necessity for the placement organisation to confirm cover under their policies.Personal injury to students is a separate issue and is not covered by the HEI’s policy. A student injured in a placement where the clinic provider was negligent would be able to claim against the provider, though negligence may be difficult to prove. However, it is also possible that a student could incur injury in a placement without there being any negligence on the part of the clinic provider; for example falling down by accident or being assaulted by a patient not known to be violent. In this case, a student has no cover. Such an incident is no more or less likely to happen in clinic than in everyday life, but we would like to draw it to the attention of students as they may wish to consider taking out their own personal accident cover.NOTE: If students use their own car for clinical placements then they must inform their car insurance companies. Please note: Student members of RCSLT are now covered by professional indemnity.

PEER PLACEMENTS

Peer placements refer to the placement of two or more students together in one placement team. Peer placement not only makes maximum use of the number of placements offered, but also provides a learning environment which can prove as effective, if not more so, than single student placements.This type of placement works best if the students are able to work well together. The HEIs will attempt to place students together with similar placement marks where this information is available. One student feeling intimidated or overshadowed by another will not lead to effective learning, or be an easy situation for the clinician. Students’ individual clinical strengths and learning needs have to be taken into account.

Suggestions for facilitating peer placements:

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The students should work together as much as possible. One student can observe the other working with a client and record certain aspects of the client or student behaviours. Both students take part in post session discussion. Joint planning can occur initially, with students eventually taking responsibility for individual clients/parts of sessions.

If it is inappropriate for the student to observe their partner with a certain client, he/she could either be reading/reflecting/planning for one of his/her own clinical sessions, or could be researching for their partner’s client. Students could then report on their findings/experiences and both contribute to the discussion that ensues.

The students benefit from observing the CE working with clients to gain a good clinical model. They can then discuss the theory together and put this into practice, supporting each other.

The students can work effectively in group settings, taking specific responsibilities for planning and running parts of sessions.

Students working together can actually provide a better learning experience by increasing the quality of reflection and discussion times. Students can provide support for each other, both emotionally and practically and they can give each other feedback as well as that from their CE.It is important that the CE keeps ongoing records on the progress of each student, making notes on those things which contribute towards the end of placement report, and that there are opportunities to observe each student independently. This is to ensure that one student’s strengths or weaknesses are not ‘masked’ by the other.It may be useful to discuss with colleagues or to “trial” as part of a student placement.

Resources

MMU will enable clinical educators to access the resources that are held at the HEIs in their clinic/resource room, such as assessments and materials. If you would like to look at any of these resources please contact the relevant HEI for further information and to arrange an appointment during the holidays.

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RCSLT Standards for Practice-based Learning (www.rcslt.org)

The RCSLT Standards for Practice-based Learning are an opportunity to capture all relevant standards in one place, endorsed by the professional body. Although generic standards have been developed by external agencies such as the Quality Assurance Agency (QAA) and the Health Professions Council (HPC), it is important to have speech and language therapy-specific practice-based learning standards.

The standards specify the responsibilities of the HEIs, the Placement Providers, the Clinical Educators and the students. This makes clear what is expected from all those involved in practice based learning. The standards are accompanied by a self audit document for each stakeholder to complete. This will enable those involved to monitor and record the standards they are achieving and how they intend to achieve those they are not currently meeting.The students are responsible for meeting the student standards and will complete a self-audit for each clinical placement. Clinical Educators are expected to complete the self audit and summarise this in the action plan which they then send to their student coordinator. The paperwork has been included in the appendices. Student coordinators complete a departmental audit on an annual basis to identify any standards that have not been met using the information provided by the CEs. They will address these issues with an action plan and inform their SLT lead. The SLT lead will support the SC with any action that needs to be taken and will address any standards that need to be considered at Trust level.

Guidelines for carrying out the audit process

You will need:SPLs flow chart (page 23)SPLs audit checklist for CE (Appendix ix)Audit summary / Action plan for CE (Appendix x)

Clinical Educator 1. Carry out the self audit at the end of each placement2. identify those standards not met, which you can address yourself3. decide how you can address these and enter in action plan4. note down standards which you cannot address yourself5. send a copy of the action plan to your Student Coordinator

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http://www.rcslt.org/

RCSLT SPLs Self Audit Tool

Student Coordinator - collates targets not met by CEs and completes annual

departmental auditCompletes and implements

departmental action plan

Clinical EducatorsComplete Self Audit following each student

placement Identify standards not met

Complete action plan

Identifies standards which cannot be addressed by

SC

Implement action plan of those targets CE can address

Support CEs to meet targets

Practice EducatorSupports SC

through links with HEIs

SLT Lead collates audit from SC at end of each

academic year, addresses remaining

standards and supports SC in implementing

action plans

Copy to

Send to

SLT Lead cross references audit and action plan with Skills for Health

Interim Standards

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SPECIFIC INFORMATION FOR EACH PLACEMENT TYPEInformation is included re; each individual placement type describing clinical experiences and education, learning aims and outcomes etc.

End of placement report forms are placed in Appendix vii and Appendix viii. See pages below

Year 1 Term 2 (Spring) p. 76-89

Year 2 Autumn Block & Year 2 Mini-Block (Spring) p. 90-104

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MANCHESTER METROPOLITAN UNIVERSITYMSC (HONS) SPEECH PATHOLOGY AND THERAPY/

STAFF LIST 2016-2017

Name Email Phone

Sue Barry [email protected] 0161 247 2568

Simone Bol [email protected] 0161 247 2772

Janet Edwards [email protected] 0161 247 2573

Juliet Goldbart [email protected] 0161 247 2578

Anne Hewitt a. [email protected] 0161 247 2574

John Lancaster [email protected] 0161 247 2571

Jane Lowe [email protected] 0161 247 2572

Julie Marshall [email protected] 0161 247 2581

Janice Murray [email protected] 0161 247 2570

Julie Phillips [email protected] 0161 247 2575

Jen Read [email protected] 0161 247 4614

Jois Stansfield [email protected] 0161 247 2577

Emma Turley [email protected] 0161 247 2595

Fay Windsor [email protected] 0161 247 2355

Suzi Willis [email protected] 0161 247 4639

Andrew Johnson [email protected] 0161 247 2583

Year 1 Term 2 (Spring)

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2 days (Tuesdays & Wednesdays) for 10 weeks: 10th January to 17th March 2017

Background InformationPlacement Experience:

Autumn Year 1:

Students will have done 5 days in the Early Years Educational Setting in a mainstream nursery and reception

Academic Study:By the end of their first term students will have developed an understanding of:

Linguistics and Language Acquisition

Theory of typical language development across the lifespan.

Analysing (developmental/typical/disordered) grammar, semantics and pragmatics, and interpreting these analyses in relation to general linguistic frameworks/theories.

Psycholinguistics, including neurolinguistics, and its use in interpreting communicative practices relevant to SLT.

Sociolinguistics, including multilingualism and discourse analysis, and its use in interpreting communicative practices relevant to SLT.

Skills to prepare and conduct linguistic data collection in a school environment.

Phonetics and Phonology

Key theoretical concepts and practical skills in phonetics and phonology; phonological analysis and assessment; phonological assessment of child speech; interventions for children with speech sound disorders.

How to apply the underpinning theories of phonetics and phonology to the process of speech production and analysis.

Detailed, accurate and fluent analyses using auditory information from a range of speech data.

Appropriate frameworks for the phonological analysis of clinical data.

Academic and Professional Practice in Speech and Language Therapy

Reflective practice as a requirement of academic and professional skill developmentProfessional skills: Knowledge of the professional bodies (RCSLT and HCPC) and their relevance to practice; the Core Skills Framework; issues of consent, confidentiality and duty of care. Students will also undertake a placement within an early years educational

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setting.Professional communication skills: Communication with clients and carers, as well as presentation skills.

Clinical Theory 1 (Developmental speech, language and communication disorders)

Through case based learning and clinical experience the students will become familiar with: the clinical features of developmental impairments associated with speech,

language, fluency, and developmental special needs, the clinical application of knowledge regarding linguistic and phonetic theory and

biological sciences associated with developmental speech, language and communication difficulties

the processes of assessment, intervention and evaluation involved in therapeutic client management

Professional Competency in Speech and Language Therapy

Application of theoretical knowledge in paediatrics to clinical practice whilst on placement including developed a greater understanding of:

Language delay and disorder in children

Developing structured observational skills

Analyse clinical presentations of communication impairment using formal and informal assessments

Introduction to case management and writing session plans

During placement

Coursework to be completed:Students negotiate learning outcomes with CE(s) at start of placement

Students will be expected to record their clinical activities.

They have to carry out a number of observational activities set by MMU, the details of which they have been given in a briefing session.

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Assessment procedure:

The feedback on this placement is Formative. SEE MSc YEAR 1 Spring END OF PLACEMENT REPORT FORM (See Appendix vii). The mark given does NOT count toward the degree

All Clinical Educators who have worked with the student are asked to contribute to a report form at the end of their period of time with the student. The student carries copies of this report form and photocopies can be made if required. The report form should act as a guide but further comments can be added to meet specific needs. Whenever possible it would be helpful if the content of the report could be discussed with the student. The report form can be signed by the student if discussion has taken place. The content should reflect the feedback the student has been receiving throughout the placement. See Appendix vii

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MSc Year 2 Block Placement (Adult)(Autumn)

7 weeks (4 days per week) from September 2017 to November 2017

Background InformationClinical education:5 days/10 sessions in mainstream nursery and reception placement, 20 days/40 sessions SLT clinical placement, observing and working with a paediatric client groups in a variety of settings.

Academic studyBy the end of their first year students will have covered:













Reflective practice as a requirement of academic and professional skill developmentProfessional skills: Knowledge of the professional bodies (RCSLT and HCPC) and their relevance to practice; the Core Skills Framework; issues of consent, confidentiality and duty of care. Students will also undertake a placement within an early years educational setting.Professional communication skills: Communication with clients and carers, as well as presentation skills.

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Application of theoretical knowledge in paediatrics to clinical practice whilst on placement including developed a greater understanding of:

Language delay and disorder in children

Developing structured observational skills


Introduction to case management and writing session plans

Paediatric Case Based Learning sessions in relation to children with global developmental delay, SLI, ASC and expressive language delay

Clinical Theory 2 ( Acquired speech, language, communication and swallowing disorders)

Develop an understanding of the most common acquired impairments of speech, language, communication and swallowing. Using cases, students will examine the clinical, psychological and biological aspects of a range of acquired conditions.

Students will be able to:

Apply the pathophysiology of speech, language, communication and swallowing disorders to a clinical case.

Analyse clinical data and in order to generate an appropriate clinical diagnosis and management plan.

Appraise current best practice evidence for the clinical management of clients with acquired conditions in order to develop an appropriate patient management plan.

Discuss the impact of psychological and neurobiological characteristics associated with communication impairments on the management of clients with acquired speech, language, communication and swallowing disorders.

During the placement

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Coursework to be completed:Students negotiate learning outcomes with CE(s) at start of placementStudents will be expected to record their clinical activities.

Aims/Learning outcomes

SEE MSc YEAR 2 END OF PLACEMENT REPORT FORMS (Appendix vii).

Please complete the Mid-Term Review in the pink section of the manualPlease use the Weekly Record sheet in Appendix iiPlease provide written feedback using the Feedback Form in Appendix iii

Assessment procedure:This placement will be assessed by means of an end of placement report and mark, which is the agreed average mark from all the Clinical Educators involved in the block. The report form and guidance on completion and awarding a mark may be found in Appendix vii). There is no clinic visit or video assessment associated with this placement.

Rules for failing placements

Candidates, who fail to satisfy the Assessment Boards at the first attempt (50%) in clinical practice assessments, shall normally be required to undertake an additional period of practical learning (in University and/ or on placement) prior to reassessment. Only one reassessment opportunity will be offered and the mark for the placement will be capped at 50%. The placement within Clinical Theory 2 (CT2) unit is not a prerequisite for progression to the clinical placement within the Clinical Theory 3 (CT3) unit. These placements sit separately within the units and have separate learning outcomes and therefore a resit attempt for clinical placement in CT2 does not affect a student’s ability to complete the CT3 placement. The same placement marking criteria will be utilised for both placements. The resit attempt for a failure on placement within the CT2 unit (adult) or CT3 (paediatric) will be offered between weeks 49-52. If a student fails assessment element 2 (clinical portfolio) from the Professional Competency in Speech and Language Therapy unit (PC) (taking place within the CT3 placement), they will normally have an additional placement between weeks 49-52 to allow for a resit of this assessment. In the event that a student fails both placements within CT2 and CT3, the student will resit the CT3 placement first (paediatric) in order to sit the clinical exam (PC) which is based on a paediatric case in August of Year 2. The student will then resit the CT2 placement in the Autumn following the end of Year 2. The student will then complete the course at a later exam board (January).

Students who have not maintained a minimum of 80% attendance at the point of their scheduled summative clinical assessment will normally have this deferred to a point where they have had equitable experience with their peers i.e. 80% attendance, if there are approved extenuating circumstances to ensure they have had opportunity to have sufficient experience to demonstrate achievement of the learning outcomes.

MSc Mini–Block Placement (Paediatric)Year 2 Spring Term

3 days per week for 10 weeks: 10th Jan 2017 – 14th March 2017

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Background InformationClinical education:

10 sessions (5 days) in mainstream nursery and reception placement (EYFS) Approximately 20 SLT clinical sessions (10 days) of day release placement,

observing and working with a range of client groups and in a number of settings.

72 sessions (36 days) of summer block placement (end of Year 1), observing and working with Adult Neurology client group in a hospital or community setting.

Academic studies By the start of the second term in the second year MSc students will have completed almost all of their academic studies, except for completing their final year project and five Case Based Learning Days and Clinical Skills teaching.

The student will have covered the following topics. However, they have only had 10 days on placement within the paediatric population early on in their first year of study.













Reflective practice as a requirement of academic and professional skill developmentProfessional skills: Knowledge of the professional bodies (RCSLT and HCPC) and their

30

relevance to practice; the Core Skills Framework; issues of consent, confidentiality and duty of care. Students will also undertake a placement within an early years educational setting.Professional communication skills: Communication with clients and carers, as well as presentation skills.






Clinical Theory 2 ( Acquired speech, language, communication and swallowing disorders)

Develop an understanding of the most common acquired impairments of speech, language, communication and swallowing. Using cases, students will examine the clinical, psychological and biological aspects of a range of acquired conditions.

Students will be able to

Apply the pathophysiology of speech, language, communication and swallowing disorders to a clinical case.

Analyse clinical data and in order to generate an appropriate clinical diagnosis and management plan.

Appraise current best practice evidence for the clinical management of clients with acquired conditions in order to develop an appropriate patient management plan.

Discuss the impact of psychological and neurobiological characteristics associated with communication impairments on the management of clients with acquired speech, language, communication and swallowing disorders.

Clinical Theory 3 (Life long and complex speech, language, communication and swallowing disabilities)

The following topics are covered within this unit: Communication and EDS development and disability across the age span in lifelong conditions: autism; fluency disorders; severe and profound learning disabilities; motor speech impairments; sensory impairments and psycho-social difficulties (e.g., ADHD, selective mutism) . Evidence based practice. Health and social care service design and delivery. Clinical practice with lifelong and/ or complex conditions.

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Application of theoretical knowledge to clinical practice whilst on placement including multi-disciplinary working; critical reflection on clinical practice; ethical practice in speech-language therapy and the development of cultural sensitivity and competence.


Develop and justify management plans that are specific, measurable, achievable, realistic and timely with reference to the underpinning pathology, clinical features and functions.

Differentiate the complex influences upon successful communication within individual clients impaired communication repertoire in order to manage cases holistically.

Paediatric Case Based Learning sessions in relation to children with global developmental delay, SLI, ASC and expressive language delay

Research Methods and Dissertation

Completion of a research-based dissertation. This will include the development of a research question, appropriate design and method (including completing appropriate ethics approval processes), data collection procedures, data analysis and evaluation.

During the placementCoursework to be completed:

Students are expected to record their clinical activities.

They may be asked to collect data for class based activities or for case studies.

Please complete the Mid-Term Review in the pink section of the manualPlease use the Weekly Record sheet in Appendix iiPlease provide written feedback using the Feedback Form in Appendix iii

Aims/Learning outcomesSEE MSc Year 2 END OF PLACEMENT REPORT FORMS (Appendix vii).

Rules for failing placements

Candidates, who fail to satisfy the Assessment Boards at the first attempt in clinical practice assessments (50%), shall normally be required to undertake an additional period of practical learning (in University and/ or on placement) prior to reassessment. Only one reassessment opportunity will be offered and the mark for the placement will be capped at 50%. The placement within Clinical Theory 2 (CT2) unit is not a prerequisite for progression to the clinical placement within the Clinical Theory 3 (CT3) unit. These placements sit separately within the units and have separate learning outcomes and therefore a resit attempt for clinical placement in CT2 does not affect a student’s ability to complete the CT3 placement. The same placement marking criteria will be utilised for both placements. The resit attempt for a failure on placement within the CT2 unit (adult) or CT3 (paediatric) will be offered between weeks 49-52. If a student fails assessment element 2 (clinical portfolio) from

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the Professional Competency in Speech and Language Therapy unit (PC) (taking place within the CT3 placement), they will normally have an additional placement between weeks 49-52 to allow for a resit of this assessment. In the event that a student fails both placements within CT2 and CT3, the student will resit the CT3 placement first (paediatric) in order to sit the clinical exam (PC) which is based on a paediatric case in August of Year 2. The student will then resit the CT2 placement in the Autumn following the end of Year 2. The student will then complete the course at a later exam board (January).

Students who have not maintained a minimum of 80% attendance at the point of their scheduled summative clinical assessment will normally have this deferred to a point where they have had equitable experience with their peers i.e. 80% attendance, if there are approved extenuating circumstances to ensure they have had opportunity to have sufficient experience to demonstrate achievement of the learning outcomes.

AssessmentThere is a clinic visit assessment and mark associated with this placement (See below).

SEE MSc YEAR 2 END OF PLACEMENT REPORT FORM (See Appendix viii). The mark given COUNTS towards the degree

Assessment procedure:This placement will be assessed in the following manner:

1. By means of an end of placement report and mark to be carried out by the Clinical Educator. The report form and guidance on completion and awarding a mark may be found in Appendix vii).

2. By a Clinical Portfolio: which includes submission of necessary written work and the observation of the student working with a known familiar client

This assessment forms part of the continuous assessment of the clinical component of the degree course. The assessment lasts for approximately 2 ½ hours, and can take place wherever clinical sessions normally occur, e.g. At a client’s home, in a school, ward, etc. It is usual for this assessment to be carried out in one of the settings in which the block takes place. The Block Coordinator (BC) can consult with the Clinical Placements Co-ordinator regarding the selection of suitable clients, if required. The BC should contact MMU if he/she wishes to discuss any aspect of the clinical assessment. The visiting tutor will observe the student carrying out one therapy session (minimum of 15 minutes and maximum of 30 minutes each). The therapy session should be carried out as appropriate for the type of placement e.g. one-to-one, group work, joint session with the Clinical Educator, working with a carer etc. The student will have already met and worked with this client during their placement.

Preparation for the clinical assessment:The student

Prepares the Clinical Portfolio (i.e. clinic pack) including their client session plan, SLT Report and Theoretical Rationale. This is given (emailed) to the visiting tutor and clinical educator a minimum of 2 working days before the visit by 10.00 am. e.g. For a Monday visit hand-in by 10.00am on the

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previous Thursday. For a Tuesday visit hand-in by 10.00am on the previous Friday (See Addition 1 for the content of the pack). Students should submit their pack via e-mail to both the visiting tutor AND studentservicesbirley @mmu.ac.uk by the designated date and time. Submission to Student Services acts as your receipt. If the clinical portfolio is not submitted on time, the student will receive a capped mark of 50% for their the assessment. If students are not permitted by the CE to submit an electronic version, they will be required to submit a paper version to Student Services. This may necessitate students negotiating time out of their placements to submit on time.

1. If you have a PLP which gives you additional time in exams you are entitled to have additional preparation time too – for 25% extra time. If you have disclosed this information to your CE, please put this information on the first page of your clinic visit pack and you will be given the additional time. Practically this means that you will have 19 minutes after your session to consider your finding, before your viva begins. You will also have an additional 2 minutes (i.e. 9 minutes) for “feeding back” about your session at the beginning of the viva.

In order to enable the student to make some personal contact with the visiting tutor prior to the visit, and to provide him or her with any special information about the placement, students are encouraged to contact the visiting tutor prior to the visit if any of the following factors are a concern:

a) the type of placementb) the student’s length of time therec) the student’s experience of the placement, including personal relationship with the CE and learning opportunitiesd) any issues or problems that may be relevant to the visit.If the visiting tutor is external to MMU, this discussion may be carried out over the telephone.

The Clinical Educator should: 2. Ensure that at least 2 ½ hours of the day for the assessment is free from all

other commitments. Ensure a spare room is available for the visiting tutor and CE.

3. Agree clients and ensure clients/carers are available and have given their consent.

4. Read student’s clinic pack before the date of the clinic visit. Only give feedback to the student after the session plan is submitted, if the client/carer may be adversely affected by anything inappropriate in the plans.

5. If a client cancels before or on the day of the clinic please discuss ASAP with the visiting tutor (see MMU staff contact details page).

At the clinical assessment A clinic assessment normally takes 2 ½ hours and all other client contact and responsibilities should be cancelled.

1. The visiting tutor and the Clinical Educator will observe the student’s session. 2. Following the session the student will be provided with 15 minutes alone to reflect on the session in order to evaluate the client’s, carer/key worker’s and his/her own performance. While this takes place the CE and visiting tutor discuss the session and agree some questions to ask the student.

3. The maximum time for the viva is 30 minutes for the session

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The viva should begin with the student providing a very brief report on the session. This should last 5-7 mins. (See Addition 2)

a. The Clinical Educator and the visiting tutor will then join in the discussion, usually allowing the latter to take the lead. The student may be asked to expand on theoretical aspects of the case, discuss rationales, consider alternative approaches, discuss how they might revise the session, reconsider their interpretation of events etc, as relevant to the case. It is important not to guide or support the student too much unless they struggle. If this happens this must be reflected in the mark and report.

3. Following the viva, the student will leave the room in order that the visiting tutor and the Clinical Educator can discuss the student’s performance during the assessment and assign a mark for the session plan, SLT Report, theoretical rationale, therapy session, and discussion. Marking is conducted jointly using the criteria (copy provided). Marks should be given for what the student does or says, not what he or she might have meant or thought. Marks should be fully agreed prior to the return of the student, along with the main features of the feedback and recommendations.

4. The student is then provided with brief verbal feedback on his/her performance and mark for the session plan, report, rationale, session and viva (which are then combined to give an overall mark for that client). If the student and visiting tutor agree that a follow up tutorial would be useful, a date can be set to meet. Marks and main points to be included in the clinical assessment report form should be agreed before the examiner leaves. Clinic Visit Report will be made available to the student approximately one week after the clinic visit.

5. The visiting tutor writes a report, incorporating the CE’s views, and awarding the agreed marks for the assessment. (See copy of Clinic Visit Report Form provided)

5. A Clinic Visit Feedback Form (copy provided) may be completed by the student and a copy returned to the Placements Administrator at MMU. The BC may also wish to see a copy. The form provides the student with the opportunity to reflect on their own performance and their given mark, to provide the visiting tutor with feedback on how the clinical assessment and optional tutorial were conducted, and to make any other relevant points. This form will be filed along with the Clinic Visit Report, as a record of the student’s perception of the assessment.

7. The Clinical Educator for the day of the assessment may complete a Clinical Visit Feedback Form (copy provided) and return it to the Placements Administrator at MMU. The feedback provided on this form will be used to monitor the quality of clinical assessment. It will be read by the MMU Clinical Coordinator and the visiting tutor, but will not be accessible to the student.

It is acknowledged that clinical assessments can be stressful both for the student and Clinical Educator. Every effort should be made by the visiting tutor to set both the student and Clinical Educator at ease.

PLEASE NOTE:

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If the client DNAs: The Clinical Educator and visiting tutor can substitute “like for like”

client, if available. The student may have been working with this client and the client and student must be happy for the session to go ahead.

If it is not possible, an alternative date will need to be arranged for the observation of the clinical session.

The student will receive a mark for their session plan and theoretical rationale for the original client, and only provide a new session plan if it needs to be a different client, due to illness (i.e. chicken pox). The new session plan will not be marked, but is there as a guide to the Clinic Visitor regarding the session.

ALTERNATIVE CLINICAL ASSESSMENT FORMATSFlexibility. It may be appropriate to adapt the above structure of reports and discussion to suit some clinical settings e.g. group sessions. Visiting tutors and CEs should be flexible in meeting the needs of the placement and the individual student. MMU is happy to consider alternative formats for clinical assessments if the usual procedure is not appropriate to the working practices of the particular placement. The aim is for the assessment to reflect the models of best practice for the particular client group and to truly assess the skills and knowledge needed for the student to work with those clients. This must be balanced by a consideration of equity of assessment with other students. Group sessions should not last more than 30 minutes.

The following alternatives were development jointly by the Clinical Placements Co-ordinator and Clinical Educators working with adults with learning difficulties, but may be applicable to some other placement situations. Clinical Educators may choose either the usual or modified format, in consultation with their student.

The clientIf it is inappropriate to work with clients individually for a half hour session, the following format allows the tutor to observe the student managing sessions in a more realistic setting. The week or morning before a clinical assessment the Clinical Educator videos 30 minutes of the student working with a client, e.g. this may be in a group, workplace or home setting.The videoed session is watched by the student, Clinical Educator and visiting tutor during the visit.After watching the video once, the usual viva takes place.In order to ensure that such videoed sessions do not give the student an advantage over students experiencing the usual “live” clinic visit, we ask that:-

a continuous 30 minutes of therapy is shown – no editing is allowed! the student should watch the video for the first time during the clinical

assessment. the CE tries to ensure as far as possible that there is no mechanical failure.

It is hoped that you find these suggestions helpful – any feedback or ideas for other alternative formats would be gratefully received.Addition 1

Do not include any photocopied hospital or clinic case notes in your pack as this is a breach of confidentiality. If confidentiality is breached, 15 marks will be deducted from your final mark.

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The clinical portfolio for the familiar client should include the following: 1. Requested time of arrival of the visiting tutor at the clinic.2. Name of Clinical Educator, address of placement and phone number, type of placement/client group, (for MMU records).3. If necessary, directions to the clinic from the visiting tutor’s home or workplace. Instructions should be given about parking arrangements, for example, details of any fee needed for parking. Do not include the address of a client’s home in the clinic pack. You will need to meet at the hospital or clinic and travel from that point to the clinic visit4. Background information 5. Session plan (no more than 500 words and no + 10%)6. Speech and Language Therapy Report of 1000 words written for a speech and language therapy colleague (no + 10%). 7. Theoretical Rationale of 1000 words (no +10%), include a reference list at the end of the theoretical rationale (not included in word count).

Background information should briefly orientate the examiner to the history and therapy needs of the client. It should include:-

Biographical detail Family and educational details Medical history Referral detail Summary of past therapy Results and interpretation of recent assessments

The session plan should follow one of the session plan formats (provided in the clinical manual or a session plan that is utilized on the placement. If the student is conducting a group session (of no more than 30 minutes), he or she should write a clinic pack which focuses on one client and this forms the basis of the verbal report and the discussion. The student should also provide a brief outline of the other group members (e.g. Client B, 83, three months post CVA, moderate expressive dysphasia).

The Speech and Language Therapy Report should be written for a speech and language therapy colleague. You will need to include information regarding formal and informal assessment, as well as recommendations given to family or educational staff. Be sure to discuss relevant areas of receptive and expressive language. A separate hand out will be given prior to the start of the clinical placement.

The Theoretical Rationale is a justification of the management of the case using theory and evidence base practiced practice. You need to refer to current literature and theory in your discussion. You must provide a reference list at the end of the 1000 word rationale. The reference list will not be included in the word count.

Addition 2: VivaReport given by student at start of discussion at clinic assessment(i) General observation of the client on the day of the visitThis could include any observations as to health, mood, co-operation etc. that may have impacted on the session.(ii) Overall evaluation of the effectiveness of the sessionThis is an overview e.g. “I largely achieved my aims” or “That session didn’t achieve my stated aims because…..” etc.(iii) Very brief summary evaluation of the effectiveness of each activity in achieving its aims

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This should not be a detailed blow by blow account/description of what happened but a brief reflective evaluation. It should include all aspects of the session e.g. discussion with carers at the start, room management, other carers/key workers’ perspectives etc.(iv) Suggestions for future sessions / activitiesBriefly describe ideas and rationale for future management.(v) Self-evaluationThis may be covered earlier in the report if the student performance impacted on the effectiveness or otherwise of the activities. Self-evaluation should be accurate and include positive and negative aspects – acknowledge strengths and identify needs and intentions to change.

Discussion

It is important that the student demonstrates that he or she has some understanding of the theoretical aspects of the case and the rationale for therapy. These may well be introduced by the student in the verbal report and will be further covered in the discussion where the student may be asked to expand on his or her rationale for or evaluation of activities, discuss relevant theory or wider case management issues.

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CLINIC VISIT MARKING CRITERIA FOR MSc YEAR 2 Clinic Visit

The pass mark is 50% in each unit of assessment of the degree.

The descriptions below aim to give students, Clinical Educators and tutors broad guidelines on how grades relate to the knowledge and skills demonstrated by students during video viva assessments.

It should be noted that expected standards will vary according to the stage reached in the degree, and the amount of experience with particular client groups.

NB. Individual tutors will have different expertise/interests and thus there may be some variance in the focus of discussions. This can be considered valuable for the students by giving them wider and alternative views. However, each tutor will still be assessing the same areas of clinical development with marks being allocated as follows:

Session Plan (10) & SLT Report (20) 30 Theoretical Rationale 15Therapy Session 30Discussion 25

Clinic Visit Grades

70 – 100 % Pass Excellent

i) Session plan, SLT Report and Theoretical Rationale

Well-structured, relevant session plan with clear appropriate aims and objectives based firmly on theory and on broad and detailed individual needs. Methods are well chosen and succinctly explained. Contingency plans are included.

Report is well organised and generally clear and concise. Case discussion is largely comprehensive and shows holistic consideration of the client information. Decisions are clear and follow current best practice to meet the client’s needs. All of the key information has been extracted from the case data.

Theoretical rationale: Justification is thorough and detailed, drawing on key evidence. Ability to critically analyse relevant literature is evident. Well-selected references are used in support.

ii) Session

Evidence of the establishment of excellent rapport demonstrated by the ability to set clients and carers/key workers at ease and by excellent interaction skills. Student recognises the emotional presentation of the client and carers/key workers and responds with sensitivity. A high degree of flexibility is shown, whilst the student remains in control of the sessions throughout.

Imaginative, appropriate and motivating materials of high quality are used, indicating particular attention to individual client needs. The pacing of the sessions is excellent. Well-judged aims are achieved effectively.

Student provides accurate and constructive feedback to the client and carers/key workers. The amount of support given to the client to complete activities is judged accurately. The client’s performance is recorded fully and accurately. Incidental opportunities for meeting the session aims are made use of. The session is of therapeutic benefit to the client.

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The student facilitates excellent exchange of relevant, well-judged and useful information with carers/key workers.

iii) Verbal report and discussion

Excellent, well structured and precise reporting of sessions demonstrating good observational skills and accurate evaluation of their own and the clients’ performance. Clear recognition of the achievement or otherwise of aims is shown by appropriate reasoning.Discussions demonstrate good attempts to evaluate the issues and evidence raised in sessions and to bring together knowledge acquired from different sources. Student uses appropriate technical and professional language. Evidence of independent enquiry and thought. The student makes use of excellent, concise, illuminating examples from the session to illustrate and justify their discussions.

Participation in the discussion is entirely professional in manner and the ability to consider and incorporate the views of others is evident.

Clear ideas on future management emerge from the discussions and these indicate an informed, realistic problem-solving ability.

60 – 69 % Pass Very good

i) Session plan, SLT Report and Theoretical Rationale Session plan is clear, well organised and show appropriate aims based on careful and theoretically informed decision-making.

Report is well organised, some points may be hard to follow. Case discussion shows some holistic consideration of the client information. All of the key information has been extracted from the case data.

Theoretical Rationale: Justification is clear and detailed, drawing on some key evidence. The ability to analyse literature is evident and accurate.

ii) Session

Good rapport is established with clients and carers/key workers and interaction skills throughout the sessions are very good. Flexibility of approach is evident and the student remains in control for most of the time.

The materials selected are interesting and relevant and the sessions are well paced. The therapeutic aims of the session are met. The student shows evidence of giving the correct amounts of support and feedback to clients and carers/key workers. The student records clients’ performance accurately.

The student facilitates very good exchange of relevant, well-judged and useful information with carers/key workers

iii) Verbal Report and discussion

Reporting back skills are very good and mostly accurate. The verbal report is well structured. Observational skills and self-evaluation are appropriate as are comments related to the effectiveness of the session.

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Attempts to evaluate issues and evidence raised in sessions are largely successful. Theoretical knowledge is applied appropriately with hardly any mistakes and no major omissions. The student makes very good use of examples from the session to illustrate and justify their discussions.

Participation in the discussion shows consistent evidence of a professional manner although the student may be less able or confident to utilise the views of others in developing his/her own opinions. The student can consider alternative explanations/interpretations and shows flexibility in their discussion.

Suggestions for future management are well considered although not generally as broad and/or realistic as for an A grade.

50 – 59 % Pass Good


Session plan is adequate and indicate a reasoned approach to planning therapy, although there may be inconsistencies, but no major omissions. Aims and methods are selected with consideration of client needs and appropriate theory. The plans are presented clearly but may at times be presented in an unclear/disorganised way. A basic understanding of how to prepare aims, methods and materials is present.

Organisation of report is clear but points are difficult to follow. Case discussion is at times unclear. Most of the key information has been extracted from the case data.

Theoretical rationale: Justification is mostly accurate and considers a range of options appropriate to the client. Literature presented is relevant, but may not be optimally selected. Minor errors in referencing may be present

ii) Session

Satisfactory rapport is established with client and /or carers/key workers. Interaction throughout the sessions is appropriate/reasonable. The student demonstrates some flexibility in the delivery of the session plans.

Materials are adequate. The pacing of the sessions is usually appropriate. Flexibility may be shown at times but the student tends to rely on a rather rigid session structure or does not adhere to their appropriate session plan. The student makes some attempts to provide appropriate feedback and support to clients and/or carers. It may be basic at times. The student records clients’ performance, but this may be inconsistent. Most of the therapy aims of the session are met.

The student facilitates a useful exchange of relevant and useful information with carers/key workers

iii) Verbal reports and discussion

Reporting back is generally accurate/adequate but not necessarily well structured. The student recognises which aims have been met and which have not and makes reasoned suggestions at a basic level to account for this. There may be some inaccuracies, or inconsistencies in observations and self-evaluation.

Discussions are reasonable, showing an understanding of key issues. The student demonstrates the ability to use some theoretical knowledge when discussing and planning therapy, but may at times need guidance form the tutor/clinical educator. The student makes use of examples from the session to illustrate and justify their discussions, but these may not be the most pertinent or

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concise. Participation in the discussion shows evidence of a professional manner. Consideration of future management is reasonable, but may not be comprehensive.

35 – 49 % Fail


Session plan is are poorly presented and demonstrate a restricted understanding of how to prepare aims, methods or materials. Irrelevant materials may be included.

Poorly organised report with content possibly being unrelated to the client. Case discussion is unclear or incomplete. The report does not adequately address the client’s needs and very little of the key information has been extracted from the case data.

Theoretical Rationale: Justification for suggested case management is vague or contains inaccuracies. Literature is poorly selected.

ii) Session

Rapport is sometimes but not always established with clients and/or carers/key workers. Interaction skills are inconsistent and/or inappropriate. The student’s approach is rigid and shows little evidence of response to the situation.

Materials are inappropriate or inadequately prepared. Pacing of the session is poor and feedback and support given to clients and/or carers/key workers is inadequate or unhelpful. The student does not record client’s performance, or does so inaccurately or inappropriately.

Some therapy aims may be partly met but the sessions are generally not effective.

The student does not facilitate effective information exchange with carer/key worker.


Reporting back is superficial and may be poorly organised. There are inaccuracies, omissions and inconsistencies in observations and evaluations. Self-evaluation is poor and the student may be unsure about what the session did or did not achieve.

Discussions are weak and may indicate errors in theoretical knowledge. There is little use of examples from the sessions and answers may be inaccurate or irrelevant.

The tutor and clinical educator may need to structure and guide the student’s thinking quite considerably.

The student’s manner may be inappropriate or unprofessional.

0 – 34 % Clear Fail

i) Session plan, SLT Report and Theoretical Rationale Session plan is minimal or excessively wordy and may indicate misinterpretations and misconceptions.

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Case discussion is incomplete and inaccurate. The report contains misconceptions and does not address the client’s needs. Few elements of the key information have been extracted from the case data

Theoretical Rationale: Justification for suggested case management is minimal and contains many misconceptions and inaccuracies. Literature used to support rationale is extremely poorly selected or non-existent.

ii) Session

Rapport with clients and/or carers/key workers is poorly established if at all. Interaction skills are inadequate or inappropriate. The student’s approach is very rigid and/or inconsistent. The safety of participants may be jeopardised. The clinical educator or tutor may have to intervene in the session.

Materials are inadequate or inappropriate.The sessions achieve very little.

The student does not facilitate effective information exchange with carer/key worker. The student may misinform or misunderstand the carer/key worker


Reporting back is minimal and/or muddled. There is little or no accurate evaluation of either the sessions or the student’s own performance.

The discussions are almost entirely dependant upon the direction of the clinical educator and tutor. Answers show frequent misconceptions and errors. There are ill judged or few/no suggestions for future management.

The student’s manner is unprofessional.

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MSc CLINIC VISIT REPORT

Student’s Name

Year Visiting Tutor

Term Clinical educator

Date Placement

Clinical Circumstance/Case Seen

Speech Therapy Report (20) and Session Plan (10 marks) /30

Theoretical Rationale /15

Session /30

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Discussion /25

Grade:

Recommendations

Further comments

Please return this form via email to the clinic placements administrator at MMU

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MANCHESTER METROPOLITAN UNIVERSITY

CLINIC VISIT FEEDBACK FORM (STUDENT)

Date of clinic visit

Visiting Tutor

Student’s Comments (May include circumstances of visit, evaluation of own performance, report and grade.)

Signature of student Date

Please return this form to the clinic placements administrator at MMU

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THE MANCHESTER METROPOLITAN UNIVERSITY

CLINIC VISIT FEEDBACK FORM (CLINICAL EDUCATORS)

If you wish to give any feedback on the clinic visit your student received please use the space below. One copy will be filed with the clinic visit form and a second given to the visiting tutor. This report will be used to ensure the quality of clinic visits but will not be accessible to the student. Thank you for completing this form.

Visiting Tutor___________________________ Date of visit________________

Student___________________________ Placement________________________

Clinical educator_________________________ Date_____________________

This form should be returned to SLT Placements Administrator, Manchester Metropolitan University, Faculty Student and Academic Services, Brooks Building, Birley Campus, 53 Bonsall Street, Manchester M15 6GX

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LEARNING OBJECTIVES – MSc Year 1 (Spring)1. Observation & Assessment

1aMake accurate, evidence-based observations of:

Client’s general abilities Client’s communication Clinical Educator’s assessment and therapy techniques.

1b Gather information from all relevant sources.

1c Interpret and evaluate referral information.

1dDemonstrate a developing knowledge of and ability to select formal and informal assessments used in the description, identification and evaluation of a range of communication and eating and drinking difficulties.

2. Planning & Intervention

2a Demonstrate a basic ability to plan and carry out interventions

2b Suggest hypotheses based on the evaluation of case history and assessment findings.

2c Consider long and short term goals based on assessment and communicative need.

2d With support, use therapy techniques and strategies appropriate to the needs of the client group.

2e Carry out recording during sessions.

2f Demonstrate a knowledge of different service delivery options and SLT roles within them.

2g Show awareness of issues relating to long-term management and discharge of clients.

3. Active Learning & Evaluation

3a Demonstrate critical reflection skills as a foundation for ongoing professional development.

3b Demonstrate self awareness in relation to personal and professional skills which need development.

3c With support, consider the effectiveness of management / therapy choices.

3d Respond appropriately to feedback from others on his/her clinical practice.

4. Application of Theoretical Knowledge

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4a Apply theoretical knowledge and understanding gained from the programme of study.

4b Demonstrate knowledge of typical communication and an understanding of simple communication disorders.

4c Demonstrate knowledge of the current published guidelines, with respect to assessment and therapy.

4d Demonstrate understanding of relevant aspects of current local and national policies pertinent to the client group.

4e Provide a description of clients, showing an ability to relate theory to practice.

4f Begin to evaluate the interaction between medical, social, cognitive, educational and communication needs.

5. Interpersonal Skills

5a Demonstrate an ability to develop constructive working relationships.

5b Demonstrate ability to liaise effectively with other professionals and clients’ relatives/carers.

5c Demonstrate sensitivity to others’ viewpoints and an ability to recognise personal bias.

5d Demonstrate awareness of personal and emotional needs of both their clients and themselves and respond appropriately.

5e Demonstrate the ability to give feedback to others in a manner appropriate to the situation.

6. Professional Attributes, Skills & Awareness

6a Demonstrate an understanding of the extended roles, responsibilities and boundaries of an SLT in a professional context.

6b Demonstrate understanding of the roles and responsibilities of other professionals.

6c Demonstrate a developing awareness of appropriate referral practices, within health, education and social settings.

6d Practise in a manner that promotes well-being and protects the safety of all parties.

6e Demonstrate understanding of and, where appropriate, participation in the administrative responsibilities of an SLT.

6f Identify the ethical and moral issues specific to a client or clinical context.

6g Demonstrate understanding of the legal, ethical and professional language required for the maintenance of clinical records.

6h Demonstrate the ability to behave and interact in a professional manner.

LEARNING OBJECTIVES – MSc Year 2 Autumn & Year 2 Spring

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1. Observation & Assessment

1a Make accurate observations and analyse these to inform clinical decision making

1b Select, use and analyse a range of formal and informal assessments appropriate to the client

1c Show sound clinical reasoning in the holistic evaluation of case history and assessment data, for clients ranging in severity and complexity

1d To generate a hypothesis based on referral information, observation and assessment results

1eDemonstrate an ability to carry out an initial assessment appropriate to the individual, with accurate evaluation of findings based on theoretical knowledge.

2. Planning & Intervention

2a Justify hypotheses based on the evaluation of case history and assessment findings.

2b Justify, plan, implement, record and evaluate therapy.

2c Ability to set long and short term goals

2d To demonstrate the ability to implement therapy flexibly in a manner responsive to client need.

2e Produce management plans in the context of multidisciplinary provision.

2f Show an awareness of contextual constraints which influence the range of service delivery options and plan accordingly.

2g Select the appropriate SLT role in a given situation, eg. counsellor, advocate, researcher, facilitator or consultant.

2h Plan for long term management or discharge in an appropriate manner.

3. Active Learning & Evaluation

3aDemonstrate critical reflection skills as a foundation for ongoing professional development (includes evaluation of own performance and effectiveness of therapy).

3b Shows a high level of initiative and independence in addressing his/her own clinical skills and learning needs.

3c Respond appropriately and acts on feedback from others on his/her clinical practice.

3d Know when to seek advice for confirmation of clinical reasoning and management plans.


4a Critically evaluate and apply knowledge in the field of communication and swallowing.

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4b Critically evaluate current literature and where appropriate use it to enhance clinical practice.

4c Demonstrate an understanding of the rationales and principles underlying therapy using theoretical knowledge.

4d Demonstrate an ability to apply theoretical knowledge in considering ethical and moral issues.

4e Demonstrate understanding of relevant aspects of current local and national policies pertinent to the client group.

4f Understand the limitations of assessments in relation to current research.

4g Demonstrate knowledge of the current published efficacy guidelines with respect to assessment and therapy.

4h Recognise and respond to the social, psychological and educational consequences of communication impairment.


5a Develop and maintain constructive working relationships.

5b Participate constructively in a variety of multi-professional health, social and education approaches.

5c Demonstrate awareness of the influence of his/her feelings, knowledge, beliefs and experience, and the potential for prejudicial judgements.

5d Demonstrate an awareness of strategies for handling others’/own emotions in order to manage a given task.

5e Demonstrate supportive and therapeutic interaction skills with clients/others.

5f Demonstrate an ability to give feedback to others in a manner appropriate to the situation

6. Professional Attributes, Skills & Awareness

6a Apply appropriate referral practices, within health, education and social settings.

6b Practice in a manner that promotes well-being and protects the safety of all parties

6c Demonstrate a basic awareness of organizational changes within Speech and Language Therapy and the NHS (ie. KSF, SPLS).

6d Demonstrate an understanding of the extended roles, responsibilities and boundaries of an SLT in a professional context.

6e Demonstrate technical and professional competence in record keeping, with knowledge of related considerations (eg. legal, ethical, educational).

6f Ability to behave and interact in a consistently professional manner.

6g Demonstrate independence and initiative in carrying out administrative duties.

Clinical Educator Feedback Form (END OF DAY/WEEK)Clinical Educator: Feedback on session plane.g. session management, interpersonal skills, recording,

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level of support given by CE etc.

Clinical Educator: Feedback on student sessions, future planning etce.g. session plans, case discussion, future input etc.

Future Targets

Signed (student)Signed (CE)Date

SESSION PLANFILL IN ONE PER SESSION

Name:(initials or first name) ................................ Date of session:................

Long term aim: (Not appropriate for assessment)

Short Term aims: (ie. For the treatment block, these should be client focused)

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Session aims: (These should be client focused and consider the clinical outcome for client. They should also be SMART – Specific, Measurable, Achievable, Realistic and Timebound)

1.

2.

3.

4.

Provide your theoretical rationale and evidence base for your long, short term and session aims where appropriate

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Session aimsAims for session (written in terms of the Client)

Activity (How will aims be achieved?)

Rationale (What is the benefit/outcome for the client?)

Steps Up & Down (How might the activity be modified?)

1.

2.

3.

4.

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Care Plan1. Client’s details

Name:initials or first name

Gender:

Date of this care plan:

dd/mm/yyyy

Client’s age: Years; Completed Months

Home language(s):Mainstream

community / language of education:

Speech, language and communication diagnosis:

Aetiology:

Assessment profile completed on:

Outcome measure:

Outcome measure base line completed on:

2. Information providedInformation provided on the client’s

current diagnosis:

3. Team delivering the care planSpeech and language

therapist responsible for this care plan:

Professional carer(s) delivering this care

plan:

Parent(s) / carer(s) delivering this care

plan:

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4. Evidence-based interventionIntervention / therapy

programme:

Author(s):

Level of evidence:

Listed on the ‘What works?’ web site or peer-reviewed

publication:

5. Therapy aims for the client

a) Long-term aim

Aim:

Rationale:

b) Short-term aims

Aim

1.

2.

3.

Rationale:

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c) Client –centred session aims

Aim

1.

e.g.

Step up:

Step down:

2.

e.g.

Step up:

Step down:

3.

e.g.

Step up:

Step down:

Theoretical rationale:including prompts/cues

Therapy materials/pictures/work

book:

This programme should be delivered in (language):

Duration of each session:

Clinic room / environment notes:

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Treatment intensity planDose for each session:

Dose form:

Dose frequency:including home practice

Total intervention duration:

Cumulative Intervention Intensity:

6. Home practice activitiesWritten instructions given to the parent(s)/carer /client with advice on prompts / cues / techniques to support the client:

Pictures and/or materials listed or given to parent(s) / carer /client

Recording sheets given to parent(s)/carer /client:

7. Comments and notes

File a copy in your portfolio after: Discussion with your clinical educator Feedback from the client / carer(s) Your own reflection on how the session went, what was appropriate and what

might be improved

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Other examples of session plans

1) Session plan for direct one-to-one therapy

Name of client: John Age: 4;11 Speech and Language Diagnosis: e.g. delayed phonological development Long term aim: (Refers to final outcome) To develop a phonological system appropriate for John’s chronological age and cognitive abilities. Short term aim: (Refers to unit of treatment e.g. a term or agreed six week period) To establish John’s use of /k/ and /g/ in word initial positions in structured therapy activities. Session Aims: (Refers to one session only); For John:1. To discriminate (say if the sounds are the same or different) between [t] and [k] heard in

isolation using sound pictures 8 out of 10 times

2. To identify the sounds [t] and [k] with the tap and camera pictures 8/10 times

3. For John to produce [k] in isolation (as single sounds) using pictures with 80% accuracy.

For each session aim the student should outline the chosen method. Method: This would include:

A description of the equipment used

The strategies employed

Type of feedback and reinforcement

Aim 1. To discriminate (same/different) between [t] and [k] heard in isolation using pictures 8 out of 10 times.Methoda) Same/Different pictures such as a picture of two shapes (Same = two circles, different =

a circle and a triangle); Reward game, e.g. Monkey Tree, Pop-up-Pirate, Jigsaw; Recording form.

b) The student will check that John understand the concept of ‘same’ and ‘different’ using shapes.

c) The student will then explain to John “I’m going to say two sounds. Sometimes they’ll be the same. If they are the same then point to the two circles”. The student demonstrates by saying “k,k” and “t,t”.

d) The student will then explain to John “Sometimes I’ll say two different sounds. If they are different like this ‘k,t’ or like this ‘t,k’ then point to the circle and the triangle”.

e) The activity then begins. The student records John’s first attempt each time.

a. If John is correct, then he is given verbal praise, e.g. “That’s right. You heard two sounds that were the same” and a turn at the reward game.

b. If John is incorrect, then he is given feedback, e.g. “I said two different sounds. Look at my mouth. One sound was at the front ‘t’ and one at the back ‘k’. Try

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again”; or“I said two sounds that were the same. Look at my mouth. Both sounds were at the front ‘t,t’ / Both sounds were at the back ‘k,k’.

f) Dose: John should attempt this task a minimum of 50 times per session until he achieves 90% success rate. The activity should be repeated every day.

Aim 2. To identify [t] and [k] heard as single sounds using pictures 8 out of 10 times.Methoda) Tap and camera pictures or Bigmouth pictures of ‘t’ and ‘k’. Counters. Response sheet b) Student will explain to John “I’m going to say two of these sounds. When you hear a [t], you put a counter here, on the tap picture. When you hear a [k], you put a counter here, on the camera picture.” Student then produces the sounds, At first student accompanies each sound with the previously taught hand-gesture (dripping for /t/ and taking a photo for /k/) These gestures will be faded out and in to determine how much John is relying on them c) If John places the counter correctly, student says “well done” If John moves to place the counter incorrectly the student anticipates this by repeating the sound so that John is required to listen again. Response Sheet [t][k]In order to help develop flexibility, students should plan in advance what they will do if a task proves too difficult for a client or too easy. It is helpful to encourage the students to view each activity as a step on a ladder – by stepping down the ladder the task could be made simpler, or by stepping up, the task could be made more difficult. Students need to record alternative strategies on their session plans, i.e. step-up and step-down strategies.N.B. Students should take care to include in their session plans, settling-in activities and discussion with parents at the beginning and end of session. This encourages students to view these events as important and integral parts of their therapy session.

2) Session plan for an adult

Speech and Language Diagnosis. Jim has moderate- severe receptive and expressive aphasia following a CVA. Long term aim For Jim and his wife to use supportive materials (written word choices, pictures, drawing) to enable them to have a conversation.Short term aims. For Jim/Jim and his wife:To draw reliably to communicate a message using pictures to his wife 80% of the timeTo have selected materials and completed a communication book .

Session aims 1. To communicate through drawing to therapist what he did with his wife at the weekend.

2. To select the vocabulary Jim needs to order them both a drink in the pub.

1. Method. Therapist asks Jim to draw a place to indicate where he went at the weekend

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Materials: Paper and pen Reinforcement: Therapist guesses at target. Therapist asks Jim to refine drawing if necessary. Therapist then asks Jim to draw for wife somewhere he’d like to go next weekend. Wife gives feedback. 2. Method. a) Jim is asked to draw what he would drink. b ) Therapist writes a list of drinks and Jim and wife choose which ones should go on the sheet. c) Therapist asks Jim to use the sheet next weekend when at the pub with wife to choose a drink for both of them. Jim and wife will feed back to therapist about the success of task. Materials: pen and paper Reinforcement: successful drawing is reinforced.

3. Session working with education staff Name of client: Jake Age: 9.04 Speech and Language Diagnosis: e.g. vocabulary and word-finding difficulties as part of disordered speech and language development. Name of Carers/key workers: Mr. A., Jake’s Class Teacher, Miss C., Classroom Support Worker Long term aims: (Refers to final outcomes). For Jake:1. To access a suitably differentiated curriculum in order to maximise his learning potential

2. To communicate effectively with his friends and family

3. To collaborate with education staff to determine the necessary differentiation of the curriculum

Short term aim: (Refers to unit of treatment e.g. a term or agreed six week period) To support school in developing Jake’s understanding and learning of key vocabulary in this term’s science topic. Session Aims: (Refers to one session only)1. To give and gather information about Jake’s language progress since last term’s school visit 2. To discuss/explain Jake’s vocabulary and word-finding difficulties and how they result in problems learning new vocabulary and difficulties retrieving learnt vocabulary 3. Discuss possible activities and strategies that could be used to enhance Jake’s science vocabulary learning Method for Aim 2 A) (Equipment) Written explanation of vocab/WF difficulties Strategy sheet to help in class Notes for self (student) re: what info. to share and what points to raise B) (Strategies) Agree length and purposes of meeting with education staff 1. Describe difficulties 2. Describe impact on educational attainment 3. Ask for views of staff: Have they observed these difficulties? Do they feel they could help? 4. Identify this term’s science words/concepts to be learned. 5. Identify time each week for support worker to carry out allocated activities 6. Explain that I have ideas and activities sheets for these support times. 7. Give opportunities for questions and concerns from school.

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Address other questions, N.B. must be aware that this is an opportunity for school to express other concerns, clarify points, feel supported. Take notes throughout.

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Summary of Clinical Activity

Manchester Metropolitan University

Name of student…………………………………………………………………….

MSc Year and Term of Placement…………………………..………………………………

Dates of placement(s)……………………………………………………………

Block or Day release …………………………………………………………….

Block coordinator or lead Clinical Educator …………………………………….……………………………………………………………

Other Clinical Educator(s) and Placement location(s)……………………………………….....................................................................................

……………………………………………………………………………………………………

……………………………………………………………………………………………………

Client group(s)……………………………………………………………………………………………….…

…………………………………….................................................................................................................

..........................................................................................................................

........................................................

Total placement sessions: …………………………………………………………………

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Student Name:

I certify that these records are an accurate account of the experience in:

Total placement sessions:

Signature of Clinical Educator:

Date:

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APPENDICES

DOCUMENTATION

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Appendix i STUDENT INDUCTION CHECKLIST

Student’s Name: ………………………...Contact Number: ……………………………

Date of Placement: ………………………………………...............................................

Block Coordinator: ………………………Contact Number: ……………………………

Clinical Educator(s) and Contact Number(s): ................…………………………………

…………………………………………………………………………………………………………….…………………………………………………………………………………………………………….__________________________________________________________________________

1. Pre placement pack sent Date: ……………………………………

2. Pre-placement telephone contact Date:…………………………………......

3. Timetable provided Date: ……………………………………

4. Mid term review set Date/Time: …………………………….

5. Final review set Date/Time: ……………………………..

6. Start and finish times discussed

7. Refreshments/breaks discussed

8. Housekeeping discussed (washing up / phones / messages / diaries / keys / security)

9. Responsibility for resources discussed

10. Responsibility towards clients discussed

11. Dress policy and ID badge discussed

12. CRB certificate brought by student

13. Site tour completed / introduction to staff

14. Health & Safety, fire, first aid, accident procedure,moving & handling, discussed

14. Infection control and hand washing discussed (orange triangle, gloves)

15. Other risks if relevant e.g. client group, personal safety

16. Smoking policy discussed

17. Mobile phones discussed

18. Learning styles and learning contract discussed

19. Contingency arrangements for CE/student illness

and Independent learning activities discussed

20. Confidentiality discussed (agreement completed and sent

to HR if appropriate to your trust)

21. Equal opportunities and anti-discriminatory policies are discussed

Induction Completed by: ………………………………...Date: …………………………Student: ……………………………………………………..Date: …………………………

66

Appendix ii

Weekly Record Sheet of clinical planning – Block Placement

Placement days Activities for next sessionMonday

Agreed with Clinical Educator………………………………..Tuesday

Agreed with Clinical Educator………………………………..Wednesday

Agreed with Clinical Educator………………………………..Thursday

Agreed with Clinical Educator………………………………..Friday

Agreed with Clinical Educator………………………………..

67

Appendix iii

Student – Self-Evaluation

Evaluation of Individual Session

Name:(initials or first name):Date of session:a) Client's performance

b) Student's performance and learning outcomes for next session.

c) Future plan

68

Appendix iv

LEARNING CONTRACTS

To facilitate attainment of learning outcomes of placement. Student negotiates with CE which objectives to set Only about 6 at a time, monitored and updated regularly

Objective - as set out in “Learning outcomes” (see placement report form)

Placement objective- agreed task on what they need to know

Teaching, learning methods how this will occur

Time scale when it should have happened

Assessment how to ensure learning occurred

Review of Objectives Please indicate if objectives have been achieved and please comment if not fully achieved to help prepare for future placements.

Example:

HEI Objective Placement Objective(include date set)

Teaching, Learning Methods

Time Scale

AssessmentFully/Partially or not achieved

Develop awareness of

other professionals’

roles

(level 1)

19/05/05 To describe

role of a health visitor

Shadow health visitor for ½

day.Compile list of

questions to ask.

Read relevant literature

provided for client group.

End of week 1.

Explain key roles of health visitor to CE from written

notes.

Fully

69

LEARNING CONTRACT – Speech and Language Therapy

HEI Objective Placement Objective Teaching, Learning Methods Time Scale AssessmentFully/Partially or not achieved

70

Before Mid-Placement ReviewAction By Whom Completed

Review learning objectives set at Induction: Add evidence to illustrate how those met have been

achieved Consider how remaining objectives will be met Generate additional learning objectives to replace

those achieved

STUDENT

Review student learning objectives set at Induction: Reflect on how the student has been supported to

meet them Reflect on how the student may be supported to

meet those outstanding(For Block Placements, Block Coordinator to ask all CEs for their review of learning objectives and collate this)

CLINICAL EDUCATOR

Look at End of Placement Report Form: Place self/ student within a marking category for

each learning outcome Include evidence to support decisions

Consider what needs to be in place for the student to make further progress

STUDENT&

CLINICAL EDUCATOR

BUT to be completed separately

At Mid-Placement ReviewJointly discuss and review student development on placement so far with reference to skills acquired,

discussion of any student or Clinical Educator concerns, supported by evidence using the end of placement report

form

STUDENT & CLINICAL EDUCATOR

Jointly discuss and review student learning objectives with evidence of those met and negotiate future objectives and

how the student can be supported to meet themSTUDENT & CLINICAL EDUCATOR

Devise an action plan for continued progress and negotiate a review date for the actions STUDENT & CLINICAL EDUCATOR

After Mid-Placement Review

Write up action plan based on discussion at mid placement review

STUDENT (with copy given to Clinical Educator)

Clinical Educator to send copy to HEI

Write up updated learning objectives STUDENT (with copy given to Clinical Educator)

Review Action Plan & Learning Objectives as appropriate STUDENT & CLINICAL EDUCATOR

MID-PLACEMENT REVIEW OF LEARNING OUTCOMES

MID-PLACEMENT REVIEW

71

Student…………………………………….SLT……………………………………

OBSERVATION & ASSESSMENT

ACTION

PLANNING & INTERVENTION

ACTION

ACTIVE LEARNING & EVALUATION

ACTION

APPLICATION OF THEORETICAL KNOWLEDGE

72

ACTION

INTERPERSONAL SKILLS

ACTION

PROFESSIONAL ATTRIBUTES, SKILLS & AWARENESS

ACTION

73

Appendix vi Student feedback on clinical placements

Please complete one form for each of your placements. For block placements you can either fill in one form or, if you prefer, separate forms for each Clinical Educator who has made a major contribution to the placement (e.g. CEs who have worked with you at least one day a week). This information will be used anonymously to monitor the quality of placements.

Please discuss this form with your CE unless you do not wish to, in which case please discuss the situation with the University.

Student name………………………………………… MMU MScYr………

Name of key Clinical Educator………………………

Location of placement……………………………….. NHS Trust…………………

Date of placement…………………………………….

Preparation for placementPre-placement pack – how useful was this? Can you suggest any improvements?

Induction – did this include? Risk assessment for the placement YES / NO Health and safety considerations YES / NO Learning opportunities available in the placement YES / NO Learning and teaching styles YES / NO Student’s responsibilities to clients and the service YES / NO Record keeping requirements YES / NO Orientation to the clinic and resources YES / NO Your previous knowledge and experience YES / NO

Practice-based learningLearning outcomesIf there was more than one CE, how were learning objectives negotiated across the placement?

Can you suggest any improvements?

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Was there a mid-placement review of learning outcomes? YES / NO

Can you suggest how this could have been improved?

Learning activities – were there opportunities for Observation of the therapist YES / NO Being observed by the therapist YES / NO Developing independence in practice YES / NO Liaison with carers / other professionals YES / NO Involvement in meetings, case conferences etc YES / NO Admin duties YES / NO

Please comment on the balance of these activities. Can you suggest any improvements?

Feedback / discussionHow was your feedback negotiated and provided?


Were there opportunities for:

75

Evaluation of session plans YES / NO Discussion of theory and rationale for treatment YES / NO Evaluation of sessions YES / NO Development of self reflection skills YES / NO


Interprofessional LearningWere you able to meet, work with or shadow any

other professionals? YES / NO

Who were these?

Video assessment / clinic visitWere there any practical/organisational difficulties? YES / NO


Concerns Did you have any concerns or difficulties whilst on placement? YES / NOIf so, how did you deal with these and how was the problem resolved?

Final assessment / reportWere you able to discuss this with your clinical educators? YES / NODid the discussion involve consideration of future learning needs? YES / NODid you fully understand the feedback and reasons given? YES / NO

76

Was your final assessment consistent with feedback givenat the mid-placement review? YES / NO

Can you suggest how this could be improved?

Quality management and enhancementHave you given your feedback on the placement to the clinical educator?

YES / NOIf not, why is this?

Any other comments?

Thank you for completing this form.

Appendix vii

Please return your form via email to Andrew Johnson at MMU

77

MSc Speech and Language Therapy (Pre-Registration)End of Placement Report FormYear 1: Spring

Instructions for completing the placement report form

1. The block coordinator should arrange a meeting with all colleagues involved in the placement.

2. Use evidence collected from the whole placement for discussion around each learning outcome.

3. Please note a student from ANY YEAR can achieve a 1st class mark if they match the marking criteria at this level.

4. Consider the amount of time the student has spent with each clinical educator and allocate different weighting accordingly to their opinion when deciding marks.

5. Use evidence to decide which category the student best fits for each learning outcome in the marking criteria.

6. If the student does not clearly fit into one category then decide if they are at the top of one or the bottom of the other and negotiate the mark accordingly.

7. The student may ask why you have put them in a specific category so document your reasoning for this with specific examples in the comments section.

8. Check everyone thinks that the student’s overall mark reflects their performance on placement.

9. The mark is Formative

10. Complete the student’s profile.

11. Please complete the general comments section at the end of the form. This is helpful for the student’s future development and learning. Please include any comments/feedback from clients/carers about the student as this can be useful learning for them.

Please print a copy of the report for your own records when submitting via email, in addition to saving the document. If posting a printed report, please print two copies of the completed report form before you send one to the placement administrator in case the original gets lost in transit.

78

Student’s name:

University, and year of study: Manchester Metropolitan University; MSc Year 1

Placement start and finish date:(dd/mm/yyyy) From to

Location(s) attended:

Trust/Organisation/Company:

Clinical educators:

1. 2. 3. 4. 5. 6.

Student placement coordinator:

Block coordinator: Not Applicable

Main client group(s) on this placement:

AdultsChildren and young people

Aetiology (if any): SLCN:

Number of sessions attended:

Number of sessions absent:

79

N.B. The following sections must be completed by referring to the marking criteria, below.

1. Observation and assessment | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 20 =

Comments:

Student reflection, evaluation and action plan

2. Planning and intervention | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 15 =

Comments:


3. Active learning and evaluation | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 20 =

Comments:


4. Application of theoretical knowledge | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 15 =

Comments:


80

5. Interpersonal skills | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 20 =

Comments: Student reflection, evaluation and action plan

6. Professional attributes, skills and awareness | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 10 =


General CommentsPlease include areas of strengths and areas for development. Please include any comments from clients/carers/parents about the student that are helpful for the student’s reflection and development

Overall mark: 0/100Completed on:

By clinical educator(s):

Student present: Yes

81

Student’s ProfileTick the student mark for each section to show areas of strength and areas for development

Observationandassessment

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Planning and intervention

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Active learning & evaluation

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Applicationof theory

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Interpersonal skills

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Professional attributes, skills and awareness

1 2 3 4 5 6 7 8 9 10

82

Submitting the completed end of placement reportOn completion please email this form as an attachment. Please print a copy for your records.

Manchester Metropolitan UniversityAndrew Johnson, Placement Administrator: [email protected]

Alternatively, print two copies, retain a copy for your records and post the second copy to:

SLT Placements Administrator, Manchester Metropolitan UniversityFaculty Student and Academic Services, Brooks Building, Birley Campus,53 Bonsall Street, Manchester M15 6GX

MSc Marking Criteria Year 1 Spring

1. Observation and Assessment

1st / 70-100%

14 - 20 out of 20

(Highly developed and accurate)

Able to carry out and interpret assessment independently.

Shows an understanding of the need to gather & collate information from all relevant sources and the importance of information from other professionals.Utilization of assessment data in order to formulate intervention targets and considers on-going assessment to measure efficacy of intervention.Evidence based understanding of the benefits and limitations of assessments.High standard of developing clinical skills for current level of course.

Able to formulate accurate observations of; client’s general abilities, client’s communication, clinical educator/peer assessment. Interaction and therapy techniques.Able to interpret and reflect upon these observations within his/her current theoretical knowledge and relating to client’s/carer’s/others’ emotional presentation.Accurate transcription and analysis of client’s language with minor errorsAble to interpret and evaluate referral information and use theory to select a number of standardised & other assessment procedures appropriate to client.

2;1 / 60-69%

12 - 13.9 out of 20 (Minimal

Able to carry out and interpret assessments with minimal support.

Shows a developing awareness of the need to gather and collate information from all relevant sources and the importance of information from other professionals.

83


errors Minimal supportrequired)

Needs some support in utilizing assessment data in order to formulate intervention targets and considers on-going assessment to measure efficacy of intervention.Some evidence based understanding of the benefits and limitations of assessments.Good growth in developing clinical skills for current level of course.Mostly able to interpret and reflect upon these observations within his/her current theoretical knowledge and needs some guidance and support from CE.Accurate transcription and analysis of client’s language with a few basic errors.With some guidance, student is able to interpret and evaluate referral information and use theory to select a number of standardized & other assessment procedures appropriate to client.

2;2 / 50-59% 10 - 11.9 out of 20 (Fairly accurate with some support)

Student needs considerable guidance to carry out and interpret assessments.Makes a basic attempt at gathering & incorporating information from all relevant sources with support.Needs considerable support in utilizing assessment data in order to formulate intervention targets and considers on-going assessment to measure efficacy of intervention.Shows some growth in developing clinical skills for current level of course but may still lack confidence or independence.Able to formulate some accurate observations of; client’s general abilities, client’s communication.Student is able to make some accurate transcription and analysis of clients’ language with some inaccuracies and omissions.Student requires considerable guidance to interpret and evaluate referral information and use theory to select a number of standardized & other assessment procedures appropriate to client.Some evidence based understanding of the benefits and limitations of assessments.

Fail / 35– 49%7 - 9.9 out of 20(Finds it difficult even with support )

Continues to have difficulty selecting and administering assessments.Continues to have difficulty interpreting assessments.Needs significant support to understand assessments of other professionals.Limited understanding of the limitations of assessment in relation to current research.Assessment skills are extremely weak; struggles to plan intervention based on assessment information even with support.Slow growth in developing clinical skills for current level of course.Inaccuracies and omissions in observations of: client’s general abilities, client’s communication, clinical educator/peer assessment, interaction and therapy techniques.Few accurate observations of: client’s general abilities, client’s communication, clinical educator/peer assessment, interaction and therapy techniques.Shows little knowledge of standardised & other assessments.

84

Clear fail / 0 – 34%0 – 6.9 out of 20 (Not competent even with extensive support)

No evidence of competent selection or administration of assessments.No evidence of competence in interpreting assessments.No awareness of need to incorporate information from other sources.No understanding of the assessments of other professionals.Unable to plan any intervention based on assessment information.No understanding of the limitations of assessment in relation to current research.Difficulty evaluating referral information.No awareness of need to incorporate information from other sources.No real understanding of the assessments of other professionals despite support.Unable to consider the limitations of assessment in relation to current research.No growth in clinical skills; constant guidance needed.No accurate observations of; client’s general abilities, client’s communication, clinical educator/peer assessment, interaction and therapy techniques.Unable to draw appropriate inferences from observations and struggles to make any theoretical connections.Unable to carry out or extensive errors in clients’ language transcriptions even with support.Struggles to consider emotional aspects of client’s/carer’s/others’.

2. Planning and intervention

1st / 70-100%

10.5-15 out of 15(Highly developed and accurate)

Creates and uses an excellent range of range of highly appropriate therapy techniques and materials appropriate to the client’s needs.Demonstrates a very high degree of flexibility in the delivery of session plans and is in control throughout.Excellent and accurate recording of client’s performance during the sessions.Excellent evaluation of the efficacy of the intervention carried out.

Generates excellent evidence based ideas on future management or discharge are based firmly on the assessment findings, theory and client’s needs.Excellent ability to plan intervention at current level of course.

Excellent response to directed practice, showing increasing independence in thinking, planning and intervention.Able to formulate excellent hypotheses based on the case history findings.

Able to generate highly appropriate long-term and short-term treatment goals.Able to generate excellent well-structured and succinct session plans and aims.

2;1 / 60-69%

9-10.4 out of 15

Creates and uses a range of range of highly appropriate therapy techniques and materials appropriate to the client’s needs.Demonstrates a high degree of flexibility in the delivery of session plans and is in control throughout.

85

(Minimal errors Minimal supportRequired)

Good and accurate recording of client’s performance during the sessions.

Good evaluation of the efficacy of the intervention carried out.

Generates good evidence based ideas on future management or discharge.Good ability to plan intervention at current level of course.

Good response to directed practice, showing increasing independence in thinking, planning and intervention.Able to formulate good hypotheses based on the case history findings.

Able to generate appropriate long-term and short-term treatment goals

Able to generate well-structured and succinct session plans and aims are based firmly on the assessment findings, theory and client’s needs.

2;2 / 50-59%

7.5-8.9 out of 15(Fairly accurate with some support)

Creates and uses a range of mostly appropriate therapy techniques and materials appropriate to the client’s needs, with support.Demonstrates a reasonable degree of flexibility in the delivery of session plans and is sometimes in control of the session.Reasonably accurate recording of client’s performance during the sessions.Considerable support needed to evaluate the efficacy of the intervention.

Considerable support needed to generate some evidence based ideas on future management or dischargeShows some growth in developing clinical skills for current level of course.Reasonable ability to plan intervention at current level of course.

Reasonable response to directed practice, showing increasing independence in thinking, planning and intervention.Able to formulate fairly sound hypotheses based on the case history findings, with support.Able to generate some appropriate long-term and short-term treatment goals, with support.Able to generate some structured and succinct session plans and aims are roughly based on the assessment findings, theory and client’s needs.

Fail / 35– 49%

7.4 out of 15(Finds difficult even with support)

Uses inadequate therapy techniques and materials, which may not always be effective.Limited flexibility at times in delivery of session plans, and tends to be very rigid.Little attempt to record client’s performance and needs significant guidance.Needs significant support to consider the effectiveness of the intervention.Suggests a few reasoned ideas for future management but narrow in perspective.Slow growth in developing clinical skills for the current level of the course. Directed practice has been undertaken but still requires significant guidance.Makes a few basic attempts to suggest hypotheses based on case history findings but needs significant guidance

86

Session plans and aims are inconsistent/disorganised/incomplete and have very limited basis in assessment findings, theory and client’s needs.

3. Active Learning and Evaluation

1st / 70-100%

14 - 20 out of 20(Highly developedand accurate)

Excellent ability to self-reflect and implement those insights into his/her own clinical growth and development.Able to reflect excellently on the effectiveness of management / therapy choices. Excellent response to directed practice, growing independence in thinking.Consistent and excellent response to directed practice and feedback from others on his/her clinical practice. Excellent ability to consider and incorporate the views of others is evident.Demonstrates highly insightful critical reflection skills as a foundation for ongoing professional development. Able to reflect on and evaluate his/her own performance extremely well with an excellent ability to be aware of his/her self in relation to personal and professional skill development.

2;1 / 60-69%

12 - 13.9 out of 20(Minimal errors Minimal support Required)

Good ability to self-reflect and implement those insights into his/her own clinical growth and development.Able to reflect well on the effectiveness of management / therapy choices.

Good response to directed practice, growing independence in thinking.

Mostly consistent and good response to directed practice and feedback from others on his/her clinical practice. Generally good ability to consider and incorporate the views of others is evident. Demonstrates generally insightful critical reflection skills as a foundation for ongoing professional development.Able to reflect on and evaluate his/her own performance well with an good ability to be aware of his/her self in relation to personal and professional skill development.

2;2 / 50-59%

10 - 11.9 out of 20

(Fairly accurate with some support)

Reasonable ability to self-reflect and implement those insights into his/her own clinical growth and development with support.Some ability to reflect on the effectiveness of management / therapy choices. Reasonable response to directed practice, growing independence in thinking with support.Some consistent and reasonable responses to directed practice and feedback from others on his/her clinical practice. Reasonable ability to consider and incorporate the views of others is evident.Demonstrates some insightful critical reflection skills as a foundation for ongoing professional development with support.Able to reflect on and evaluate his/her own performance reasonably with some ability to be aware of his/her self in relation to personal and professional skill development.

Fail / 40 – 49%8 - 9.9 out of 20

Demonstrates limited self-awareness in relation to personal and professional skills which need development.

87

(Finds difficult even with support)

Not always active in the self-learning process; does not always accept responsibility for researching the theoretical background or rationale for the clients and either relies too heavily on the clinical educator's evaluation of his/her performance or does not act on advice given.Rarely considers the effectiveness of management/therapy choices, with ongoing support.Directed practice has been undertaken but the student still requires extensive guidance/ideas.Responds inconsistently to feedback from others on his/her clinical practice.Discussion limited and little awareness of alternative viewsCritical reflection skills as a foundation for ongoing professional development are emerging and / or inconsistent despite a high level of support. Inaccuracies and omissions in evaluation of own performance and therapy.

Clear Fail / 0 – 34%6.8 – 9.8 out of 20 (Not competent even with extensive support)

Self- awareness in relation to personal and professional skills which need development remain absent, despite a sustained high level of support from CE.No contribution to the self-learning process.

Despite a high level of ongoing support, student is unable to consider the effectiveness of management / therapy choices. Constant and significant guidance needed for directed practice. No evidence of independent thinking.Critical reflection skills as a foundation for ongoing professional development are generally absent. Student has shown no independent insight/ self-awareness in relation to personal and professional skills which need development. Limited or no accurate evaluation of sessions or own performance.

Discussions constantly dependent on direction of CE.

Student responds inappropriately to feedback from others on his/her clinical practice. This may include an inability to act on feedback given or a disregard for the opinions of CE and others.


1st / 70-100%10.5-15 out of 15 (Highly developed & accurate)

Able to generate excellent hypotheses based on well developed & sound theoretical knowledge.Excellent reflection on and response to directed practice, showing growing independence in thinking. Excellent application of theoretical knowledge to clinical practice.

Excellent ability to relate theoretical knowledge to clinical practice in a holistic manner.

2;1 / 60-69% 9-10.4 out of 15 (Minimal errors

Able to generate good hypotheses based on well developed & sound theoretical knowledge.Good reflection on and response to directed practice, showing growing independence in thinking.

88

& Minimal support required)

Good application of theoretical knowledge to clinical practice.

Good ability to relate theoretical knowledge to clinical practice in a holistic manner.

2;2 / 50-59%

7.5-8.9 out of 15 (Fairly accurate with some support)

Able to generate some hypotheses based on fairly well developed theoretical knowledge with support.Reasonable ability to reflect on and respond to directed practice, showing an emerging independence in thinking. Some application of theoretical knowledge to clinical practice.

Reasonable ability to relate theoretical knowledge to clinical practice in a holistic manner.

Fail/ 35 – 49%7-7.4 out of 15 (Finds it difficult even with support)

Discussions and decisions may indicate considerable theoretical knowledge errors.Student requires considerable support to develop hypotheses Significant guidance needed for directed practice.Theoretical knowledge is very poor and the ability to relate theory to practice is very weak, with little or no independent research or response to directed reading; significant guidance is needed.

Clear Fail / 0 – 34%0 to 6.9 out of (Not competent even with extensive support)

Discussions and decisions show frequent misconceptions in relation to theory.Student is unable to develop hypotheses, even when given support.

Constant significant guidance needed for directed practice.

Theoretical knowledge is extremely limited and inconsistent.


1st / 70-100%

14 - 20 out of 20(Highly developed and accurate)

Excellent insight into own interpersonal skills and can adapt them to meet the needs of the situation.Demonstrates an excellent understanding of the effect of their own beliefs and experience on client/carer and professional interaction.

High standard of developing interpersonal skills with clients/carers and professionals, for current level of course.Excellent rapport established with client and carers and other professionals.Capable of eliciting relevant information from and providing accurate and excellent constructive feedback to the client.

2;1 / 60-69%

12 - 13.9 out of 20(Minimal errors; Minimal supportrequired)

Good insight into own interpersonal skills and can adapt them to meet the needs of the situation.Demonstrates a good understanding of the effect of their own beliefs and experience on client/carer and professional interaction.Good standard of developing interpersonal skills with clients/carers and professionals, for current level of course.Good rapport established with client and carers and other professionals.

Capable of eliciting relevant information from and providing accurate and good constructive feedback to the client.

2;2 / 50-59% Some insight into own interpersonal skills and can adapt them to meet the needs of the situation.

89

10 - 11.9 out of 20 (Fairly accurate with some support)

Demonstrates a reasonable understanding of the effect of their own beliefs and experience on client/carer and professional interaction.Reasonable standard of developing interpersonal skills with clients/carers and professionals, for current level of course.Reasonable rapport established with client and carers and other professionals.Capable of eliciting relevant information from and providing accurate and some constructive feedback to the client.

Fail / 35 – 49%

7 - 9.9 out of 20(Finds difficult even with support)

Struggles to consider the personal and emotional presentation of client/carers.No attempt to feedback to client.

Doesn't facilitate effective information exchange with carers and professionals.Struggles to reflect on their own interpersonal skills and has difficulty considering how to adapt them to meet the needs of the situation.Unable to understand the effect of their own beliefs and experience on client/carer and professional interaction.Little or no growth in developing interpersonal skills with clients/carers and professionals, for current level of course. Inappropriate or inconsistent interpersonal skills with a lack of self-awareness and/or a willingness to change. Student may appear under-motivated or unenthusiastic.Significant guidance needed to makes attempts to establish a rapport with client and carers.

Clear fail / 0 – 34%

0 -6.9 out of 20 (Not competent even with extensive support)

No insight into their own interpersonal skills or the need to adapt them to meet the needs of the situation.No insight into their own beliefs and experience on client/carer and professional interaction. Rapport with clients is poorly established if at all despite constant, significant guidance.No awareness of the personal and emotional presentation of client/carers.No awareness of need to give feedback to client.

Doesn't facilitate effective information exchange with carers and professionals – there may be miscommunication.

6. Professional Attributes, Skills and Awareness

1st / 70-100%

7 - 10 out of 10 (Highly developedand accurate)

Excellent understanding of ethical issues and procedures around referrals, confidentiality, consent, record keeping etc.Entirely appropriate technical and professional language used, verbally and in writing.Highly responsible and sensitive student.

Excellent understanding of the role and responsibilities of an SLT and other professionals.Contributes to discussions and behaves in extremely professional manner.

2;1 / 60-69%

6 – 6.5 out of 10

Good understanding of ethical issues and procedures around referrals, confidentiality, consent, record keeping etc.Mostly appropriate technical and professional language used, verbally and in writing.

90

(Minimal errors Minimal support Required)

Very responsible and sensitive student.

Good understanding of the role and responsibilities of an SLT and other professionals.Contributes to discussions and behaves in sound professional manner.

2;2 / 50-59%

5 – 5.5 out of 10


Some understanding of ethical issues and procedures around referrals, confidentiality, consent, record keeping etc.Some appropriate technical and professional language used, verbally and in writing, with support.Fairly responsible and sensitive student.

Reasonable understanding of the role and responsibilities of an SLT and other professionals.Some contribution to discussions and behaves in a reasonably professional manner.

Fail / 40 – 49%3.5 – 4.9 out of 10 (Finds difficult even with support)

Does not demonstrate awareness of ethical issues and procedures, around referrals, confidentiality, consent, record keeping etc.Does not or rarely uses appropriate technical and professional language.

Does not demonstrate awareness and understanding of issues around service delivery and caseload management.Poor understanding of professional role and responsibilities.

Cannot participate in discussion without support.

Manner may be inappropriate or unprofessional.

Little awareness of roles and responsibilities of other professionals.Clear Fail / 0 – 34%3 – 3.4 out of 10(Not competent even with extensive support)

No awareness of ethical issues and procedures around referrals, consent, record keeping etc.Manner inappropriate and unprofessional.

No awareness of roles and responsibilities of other professionals.

Inappropriate or incorrect professional and technical language used.

No awareness and understanding of issues around service delivery and caseload management.No understanding of professional role and responsibilities, client safety may be jeopardised.Unable to participate or contribute to discussion.

91

Appendix viii

MSc Speech and Language Therapy (Pre-Registration)End of Placement Report Form Year 2: Autumn block Year 2: Spring mini-block

Instructions for completing the placement report form

12. The block coordinator should arrange a meeting with all colleagues involved in the placement.

13. Use evidence collected from the whole placement for discussion around each learning outcome.

14. Please note a student from ANY YEAR can achieve a 1st class mark if they match the marking criteria at this level.

15. Consider the amount of time the student has spent with each clinical educator and allocate different weighting accordingly to their opinion when deciding marks.

16. Use evidence to decide which category the student best fits for each learning outcome in the marking criteria.

17. If the student does not clearly fit into one category then decide if they are at the top of one or the bottom of the other and negotiate the mark accordingly.

18. The student may ask why you have put them in a specific category so document your reasoning for this with specific examples in the comments section.

19. Check everyone thinks that the student’s overall mark reflects their performance on placement.

20. A combined total mark below 50% is a fail.

21. Complete the student’s profile.

22. Please complete the general comments section at the end of the form. This is helpful for the student’s future development and learning. Please include any comments/feedback from clients/carers about the student as this can be useful learning for them.

Please print a copy of the report for your own records when submitting via email, in addition to saving the document. If posting a printed report, please print two copies of the completed report form before you send one to the placement administrator in case the original gets lost in transit.

92

Student’s name:

University, and year of study: Manchester Metropolitan University; MSc Year 2

Placement start and finish date:(dd/mm/yyyy) From to

Location(s) attended:

Trust/Organisation/Company:

Clinical educators:

1. 2. 3. 4. 5. 6.

Student placement coordinator:

Block coordinator: Not Applicable

Main client group(s) on this placement:

AdultsChildren and young people

Aetiology (if any): SLCN:

Number of sessions attended:

Number of sessions absent:

93

N.B. The following sections must be completed by referring to the marking criteria, below.

1. Observation and assessment | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 10 =

Comments:


2. Planning and intervention | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 20 =

Comments:


3. Active learning and evaluation | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 20 =

Comments:


4. Application of theoretical knowledge | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 20 =

Comments:


94

5. Interpersonal skills | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 10 =


6. Professional attributes, skills and awareness | Click here for the marking criteriaClinical educator(s) mark and commentsMark out of 20 =


General CommentsPlease include areas of strengths and areas for development. Please include any comments from clients/carers/parents about the student that are helpful for the student’s reflection and development

Overall mark: (A total overall mark less than 50% is a fail)

0/100

Completed on:

By clinical educator(s):

Student present: Yes

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Student’s ProfileTick the student mark for each section to show areas of strength and areas for development

Observationandassessment

1 2 3 4 5.5 6 7 8 9 10

Planning and intervention

1 2 3 4 5 6 7 8 9 10 11.5 12 13 14 15 16 17 18 19 20

Active learning & evaluation

1 2 3 4 5 6 7 8 9 10 11.5 12 13 14 15 16 17 18 19 20

Applicationof theory

1 2 3 4 5 6 7 8 9 10 11 12.5 13 14 15 16 17 18 19 20

Interpersonal skills

1 2 3 4 5.5 6 7 8 9 10

Professional attributes, skills and awareness

1 2 3 4 5 6 7 8 9 10 11.5 12 13 14 15 16 17 18 19 20

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Submitting the completed end of placement reportOn completion please email this form as an attachment. Please print a copy for your records.

Manchester Metropolitan UniversityAndrew Johnson, Placement Administrator: [email protected]

Alternatively, print two copies, retain a copy for your records and post the second copy to:

SLT Placements Administrator, Manchester Metropolitan University, Faculty Student and Academic Services, Brooks Building, Birley Campus, 53 Bonsall Street, Manchester M15 6GX

MSc Marking Criteria Year 2: Autumn and Spring

1. Observation and Assessment

1st / 70-100%

7 - 10 out of 10


Consistently able to select, administer and score appropriate assessments and make hypotheses that lead to excellent management goals.Consistently able to carry out initial assessments with accurate evaluations independently and conclusions based on excellent theoretical rationale.Excellent interpretation and clinical reasoning.Shows an excellent understanding of how to measure efficacy of interventionExceptional standard of clinical skills; Reflecting on clinical skills acquired in year 1; adapting quickly to new client groupsAble to formulate accurate observations excellently. The student is able to record, analyse and interpret full range of communication/swallowing features with virtually no errors.

2;1 / 60-69%

6 – 6.9 out of 10(Minimal errors Minimal supportRequired)

Mostly able to select, administer and score appropriate assessments and make hypotheses that lead to sound management goals.

Mostly able to carry out initial assessments independently with accuracy and formulate conclusions based on good theoretical rationale.Good interpretation and clinical reasoning.Shows a good understanding of how to measure efficacy of intervention

Good standard of clinical skills; Reflecting on clinical skills acquired in year 1; Adapting well to new client groupsMostly able to formulate accurate observations. The student is able to

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record, analyse and interpret full range of communication/swallowing features with occasional errors.

2;2 / 50-59% 5 – 5.9 out of 10(Fairly accurate with some support)

Sometimes able to select, administer and score appropriate assessments and make hypotheses that lead to some appropriate management goals.Able to carry out initial assessments and formulate conclusions based on theoretical rationale with supportReasonable interpretation and clinical reasoning.

Shows some understanding of how to measure efficacy of intervention

Reasonable standard of clinical skills; Reflecting on clinical skills acquired in year 1; Adapting fairly well to new client groupsSometimes able to formulate accurate observations. The student is able to record, analyse and interpret full range of communication/swallowing features with some errors.

Fail / 35– 49%3.5 – 4.9 out of 10

(Finds it difficult even with support )

Not able to carry out an initial assessment independentlyHypotheses incorrect even with supportClinical reasoning not relevant or appropriate without extensive supportHas little concept of how to measure efficacy of interventionInadequate clinical growth despite significant amount of support.Student not able to assume independent responsibility for clinical work.Inaccurate and inconsistent observations.Assessment skills are not at a basic level of competence.

Clear fail / 0 – 34%0 – 3.4 out of 10(Not competent even with extensive support)

Not able to productively complete an initial assessment; unsafe even with extensive supportClinical reasoning inaccurate and hypotheses not appropriate

No awareness of measuring efficacy of intervention

No growth in clinical skills; constant significant support needed.

Little or no accurate observations of sessions or own performance.

2. Planning and intervention

1st / 70-100%

14-20 out of 20


Consistently and independently uses a range of highly appropriate therapy techniques and materials effectively targeting service user needs. Generates well-structured and highly relevant sessions that meet specific needs of the client and are carried out independently.Excellent and appropriate flexibility in delivery of session plans responsive to client need; in control throughout.Excellent ability to record and measure outcomes during the session and to measure the efficacy of treatment.Excellent ability to evaluate and implement broader issues of client management (e.g. produce management plans in the context of multidisciplinary provision)Excellent ability to formulate appropriate and highly relevant suggestions for

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future management or discharge Consistently demonstrates highly realistic problem-solving abilities Excellent development of clinical skills showing maturity of thought and independence; Student has adapted rapidly where client group is new to them.

Independently makes highly skilled and accurate deductions from the case history, assessment findings, theory and client’s needs, which lead to clear and appropriate hypotheses and management goals.Formulates highly appropriate long-term and short-term treatment goals forming the basis for highly relevant session plans

2;1 / 60-69%

12-13.9 out of 20(Minimal errors Minimal supportRequired)

Uses a range of good therapy techniques and materials effectively targeting service user needsGenerates therapy sessions that are good and meet specific needs of the clientDemonstrates a good amount of flexibility in delivery of session plans and is responsive to client needGood and accurate ability to record and measure outcomes during the session and evaluate the efficacy of treatment.Good ability to reflect upon and implement broader issues of client management (e.g. produce management plans in the context of multidisciplinary provision)Good ability to formulate appropriate and very relevant suggestions for future management or discharge Demonstrates good realistic problem-solving abilities

Good development of clinical skills showing some insight and independenceWith some independence, student is able to make good, accurate deductions from the case history, assessment findings, theory and client’s needs, which lead to good hypotheses and management goals. Formulates good long-term and short-term treatment goals forming the basis for good session plans.

2;2 / 50-59%

10-11.9 out of 20


Uses a range of adequate therapy techniques and materials effectively targeting service user needs. Generates therapy sessions that are adequate and meet the needs of the client Demonstrates a reasonable amount of flexibility in delivery of session plans and is often responsive to client needReasonable able to adequately record and measure outcomes during the session and demonstrates some ability to evaluate the efficacy of treatment.Reasonable ability to reflect upon and implement some of the broader issues of client management Reasonable ability to formulate some appropriate suggestions for future management or discharge Demonstrates some reasonable problem-solving abilities

Some development of clinical skills showing some insight and independence

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With some independence, student is able to make accurate deductions from the case history, assessment findings, theory and client’s needs, but is reliant on support for less familiar presentations. May need guidance to generate hypotheses and management goals. Student is clinically competent with support.Formulates reasonable long-term and short-term treatment goals forming the basis for adequate session plans.

Fail / 35– 49%

7-9.9 out of 20


Uses a very limited range of therapy techniques and materials not always effectively targeting service user needs. With considerable support from the CE, the student is able to generate therapy sessions that may sometimes meet the needs of the client Demonstrates a limited amounts of flexibility in delivery of session plans and is inconsistent in their responsive to client needStudent is limited in their ability to adequately record and measure outcomes during the session and demonstrates limited ability to evaluate the efficacy of treatment.Unable to reflect upon and implement the broader issues of client management Limited ability to formulate some appropriate suggestions for future management or dischargeDemonstrates limited ability to problem-solving

Slow growth in the development of clinical skills showing some insight and independenceWith considerable support, student is able to make accurate deductions from the case history, assessment findings, theory and client’s needs, but is significantly reliant on support from their CE.Student needs significant guidance to generate hypotheses and management goals. Student is limited in their ability to generate long-term and short-term treatment goals, thus sessions plans are very limited

Clear fail / 0 – 34%0-6.9 out of 20(Not competent even with extensive support)

Highly inadequate or inappropriate therapy techniques and materials showing no insight into service user need.Inappropriate or no suggestions for future management.

No growth in clinical skills despite on-going support.

Plans and aims are minimal, absent or excessively wordy and show misunderstandings, despite continued support.Very rigid and/or inconsistent approach; sessions ineffective with no insight or reflection on predisposing factors.

3. Active Learning and Evaluation

1st / 70-100%


Excellent ability to show initiative and independence in addressing his/her own clinical skills and learning needs. Highly skilled and independent at collating/ bringing together information from different sources.Excellent ability to independently inquire about and meet the needs of the client group.Excellent ability to consider and incorporate the views of others.

Excellent ability to respond to and independently act upon feedback from

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others on his/her clinical practice.Demonstrates excellent insight into knowing when to seek advice for confirmation of clinical reasoning & management plans Excellent ability to reflect upon own learning and actively involved in the self-learning process. Student is able to accurately evaluate self and therapy skills and reflect upon suggestions, thus making necessary changes. Demonstrates excellent critical reflection skills (includes a highly perceptive evaluation of own performance and effectiveness of therapy).

2;1 / 60-69%

12 - 13.9 out of 20(Minimal errors Minimal support Required)

Good ability to show initiative and independence in addressing his/her own clinical skills and learning needs. Shows independence in collating/ bringing together information from different sources.A sound ability to independently inquire about and meet the needs of the client group.Good ability to consider and incorporate the views of others.

Good ability to respond to and act upon feedback from others on his/her clinical practice.Demonstrates good insight into knowing when to seek advice for confirmation of clinical reasoning & management plansA good ability to reflect upon own learning and actively involved in the self-learning process. Student is usually able to accurately evaluate self and therapy skills and reflect upon suggestions Demonstrates good critical reflection skills (includes an accurate perceptive evaluation of own performance and effectiveness of therapy).

2;2 / 50-59%

10 - 11.9 out of 20


Reasonable ability to show initiative and independence in addressing his/her own clinical skills and learning needs. With support, student is able to collate/ bring together information from different sources.A reasonable ability to inquire about and meet the needs of the client-group, may need some support.Reasonable ability to consider and incorporate the views of others, but may need support.Reasonable ability to respond to and act upon feedback from others on his/her clinical practice with supportDemonstrates some insight into knowing when to seek advice for confirmation of clinical reasoning & management plansA reasonable ability to reflect upon own learning and actively involved in the self-learning process, but may be inconsistent. Student is sometimes able to accurately evaluate self and therapy skills and reflect upon suggestions Demonstrates a basic critical reflection skills (includes an appropriate and perceptive evaluation of own performance and effectiveness of therapy with support).

Fail / 40 – 49%7 - 9.9 out of 20(Finds difficult even with support)

Lack of commitment or initiative. Demonstrates poor critical reflection skills (includes evaluation of own performance and effectiveness of therapy).Evaluation of self and therapy skills is inaccurate and inconsistent.

Shows a lack of initiative and independence in addressing his/her own

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clinical skills and learning needs. CE may need to structure student's thinking quite considerably.Responds inappropriately and generally fails to act on feedback from others on his/her clinical practice.Has little concept of when to seek advice for confirmation of clinical reasoning and management plans.Lack of commitment to self-learning process; unable to adapt following advice, despite significant amount of support. Feedback given in year 1 has not been acted on.

Clear Fail / 0 – 34%0 – 7.9 out of 20(Not competent even with extensive support)

Discussions almost entirely dependent on direction of CE.

Absence of critical reflection skills as a foundation for ongoing professional development (includes evaluation of own performance and effectiveness of therapy).Shows no initiative and independence in addressing his/her own clinical skills and learning needs. Little or no accurate evaluation of sessions or own performance. Feedback given in year 1 has not been addressed / accepted or acted on.Responds inappropriately and fails to act on feedback from others on his/her clinical practice.Shows no awareness of when to seek advice for confirmation of clinical reasoning and management plans.


1st / 70-100%14 - 20 out of 20(Highly developed & accurate)

Excellent understanding of a range of communication/swallowing disorders

Able to independently generate, implement and evaluate intervention using the support of an appropriate theoretical rationale.Excellent understanding of understanding of a wide range of communication disorders in differing client groupsExcellent ability to critically evaluate theory and understand its application to clinical management

2;1 / 60-69% 12 - 13.9 out of 20(Minimal errors & Minimal support required)

Good understanding of a range of communication/swallowing disorders

Good ability to generate, implement and evaluate intervention using the support of an appropriate theoretical rationale with minimal supportGood understanding of understanding of a wide range of communication disorders in differing client groupsGood ability to critically evaluate theory and its understand its application to clinical management

2;2 / 50-59%

10 - 11.9 out of 20(Fairly accurate with some support)

Reasonable understanding of a range of communication/swallowing disorders Adequate discussions, showing basic understanding of key issues.

With some support from the CE, the student is able to able to plan, carry out and evaluate intervention, but may not always use an appropriate theoretical rationaleReasonable understanding of understanding of a wide range of communication disorders in differing client groupsShows ability to use some theoretical knowledge when discussing and planning therapy, but may require support from the CE to do so accurately

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Fail/ 35 – 49%7- 9.9 out of 20(Finds it difficult even with support)

Limited understanding of a range of communication/swallowing disorders With CE support, the student is able to able to plan, carry out and evaluate intervention, but is not able to use an appropriate theoreticalrationale and has limited understanding of the relationship of theory to clinical practiceTheoretical knowledge is inadequate and student has failed to apply appropriate theoretical rationale to clinical practiceDiscussions and decisions may indicate significant theoretical knowledge errors

Clear Fail / 0 – 34%6 – 6.9 out of 20

(Not competent even with extensive support)

Discussions and decisions are led by the CE and indicate that the student has extremely limited theoretical knowledge. The student is unable to able to plan, carry out and evaluate intervention, and is not able to use an appropriate theoretical rationaleDiscussions and decisions show frequent misconceptions in relation to theory.Shows no evidence of theoretical knowledge.


1st / 70-100%

7 - 10 out of 10


Provides excellent accurate and constructive feedback and support to clientsFacilitates excellent exchange of relevant, well-judged and useful information with carersDemonstrates an excellent understanding of the influence of their own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgementsExcellent interpersonal skills with clients/carers and professionals.

Excellent rapport established with client and carers and recognises emotional presentation of client/carers and responds with sensitivity.Excellent insight into own interpersonal skills and easily able to adapt them to meet the needs of the situation

2;1 / 60-69%

6 – 6.9 out of 10(Minimal errors Minimal supportRequired)

Provides good constructive feedback and support to clients

Facilitates good exchange of relevant, well-judged information with carers

Demonstrates a good understanding of the influence of their own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgementsGood interpersonal skills with clients/carers and professionals.

Good rapport established with client and carers and usually recognises emotional presentation of client/carers and responds with sensitivity.Good insight into own interpersonal skills and usually able to adapt them to meet the needs of the situation

2;2 / 50-59%

5 – 5.9 out of 10(Fairly accurate with some support)

Provides reasonable level constructive feedback and support to clients, with supportFacilitates reasonable exchange of relevant, well-judged information with carersBasic understanding of the influence of their own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgements

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Reasonable interpersonal skills with clients/carers and professionals.

Satisfactory rapport established with client and carers and basic awareness of emotional presentation of client/carer & appropriate response to this.Basic insight into own interpersonal skills and how to adapt them to meet the needs of the situation

Fail / 35 – 49%

3.5 – 4.9 out of 10


Doesn't facilitate effective information exchange with carer. There may be miscommunication. Inappropriate insight into own interpersonal skills and how to adapt them to meet the needs of the situationLittle or no understanding of the influence of their own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgementsAdequate interpersonal skills not developed. They are not always appropriate for client/professional relationships.Inappropriate or inconsistent interaction skills.

Rapport sometimes but not always established.

Rigid and unresponsive approach.

Clear fail / 0 – 35%

0 – 3.5 out of 10(Not competent even with extensive support)

No attempt to feedback to client.

Doesn't facilitate effective information exchange with carer

Unable to demonstrate insight into own interpersonal skills and how to adapt them to meet the needs of the situationRapport with clients is poorly established if at all; interaction skills inadequate or inappropriate.Very rigid and/or inconsistent approach.

Unable to show understanding of the influence of their own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgements

6. Professional Attributes, Skills and Awareness

1st / 70-100%


Excellent ability to able to deal competently and independently with broader issues of client / case management Shows excellent initiative and takes full responsibility for administration duties, record keeping and report writing.Excellent interpersonal skills with other professionals, recognising and respecting their roles.Excellent use of appropriate technical and professional language, recognising the context.Engages fully in discussions in entirely professional and mature manner.

Excellent understanding of extended role, responsibilities and boundaries of an SLT.Excellent level of professionalism in manner, behaviour and interaction with others ensures wellbeing and safety of all parties

2;1 / 60-69%

12 - 13.9 out of 20

Good ability to able to deal competently and independently with broader issues of client/case management with minimal supportShows good initiative and takes responsibility for administration duties, record keeping and report writing.

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(Minimal errors Minimal support Required)

Good interpersonal skills with other professionals, recognising and respecting their roles.Good use of appropriate technical and professional language, recognising the context.Engages in discussions in a very professional and mature manner.

Good understanding of extended role, responsibilities and boundaries of an SLT.Good level of professionalism in manner, behaviour and interaction with others ensures well-being and safety of all parties

2;2 / 50-59%

10 - 11.9 out of 20


Reasonable ability to able to deal competently with broader issues of client/case management with some supportShows some initiative and takes some responsibility for administration duties, record keeping and report writing.Reasonable interpersonal skills with other professionals, recognising and respecting their roles.Reasonable use of appropriate technical and professional language, may require some supportEngages in discussions in a professional and mature manner.

Has acquired an adequate level of professional and clinical competence.

Reasonable understanding of extended role, responsibilities and boundaries of an SLT.Adequate level of professionalism in manner, behaviour and interaction with others

Fail / 40 – 49%8 - 9.9 out of 20(Finds difficult even with support)

Limited or inappropriate understanding of broader issues of client / case management

No attempt to carry out administrative duties independently or without support.Record keeping or report writing may be inadequate even with support

Does not follow Trust policies and procedures

Unable to work effectively with other professionals, manner may be inappropriate or unprofessional.Little or no use of technical and professional language.

Cannot participate appropriately in discussion

No awareness of organisational structures and funding issues impacting on SLT servicesStudent has not reached the level of professional or clinical competence for client group concerned, and is not able to assume independent responsibility for clinical work.

Clear Fail / 0 – 34%0 – 6.9 out of 20(Not competent even with extensive support)

No understanding of appropriate client / case management

Manner is unprofessional.

No understanding of context for delivery of SLT services

Safety of participants is jeopardised; CE may have to intervene in sessions

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Appendix ix RCSLT – National Standards for Practice-Based Learning (SPLs)

CE name: Date:

Student:

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Planning and self-audit tool for Clinical Educators

StandardNo

Question Tick when completed

Evidence

Section 1. Practice-based learning and the curriculum1.10 Are you committed to clinical

education?

Do you share the responsibility with the HEI for placement-based learning?

e.g. list of offers made, CPD

Training attended

1.11/ 2.30 Have you recently attended CE training?

e.g. training

Section 2. Preparation for placement2.1 Have you considered risks that students

may encounter in your placements?

Have you made the student aware of risks?

e.g. discussion of risk, risk ax, induction checklist

2.24 Are there any specific health and safety, confidentiality and ethics requirements for your placement?

Have you discussed these with your student?

Have you alerted the student coordinator to these?

e.g. discussion with student, induction checklist

2.20 If your placement includes specific access requirements, do you make the university aware of this before the student comes on placement?

e.g. offer form sent back to the university

2.25 Are there any specific requirements that the students need to know about before starting the placement?

e.g., discussion during pre-placement telephone contact

2.27 Are you familiar with your organisation’s written student policy?

e.g. written policy complied with

2.21/ 2.22 Do you receive adequate information and guidance re the student’s learning outcomes and experience to date?

e.g., receipt of clinical placements manual, training

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Have you considered the learning outcomes in relation to your specific placement and opportunities that exist within your placement?

Are they compatible with the placement that you are offering?

2.28 Are you aware of different learning models?

Can you describe the learning model that you offer to students?

Are you able to identify and cater for different learning styles?

Can you describe the potential experiences and opportunities available to a student on placement with you?

e.g. training, CPD, previous student feedback

2.29 Do you have knowledge of current developments relating to the client group(s) your student will be working with?

Do you have significant experience in working with this/these client group(s)?

e.g. training, SIGs, CPD

2.22 Are you able to allocate time for placement preparation?

e.g. agreed timetable

2.31 Are you able to negotiate an appropriate reduction in caseload during student placements?

e.g. diary records

Section 3. Practice-based Learning 3.9 If more than one CE is involved, has a

lead CE been identified (BC)?e.g. BC identified on student / HEI correspondence

3.5 Have you incorporated a range of speech and language therapy work and roles into the placement?

e.g. student’s log of activities undertaken

3.4 Have you allocated time for an appropriate induction at the beginning of the placement?

e.g. induction checklist, notes of meetings with student

3.13 Are you clear about the student’s learning outcomes?

e.g. written information from HEI, discussion with student,

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Is a plan in place re how the student’s learning objectives can be achieved on placement?

review meetings, learning contract

3.6 Have you identified specific ways in which you can help the student achieve his/her learning aims?

e.g. learning contract

3.11 If more than one CE is involved, is there an agreed plan how the aims will be addressed across the placement?

e.g. record of discussion how aims will be addressed, division of aims

3.7 Have you discussed the student’s responsibility towards the client in your induction?

e.g. induction checklist

3.8 Have you obtained consent from each client who the student has worked with?

Do you have evidence how management goals have been agreed?

e.g. documented consent for each client

Notes of supervision / feedback, therapy plans countersigned by CE

3.12 Do you feel your skills in giving feedback are adequate?

Have you allocated specific time for feedback?

e.g. CPD, previous training, experience

e.g. record of feedback

3.14 Do you promote the development of self- reflective practice and independent practice?

e.g. guidance to aid student’s self-reflection, student delivers self reflection before CE feedback

3.15 Do you make the university aware of any concerns at the earliest opportunity?

e.g. notes of meetings, telephone calls

3.10 Do you have a coordinated process of combining comments and marks to represent the student’s achievements and remaining learning needs?

e.g. meeting at the end of placement to agree mark, single document completed

3.17 Do you understand your requirements in respect of the student’s assessment?Have you used the agreed formats and criteria outlined by the university?

e.g. Assessment documentation received and completed

3.16 Do you complete the report forms by the end of the placement?

e.g. completed report before placement ends

3.18 Do you meet with the student at the end of the placement to review and discuss

e.g. meeting end of placement, record of learning goals achieved

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future learning needs? and future learning needs

Section 4. After the placement4.8 Do you encourage and facilitate honest

feedback from your students?e.g. feedback forms

Section 5. Learning resources to support placement5.5 Is your HPC registration up to date? e.g. HPC registration

records

5.6 Do you offer inter-professional learning opportunities during the placement to enhance the student’s learning experience?

e.g. observation sessions with other professionals, joint working

Section 6. Quality management and enhancement 6.1 Do you comply with quality monitoring

processes and procedures to improve the quality of clinical placements?

Have you reported any area of deficit identified during this audit to your student coordinator?

Have you devised a personal action plan to improve any areas of weakness?

e.g. completion of this audit

Completion of action plan

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Appendix x Clinical Educator SPLs self audit record and action plan

Name

Dates of placement Length of placementHow many days per week

Self audit

Total number of Standards 33Total number of Standards not metTotal number of Standards met

Action plan

Standard number

Action When

Which standards were not met which you as an individual Clinical Educator cannot address?

Please send a copy of this form to your Student Coordinator

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Appendix xi

DYSPHAGIA SCHEDULE FOR STUDENTS

Royal College of Speech and Language Therapists Dysphagia Training and Competency FrameworkThe RCSLT Dysphagia Training and Competency Framework (2014) can be used by students on clinical placements and throughout their careers. The document lists agreed competencies in various aspects of dysphagia assessment and management from Level A e.g. student to Level D (consultant). On placements clinical educators can use the framework to record a student’s knowledge, skills or competency. The framework is available at https://www.rcslt.org/members/clinical_areas/dysphagia/training_competency_framework

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https://www.rcslt.org/members/clinical_areas/dysphagia/training_competency_framework

https://www.rcslt.org/members/clinical_areas/dysphagia/training_competency_framework

Appendix xii

REFERENCES ON CLINICAL SUPERVISION

Alsop A. (1996) In-service Students Undertaking Fieldwork Education: Strengths Expectations and needs, The British Journal of Occupational Therapy, 59.11 p520-524.

Anderson C. (1996) Student Care in the Community, RCSLT Bulletin, 528 pp10-11.

Best D, Rose M (1996) Quality Supervision Theory and Practice for Clinical Supervisors. London: Saunders

Boyle B. (1997) Teaching Students the Consultative Model, RCSLT Bulletin, 548 pp 12-14.

Communicating Quality 3 (2006): Royal College of Speech and Language Therapists. London.

Department of Health and English National Board (2001a) Placements in Focus London : ENB & DH

Department of Health and English National Board (2001b) Preparation of Mentors and Teachers London : ENB & DH

Gascoigne M, Parker A, (2001) All placements great and small: An analysis of clinical placement offers made by SLT services, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001. Vol 36, Supplement 2001, pp 144 – 149.

Grundy K (1994) Peer Placements: Its Easier With Two, CSLT. Bulletin., Oct 10-11.

Honey, P. and Mumford, A., (1982) The Manual of Learning Styles

Jung B et al (1994) Fieldwork Education: A Shared Supervision Model. Canadian Journal of Occupational Therapy. Vol 44, No 9, 835-838

Kolb D (1984) Experiential Learning as the Science Of learning and Development. Englewood Cliffs, NJ: Prentice Hall

Kersner M, Parker A, (2001) A strategic approach to clinical placement learning, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001. Vol 36, Supplement 2001, pp 150 – 155.

McAllister, L. and Lincoln, M. (2004): Clinical Education in Speech-Language Pathology. Whurr. London. www.rcslt.org

Morris M, (2001) Student supervision: Risky business?, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001. Vol 36, Supplement 2001, pp 156 – 161.

Parker A, Kersner M., (1998) New Approaches to Learning on Clinical Placement, The International Journal of Language & Communication Disorders., 33:(supplement) 255-260.

Royal College of Speech and language therapists, National Standards for Practice-based Learning. 2005. www.rcslt.org

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Stengelhofen, J., (1993) Teaching Students in Clinical Settings. Chapman and HallWatts N (1990) Handbook of Clinical Teaching. London: Churchill and Livingstone

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