placement-education-handbook-pgdip-2017-sep-2017

3 The Programme Team and where to find us 66 Roles and Responsibilities 7 Practice Preparation 7.1 Placement allocation 7.2 Requests for change of placements 7.3 Review of placement allo

UNIVERSITIES AT MEDWAY

POSTGRADUATE DIPLOMA IN SPEECH AND

LANGUAGE THERAPY PROGRAMME PRACTICE EDUCATION HANDBOOK

SEPTEMBER 2017

Contents

2 Glossary of Abbreviations and Common Terms 4

3 The Programme Team and where to find us 6

6 Roles and Responsibilities

7 Practice Preparation

7.1 Placement allocation

7.2 Requests for change of placements

7.3 Review of placement allocation

7.4 Placement Induction

7.5 Student Placement File

13 13 14 14 14 14

8 Supervision and Support

9 Practice Structure and Process

9.1 Assessment of Practice

9.1.1 Assessment of Practice Tool (APT)

9.1.2 Validity and Reliability of Assessment of Practice Tools

9.7 Practice Assessment Document

9.8 Absence from Placement

10 Organisational and Professional Requirements for Practice

10.1 Insurance and Liability

10.2 Health and Safety

10.3 Professional Conduct and Personal Presentation

10.4 Police Checks

10.5 Readiness for Practice

10.6 Equality and Diversity

10.13 Professional Dress and Appearance

10.14 Body Language and Interpersonal Skills

10.15 Readiness to Learn

10.16 Smoking

10.17 Mobile Phones

10.18 Service User Safety

10.19 Adherence to Policies and Procedures

10.20 Good Health and Good Character

10.21 Accidents and Incidents in Practice

25 25 25 25 26 26 26 26 26 26 26 27 27 27 27 27 27 27 28 28 30 30

A Guidance for the Support of Students Requiring Reasonable

C Guidelines for the Management of the Failing Student and the

D Code of Professional Behaviour for Students on PG Dip Speech and

E Algorithm for Handling Student Fitness to Practice Issues 39

G The Role of Reflective Practice within the Programme 42

J Standards of Education and Training (HCPC, 2014) 47

2 Glossary of Abbreviations and Common Terms

APT Assessment of Practice Tool

HEE Health Education England

U of G University of Greenwich

Glossary of Common Terms

Academic Direction

This refers to the time spent by students working under the direction of academic staff This may be direct classroom teaching, tutorials, directed study or,

increasingly, the use of a VLE

Assessment of Practice Tool (APT)

The ‘APT’ is the name given to the assessment of practice tool It has a common format across all professions and has been developed to meet the specific outcomes for the programme as supported by the professional bodies

Competence

Describes the skills and ability to practice safely and effectively without further needfor supervision

Health and Care Professions Council

The regulatory body for Speech and Language Therapy and other professionals

Inter-Professional Learning (IPL)

"Inter-Professional Education occurs when two or more professions learn with, from

and about each other to improve collaboration and the quality of care" (CAIPE

2012)2 This can occur formally and informally in common modules and also in

practice experiences

Key Placement Educator

Denotes the practitioner assuming responsibility for the supervision, management and assessment of students’ work and learning during a placement/practice learningopportunity

Learning Contract:

An individual plan for learning developed by the student and continuously negotiatedwith the mentor that identifies goals, opportunities and action to be taken to achievethem

An objective ‘identifies what a learner want to learn, how he or she will set about

learning it, how and by whom the learning will be assessed and by what standards the performance will be judged’ (Cross et al,2006)3

3 The Programme Team and where to find us

Placement Lead/Senior Lecturer

Fiona Fowler CCCU, Hf17, North Holmes Campus, Canterbury, CT1 1QU

Tel: 07875534247 / 01227 767700 ex 3821

Marian McCormick CCCU RWs 16 Rowan Williams Court, Chatham ME4 4UF

Tel: 01634 894432

marian.mccormick@canterbury.ac.uk Senior Lecturer University of Greenwich, N04, Nelson

BuildingTel: 020 8331 9193

4 Introduction to Practice Education

The Post Graduate Diploma in Speech and Language Therapy programme provides graduates with a route to a qualification and eligibility to apply for registration with the Health Professions Council (the regulatory body) as a Speech and Language Therapist and membership of the Royal College of Speech and Language Therapists (the professional body) Students will have the opportunity to build on their previouseducational studies through a challenging educational experience linking applied theoretical modules combined with practice placements during which knowledge andskills for practice will be gained The Placement Education Handbook is focussed on the placement aspects of the students learning experience

Practice education is delivered in blocks throughout the programme (one block in year 1 and two blocks in year 2) Within placement settings and to some extent within the universities’ setting, students will be provided with the opportunity to learn alongside a wide range of health and social care professionals The programmehas been developed to reflect and enhance collaborative practice, the majority of this opportunity being within the practice education setting and, at the same time, toenhance the uniqueness of individual professional practice Students will be

encouraged to develop a person-centred and evidence-based approach to practice within the changing workforce and multi-agency working

Of fundamental importance in enabling students develop these skills will be the role

of practice educators, guiding and supporting students during their development

In addition to the placement blocks students will be expected to take part in the Conversation Partner Scheme The scheme was developed by Connect UK who provided the initial training and support for the scheme within the programme

Students are paired with a conversation partner in order to develop their

communication skills and to understand best practice in conversational exchange with an individual who has a communication disability This allows the student to develop an in-depth, person-centred appreciation of the issues for that individual and their carers and to develop problem-solving skills with this insight and enhance their critical ability in assessing effectiveness of management approaches and

interventions

This approach has been adopted by a number of HEIs that provide SLT education andhas been reviewed as good practice and an effective way of helping students to develop essential skills4

4 Hegarty, B Matheson, L and McVicker S 2006) Connecting in the acute setting ‘Speech and Language Therapy in Practice,

Winter 2006.

5 Programme Structure

The programme is structured to ensure the integration of theory with practice and toallow opportunities for directed/self-directed exploration of theoretical perspectivesand in the development of clinical skills for use in practice

The delivery of the academic modules, along with the interweaving of these withpractice experience, gives context to taught module content and allows opportunityfor consolidation of learning for application to practice

5.1 Table 1: Pattern of module delivery and practice education for the PG Dip Speech and Language Therapy (Year One)

Year One Orientation

Module Developmental Disorders of

Communication Module

Placemen

t 1 Communication Disorders Module Developmental

Biological Sciences Module Biological Sciences

Module

January -

March April - June June - July September October - December

5.2 Table 2: Pattern of module delivery and practice education for the PG Dip Speech and Language Therapy (Year Two)

Year Two Acquired Disorders

January - March April

-June June – July and September October - December

The programme has been designed in line with or in the light of guidance from the following: -

Health and Care Professions Council – Standards of Education and Training: Your

Duties as an Education Provider (2014) (Appendix L)

Health and Care Professions Council – Service User and Carer Involvement in

Education and Training Programmes, (2013)

http://www.hcpcuk.co.uk/assets/documents/10003A08Serviceuserinvolvementinthedesignanddeliveryofapprovedprogrammes.pdf

Royal College of Speech and Language Therapists Curriculum Guidelines (2017

6 Practice Education

Practice education is central to the curriculum as a means of achieving the

programme outcomes Namely, fit for purpose, fit for academic award and fit for first post It allows for professional socialisation, the learning of new knowledge and skills and the questioning of professional ideas and beliefs It requires careful

collaboration between academic and placement settings

A speech and language therapist’s work environment is complex and multi-faceted and students are expected to have placement opportunities in a range of

environments including health, education, social services and in acute and

community settings They are also expected to have experience of working with people across the age spectrum, from diverse cultural and socio-economic

backgrounds and with acute and long-term needs

Practice education is an integral part of the learning process which reinforces and enhances student learning Universities, service providers and students work in partnership to provide quality learning opportunities Practice education should offerstudents the opportunity to consolidate, apply and reflect on learning gained in the educational setting as well as developing new knowledge and skills in a supported environment Students will apply their HE level 4 (Masters Level) thinking within the placement setting and placement educators are central to this process This new knowledge and skills will later be drawn on in the education setting

Roles and Responsibilities

6.1 Placement Lead

The Placement Lead is a member of the SLT academic staff whose role is to identifyplacement education opportunities for students which will meet their educationalneeds

The role includes:

 Liaison with service placement coordinators to obtain sufficient numbers andrange of practice placements and to identify new placement opportunities

 Liaison with personal tutors and students directly to arrange a balancedprogramme of placements as well as fulfilling the requirement to have at least

150 sessions of placement experience

 Monitoring the quality of placements and reporting to relevant internal andexternal forums

 Liaison with placement educators to arrange placement details for students

 Preparation of students including pre-placement briefing; reorientation anddebriefing of students

 Organisation of training programmes to allow clinicians to prepare for the role ofplacement educator and for existing educators to update in this role

 Arranging and carrying out placement visits and support mechanisms to be inplace for students and educators before, during and after placement

 Working with university placements office and acting as a point of contact forstudents when this becomes appropriate

 Liaison with the programme team on issues relating to practice placements

6.2 Placement Support Tutor

The Placement Support Tutor is a member of the academic staff who is the contactperson for students and placement educators prior to and during each placement They will:

 support an identified group of students and their placement educators duringeach placement

 be the contact person for the students and placement educators during theplacement and will provide email and telephone details

 negotiate and carry out a convenient mid-placement visit and will complete thenecessary paperwork

 offer additional visits, if requested or thought necessary, by the tutor, student orplacement educator

6.3 Placement Administrator

The Placement Administrator has a vital role in supporting the Placement Lead andstudents in the placements process The role includes

: Providing a link between placement settings and the Placement Lead

 Following up possible placement opportunities

 Providing a link between placement settings and the Placement Lead

 Being a point of contact for students regarding placements

 Ensuring that the placements database (PEMS) has up to date and relevantinformation

 Providing up to date information on placement to the Placement Lead andmonitoring student placement profile

 Ensuring that students have up to date information about placements

6.4 Placement Coordinator

The Placement Coordinator is a named practice based member of staff whocoordinates placements within a defined area The role may vary according to theorganisation for which the coordinator works but may include:

 Liaison with University/placement office and distribution/circulation of

placement information and requests for placements

 Liaison with educators and potential educators in order to obtain placements

 Coordination of placements and support of students and Placement Educators

6.5 Placement Educator

This is a practice-based member of staff with a minimum of two years’ experience inthat role, who facilitates the students’ learning experience and progress throughoutthe placement Competencies relating to SLT can only be signed off by an HCPC-registered SLT The role includes:

 Working collaboratively within the placement education team and students

 Provision of informal supervision opportunities, taking into account student

learning style and particular needs, and offering constructive feedback andguidance on strengths and areas to be developed

 Being fully conversant with the aims and objectives of the placement, student

assessment procedures and assignment expectations

 To support the student to meet the agreed learning objectives relevant to

stage of training and student needs

 Contacting University where student gives cause for concern or where

difficulties arise between student and educator that cannot be resolved

 Keeping up to date with the University’s programme and regularly update

knowledge and skills required as a practice educator and practitioner (toinclude attendance at training workshops provided by the HEI)

 To be aware of, and question the use of, authority and power in the student

supervision and assessment relationship

6.6 Key Placement Educator

The role includes:

 Being the named member of the placement education team and the contact

person for the student and the member of the HEI academic staff

 Works collaboratively with other placement educators supporting the student

 Planning the placement to include informing colleagues, re-arranging

workloads, arranging facilities

 Provision of pre-placement information including hours of work, dress code,

working hours, relevant risk assessments and any information requested bystudent

 Provision of an induction programme to introduce student to work area and

design of a programme of student activities each week relevant to stage oftraining (to include agreed formal supervision times)

 Being fully conversant with the aims and objectives of the placement, student

assessment procedures and assignment expectations

 In collaboration with student, negotiated the learning contract and helps to

identify the agreed learning objectives relevant to stage of training andstudent needs

 Completing formative and summative assessments of student competency in

consultation with the student and other members of the placement educatorteam

 To ensure that assessment decisions are the outcome of informed,

evidence-based judgements and to clearly explain these to the student

 Contributing towards quality assurance paperwork as required by the

University

 Contacting University where student gives cause for concern or where

difficulties arise between student and educator that cannot be resolved

6.7 The Student

The student should take an active role and responsibility for their education andtraining Their responsibilities include:

 Inform personal tutor of health and/or personal issues which may impact upon

placement and affect performance

 Liaison with personal tutor and placement lead to ensure they have a balance

of placement experience (i.e it is the student’s responsibility to assess thatthey are receiving the required range of experiences)

 Contacting the placement educator once informed of allocation to introduce

themselves and request relevant information

 Complete and send to the Key Placement Educator, the relevant Profile Form

 Actively participating in formal and informal supervision, the formulation of a

learning contract relevant to stage of education and placement setting andevaluation of his or her own progress

 Being responsible for their own learning needs by asking appropriate questions

and working towards achieving identified learning objectives

 Initiating and keeping a signed written record of weekly supervision and

learning contract and agreeing a summative evaluation session

 Following sickness and absence procedures as set out in the University

Student Handbook and student procedures, and local procedures within theplacement

 Adhering to the policies and procedures of the organisation, including risk

assessments, health and safety and maintaining confidentiality at all times

 Contacting the University (visiting placement tutor, placement lead or

Placement Office) as early as possible if a difficulty arises which cannot beresolved with the practice educator and local staff

 Completing self-evaluation, learning contract, supervision log, record of hours

and placement feedback returning them to the placement office uponcompletion of the placement

 Maintaining a Record of Sessions

 Attending post-placement debriefing session and contributing to quality

of placement availability from practice areas is crucial to assist in the appropriatematching of students to placement areas and for both student and Practice Educatorpreparation Effective partnership working is therefore vital to this process

Practice placement is not intended to prepare a student for a specific first post butrather offer them the opportunity to gain a range and diversity of experience toenable graduates to meet the standards of proficiency as laid down by the HCPC(2014)

7.1 Placement Allocation

To facilitate this process, the following criteria are used:

 Up to 1.5 hours travel each way can be expected

 Students may be required to live away from home/term time address

 Availability of placements

 Identified learning needs

Prior to each placement, the Key Placement Educator and students will access theappropriate paperwork and students will contact their Key Placement Educator forpre-placement information such as hours of work, dress code, map, reading list andfacilities such as access to canteen, library etc Students will receive at pre-placement briefing, additional information and the required paperwork The pre-placement briefing will include information on: -

 Professional requirements

 The learning contract and supervision log

 The Assessment of Practice Tools

 Retrieval of a placement failure

 Universities support and guidance

 Expenses incurred

Occasionally factors happen in practice that can affect placement allocation Forexample, the availability of the Placement Educator may be reduced, the placementmay be re-located or re-organised If this occurs, an action plan will be initiated byacademic placement staff and the placement office team will keep all partiesinformed

7.2 Requests for Change of Placement

Once students have been informed of their placement, changes will only be made inextenuating circumstances and with the written consent of the placement lead.Examples of extenuating circumstances are:

 A close relative currently works in the placement area

 The student has experienced a recent, personal bereavement in the placementarea

 The student has recently been / or is undergoing treatment in the placement area

 The student is involved in litigation with the placement area

7.3 Review of Placement Allocation.

On some occasions it may be necessary to review a student’s placement allocation,for example due to:

 Reasons related to the student

 Reasons related to the practice educator

 Reasons related to the placement

Where this is indicated, the University guidelines found on Blackboard will be used toreview the placement experience using professional judgement to interpret theguidelines and situation in a collaborative manner to determine appropriate action

7.4 Placement Induction

HCPC Standards of Education and Training (2014) require students to be inductedinto the practice area A comprehensive induction programme to introduce thestudent to the placement area should be completed This should include: -

 Identification of key personnel

 Relevant health and safety policies and procedures e.g Lone Working, InfectionControl, Raising and Escalating Concerns, Safeguarding

 Relevant local protocols/procedures e.g reporting sickness and absences,locking up routine

 Discussion of and details of allocated study time and formal supervision

7.5 Student Placement File

It is recommended that a placement resource file should be held by each placement which may include:

 Description of placement facilities including details of access to information

resources such as internet, journals/publications held in the placement setting, library etc

 Mode of service provision

 Service philosophy, mission statement, nature of the client group

 Relationship of Speech and Language Therapy Service within the wider

organisation

 Staffing arrangement

 Model and/or approaches used by SLTs and other team members

 Learning opportunities and educational experiences on offer

 Operational policies

 Health and safety guidelines/information

 Risk management

 Details of contacts for further information

8 Supervision and Support

Supervision in practice education is a process that involves a partnership between the placement educator and the student The aim of supervision is to facilitate students’ learning in order that theoretical concepts can be applied in practice and

to support HE level 4 thinking and application to practice It therefore has

components of teaching, support and evaluation

8.1 Models of Supervision

Placement educators will be encouraged to use a range of supervision models toenhance the student learning experience and allow all SLTs to participate in studenteducation

8.2 Models of Reflection

Students are encouraged to reflect on the placement experiences and to use a

model of reflection with which they feel comfortable to aid the process (Appendix

record of the session is recorded by the student using the Learning Objectives andLearning Log

8.4 Preparation for Supervision

Prior to supervision, the student should:

 prepare an agenda for the session

 review identified learning objectives

 note evidence of the past week’s attainments in relation to learning objectives and required competencies

 identify examples of learning over the past week

 note any queries or difficulties encountered

 check University’s requirements for the placement

 develop their own agenda for the session

 undertake any preparatory reading

Prior to supervision it is advised that the Key Placement Educator should:

 book a quiet area appropriate for supervision

 review identified learning objectives - have appropriate opportunities been made available to the student?

 record student’s areas of success for feedback

 note any issues of concern or points for discussion

 develop own agenda for discussion in the session

 review the University’s requirements for the Placement

During supervision:

 refer to the student agenda and agree to or modify as necessary

 both will participate equally in the discussion

 performance is reviewed in light of agreed learning objectives

 new objectives are established and incorporated into the learning contract by the student

 the next week’s programme is agreed

 significant points are recorded by the student in the supervision log, and signed

by both parties

 the University’s requirements are addressed

After the session:

 both key placement educator and student undertake and meet agreed learning objectives

 learning is consolidated by necessary reading

 reflection is made on performance in light of feedback

 any issues of concern will be addressed using the appropriate channels

(Adapted from: Alsop & Ryan (1996)

8.5 Informal Supervision

Informal supervision can take place at any time during the working day It allows theplacement educator to give immediate feedback on students’ performance Itprovides an opportunity for debriefing and for developing theoretical and practicallinks It enables the student to reflect on their intervention and evaluate success.The amount of informal supervision required is dependent upon the level of trainingand the complexity of the work It is anticipated that in the early stages of training

or in new or unfamiliar locations a student may require direct or close supervisionfrom their educator.

8.6 The Learning Contract, Learning Objectives and Learning Logs

Learning contracts offers a way of encouraging communication and collaborationbetween the student, the academic programme and the placement setting Thelearning contract is a signed, negotiated written agreement between the studentand the key placement educator and reflects an appropriate balance betweenUniversity, placement and student priorities, and is appropriate to the students’stage of training The learning contract and supervision log should be used toprovide evidence of the competencies met and can be used for self-evaluation TheLearning Objectives and Learning Log should be used for all placements It is theresponsibility of the student to complete and maintain the contract

Learning Objectives should be used by the students to identify what they intend toachieve and should be discussed between the student and practice educator.Learning objectives should be regularly reviewed and added to if necessary.Evidence required to meet the learning objectives should be upgraded followingsupervision

The learning log records progress in relation to the agreed learning objectives and inlight of what has been discussed and agreed in weekly formal supervision with thedesignated practice educator The completed learning log is signed by theplacement educator and student at the end of each supervision session to indicateagreement The supervision log is the responsibility of the student and entriesshould be made for each week of the placement

8.7 Reflective Logs

These are weekly reflective statements which demonstrate an understanding ofethical practice, personal and professional development, lifelong learning,knowledge of practice and inter-professional practice They should also demonstrate

a variety of supporting evidence of learning and development in practice, includingmaterial directly generated in practice, through work based tasks and evidence fromservice users, carers and the literature There should also be explicit links to theHCPC Standards of Proficiency (2014) Formative feedback on this element is given tothe student by their personal tutor after each placement

8.8 Support and Guidance

Student support is offered using a range of mechanisms including the student’spersonal tutor, the placement support tutor, the placement lead, the programmedirector, Student Support Services for each university, and the Placements Office.Support will also be available using a range of IT and faculty database facilities.Placement educator support is offered from the same team before, during and afterpractice placement

8.9 Placement Visits

Students on placements will receive a visit from the Placement Support Tutor Thepurpose of the visit is to support student learning It identifies the student’sstrengths, developmental needs and strategies to achieve these It is an opportunity

to promote the partnership between the HEI programme team and our placementprovider and ensure that we maintain a positive and supportive relationship Thedate and time of the visits will be agreed between the Placement Educator, thestudent and the Placement Lead or academic tutor The visits will normally takeplace in the middle two weeks of the placement A mid-placement report will be

completed by the Placement lead or academic member of staff, following discussionswith the placement educator and the student During the visit, the Placement Lead

or academic member of staff will:

a) Observe the student engaging with patients, clients, relatives, carers or otherprofessionals (as appropriate to the placement):

 gathering information

 assessing a client, formally or informally

 carrying out an intervention with an individual or a group of client

Students should prepare for a visit by the Placement Lead or academic tutor and will

be required to provide client information and session plans, if being observed This should be presented to the tutor on arrival so they can familiarise themselves with this information prior to the session Client information may be verbal and/or

written It is intended to be a brief but succinct overview but should include:

- relevant biographical details

 relevant medical information

 a brief history of SLT involvement

 a summary of current information relating to communication e.g test results, information from carers

The session plan should include:

- the overall aims of the intervention

 objectives for the session

 rationales

 outcomes for the session

 tasks planned to address the objectives

Feedback on the observed session will be given by the visiting placement tutor and the placement educator if they are also present The Framework for Observation of Student’s Core Skills and Competencies will be used to inform the feedback

9 Practice Structure and Process

9.1 Assessment of Practice

To qualify and to be eligible to apply for registration with the HCPC as a Speech andLanguage Therapist, students on the PG Dip in Speech and Language Therapyprogramme must satisfactorily complete all taught modules and the assessedplacement element, in accordance with the HCPC Standards of Proficiency and to beeligible for registration with the Professional Body Royal College of Speech &Language Therapists Placements are organised in blocks as indicated in tables 5.1

& 5.2 and have a focus that links to the theoretical perspectives completed prior toplacement All practice placements are assessed on a pass/fail basis Students areassessed by the designated Practice Educator using a competency based tool Aseparate Assessment of Practice Tool is used for each placement with competenciesrelevant to the stage of training and the academic work completed Summativeassessment is completed by the practice educator a few days prior to the completion

of the placement

Formative assessment is completed at the half way stage of the placement on amet/not met basis At the half way and final stage of the placement the student isexpected to self-evaluate, grade and comment upon their performance

All competencies within the assessment grid carry equal weighting If a student doesnot achieve a pass grade for one or more of the competencies they will be deemed

to have failed the placement

If a student is found to be not meeting the competency requirements for aplacement the practice educator should discuss this with the student as soon aspossible providing clear guidance on expectations Should the student notsatisfactorily respond, the practice placement tutor at the University should becontacted for advice and/or a possible placement visit

A failed practice placement may be repeated once and should ideally be carried out

in a setting of a similar type Students are not permitted to carry a fail in practiceplacement into year two and must successfully complete placements at each level oftraining before progressing onto the next This may result in students trailing aplacement

9.1.1 Assessment of Practice Tool (APT)

The Assessment of Practice Tool (APT) is used to assess student competencies andwill be held by the student and signed by the practice educator depending uponwhether a satisfactory standard of practice (placement) had been achieved TheAPTs serve as a primary record of practice competency demonstrating the studenthas met the HCPC Standards of Proficiency for Speech and Language Therapists.The year 1 APT should be satisfactorily completed before progressing into year 2.The year 2 APTs will be satisfactorily completed before the award is considered.Formative support for placement learning will be provided by academic tutors andplacement educators during the programme The APT

9.1.2 Validity and Reliability of Assessment of Practice Tools

Validity has been addressed by involving placement educators in the development ofthe tool and by the monitoring and evaluation of its use Placement educator studydays will be used as a forum for discussion to ensure consistency and reliability ofuse Placement visits by academic staff will also provide opportunity to furthermonitor the use of the Practice Placement Education Practical Processes

disciplinary teams and contribute to information gathering.

Students will also engage in a Conversation Partner Scheme (16 once weekly sessions).

Placement 1

48

Developmental Disorders of Communication:

YEAR TWO

Placement 2

64 sessions Acquired Disorders of Communication:

Assessment, Intervention Planning and

Implementation

Students are expected to develop and extend their assessment skills, problem-solving and clinical reasoning skills in planning and implementing evidence based intervention strategies They will demonstrate and reflect upon the wide variety of personal and interpersonal skills required for carrying out therapy and the need for the further development of self-organization and clinical administration skills.

Placement sessions that can be counted are:

 Time spent directly working with patients or clients sessions

 Indirect clinical time e.g Writing a report, attending case conference

 Attendance at meetings

 Practice placement visit from University staff

 Attendance at lectures/tutorials within placement environment

 Travel undertaken as part of the placement requirements e.g to and from a

home visit, community centre

9.3 Pre-Clinical Assessment of Practice Tool

Students will be required to complete a pre-clinical preparation period following theOrientation Module They will visit a range of clinical settings arranged in

negotiation with our partners in practice during which they will take part in workshopactivities, observe clinical sessions, meet clients, parents and carers and shadowmembers of the multi-disciplinary teams Students will also engage in aConversation Partner Scheme (16 once weekly sessions) and within the Universitiessetting, through workshops, the students will have the opportunity to develop arange of clinical skills including information gathering, rapport building and clinicaldocumentation Their attendance, participation and evidence of learning from theseactivities will be included in a pre-clinical APT folder to be submitted as part of theOrientation Module assignments (this folder may also be required for submission tomoderation of placements panel) All elements of the pre-clinical APTs are pass/fail.The knowledge skills and understanding acquired during this pre-clinical period arecumulative and contribute to the student’s ability to successfully complete theAssessment of Practice Tool (APT) for Placement 1.

in a closely supervised clinical setting

The aims of the placement are to provide a context in which the student can gain experience in:-

 case history taking - interviewing, questioning and structured observationalframeworks

 initial contact and developing rapport

 opportunities to structure and form initial hypotheses, including levels of evidencecriteria

 acquire technical skills in assessment administration

 plan and carry out assessments and learn to score, record, analyse and interpretthe results

 begin to plan and carry out intervention procedures, under direct supervision,developing skills of synthesis and integration of theory and practical skills

Assessment of Practice

Evidence of competence:

 the Learning Contract, learning objectives and learning logs

 the APT

 Weekly reflective logs

 evidence of completion of the minimum number of placement sessions for the placement

of supervision, where appropriate It also provides them with the opportunity toreflect upon and develop the wide variety of personal and inter-professional skillsrequired for carrying out therapy and the need for the further development of self-organizational and clinical administration skills.

The aims of the placement are to provide a context in which the student can gain experience in: -

 Generating hypotheses from the analysis and interpretation of the assessment process

 Generating a set of possible interventions drawn from an understanding and application of evidence based principles

 Setting appropriate aims and objectives

 Designing and implementing appropriate activities in order to achieve those aims and objectives

 Monitoring the outcomes of those aims and objectives in terms of

appropriateness/ levels of difficulty/contingencies/ behaviour management etc

 Developing skills in clinical decision-making as a result of reflective practice and critical evaluation of the relevant literature

 Continuing to develop self-management skills as they relate both to personal organization and clinical administration

Assessment of Practice

Evidence of competence:

 the Learning Contract, Learning Objectives and Learning Log

 the APT

 Weekly reflective logs

 Evidence of completion of the minimum number of sessions for the placement

The aims of the placement are to provide a context in which the student can gainexperience in: -

 Generating hypotheses from the analysis and interpretation of the assessment process

 Generating a set of possible interventions drawn from an understanding and application of evidence based principles

 Setting appropriate aims and objectives

 Designing and implementing appropriate activities in order to achieve those aims and objectives

 Monitoring the outcomes of those aims and objectives in terms of

appropriateness/ levels of difficulty/contingencies/ behaviour management etc

 Further development of skills in clinical decision-making as a result of reflective practice and critical evaluation of the relevant literature

 Continuing to develop self-management skills as they relate both to personal organization and clinical administration

Assessment of Practice

Evidence of competence:

 the Learning Contract, Learning Objectives and Learning Log

 the APT

 Weekly reflective logs

 Evidence of completion of the minimum number of practice sessions for the

placement

9.7 Practice Assessment Document

Students and Placement Educators will have access to Practice Assessment

Documents which, in addition to containing copies of the relevant APTs and general information about the placement also contain the following forms:-

 Placement Orientation/induction

 Emergency contact details

 The learning contract

 Learning objective and learning log

 APT guidelines

 Feedback from service users/carers/other professionals

 The mid-placement review

 Framework for Observation

 Session plan

 Video/Recording consent

 End of placement checklist

9.8 Absence from Placement

Placement attendance is compulsory and failure to attend is be treated seriously andinvestigated in accordance with the university agreed procedures Students mustcomplete a minimum of 150 sessions on practice placement and absence willjeopardise a student being able to achieve this Non-attendance on placement due

to ill health should be reported to the placement educator within the first half hour ofthe working day In addition, the non-attendance should be reported to theplacement office Self-certificates and /or a doctor’s certificate must be presented tothe University (according to the student’s registration) in the manner indicated in theStudent Handbook

Placement sessions are closely monitored by the Placements Office (via theelectronic placements data base) and by the students Personal Tutor A shortfall insessions at any stage will be made up during the elective period of study at the end

of year one In the event that a student refuses to go on an allocated placementwithout prior disclosure of reasonable grounds to their personal tutor in a timelymanner, it will be deemed a failed placement and the student will have one retrievalopportunity

In the event of an emergency whilst on placement, students are to inform theplacement educator who will deal with the immediate situation The PlacementEducator and student should document the problem and the proposed solution ThePlacement Lead must be informed and appropriate action taken.

9.9 Failure of Placement

If one or more of the competencies within the APT are failed at the summative stage

of assessment the student is deemed to have failed placement overall It is

recommended that the placement team be alerted as soon as there is an indication that there may be a problem Please note that it is not appropriate to wait to ‘give the student a chance’ as placements are short and waiting may not allow the

student time to rectify problems A student who is failing should be very clear about the reasons for this, about the expectations for success and actions to be taken to achieve Where a student fails placement the final meeting should formally confirm the result of the placement and should not be a surprise to any party It is considered

to be good practice for a representative of the University to attend this meeting and

staff will therefore endeavour to attend ( Appendices B & C).

It is acknowledged that failing placement is not easy for the student or practiceeducator Debriefing is given to the student upon return to University Postplacement support is also available to practice educators if required

9.10 Students with Additional Needs and Reasonable Adjustments

The programme is committed to supporting students with additional needs in boththe University and practice settings Students have opportunity to disclose additionalneeds prior to commencing their studies, upon commencement or during theprogramme The guidelines for the process to implement reasonable adjustmentscan be found under ‘Policies and Guidelines’ on the virtual learning environment

A placement will be allocated to the student giving due regard to the needs of thestudent In collaboration, and through consultation the student’s needs will bediscussed with them, the Practice Educator and the University to reach anagreement regarding reasonable adjustments that can be made to the placementsetting whilst allowing the student to satisfactorily achieve the required proficienciesand without compromising their learning experience This will be documented in thePlacement Learning Support Plan Both student and Practice Educator have closecontact with the placement lead/academic staff to monitor and ensure theeffectiveness of adjustments that have been made

Practice Learning Support Plans are reviewed prior to each placement with anemphasis on the student developing an increasing awareness of their own

strategies/needs in preparation for their first post and beyond.(Appendix A).

Information for support of CCCU students can be found at

http://www.canterbury.ac.uk/equality-and-diversity/disability/disability.aspx and forUniversity of Greenwich students can be found at: http://www2.gre.ac.uk/current-students/support/disability

9.11 Withdrawal from Placement

Students who self-withdraw from placement will be deemed to have failed theplacement

Any breaches of the Standards of Conduct, Performance and Ethics (HCPC 2012) will

be dealt with on an individual basis and may result in suspension from placement or

delay in starting placement pending review by the Universities Fitness to PracticePanel.

On some occasions, it may be necessary to withdraw a student from placement, forexample due to extenuating circumstances In rare instances, it may be necessary

to terminate a placement due to the setting being unable to offer the learningopportunities required by the student In both instances, this would be done afterconsultation with the placement educator, student and University Head ofDepartment The placement would be graded as incomplete and the student offered

a further placement The guidelines in Appendix B should be followed in the event

of potential student failure

Where a student is failing a placement, and when despite a mid-placement actionplan having been agreed, it is clear that the student is unable to meet the requiredlevel of competency in the time remaining, the student may be withdrawn from thesetting by the placement lead or other member of academic staff This would beafter discussion with the student, placement educator and University Head ofDepartment The Key PE would be advised to keep contemporaneous notesregarding any incidents or issues of concern and to take responsibility for writing thesupervision meeting notes Withdrawal under such circumstances would constitute afailed placement

Students may have to withdraw from placement on health grounds This would not

be deemed a failed placement and the subsequent placement would be a regarded

as a first attempt Students would require evidence of ill health from their GP andwould need to have Occupational Health clearance before commencing theirrepeated placement

Students who fail to complete the requisite modules and/or placement component ofthe award satisfactorily will be entitled to an academic reward appropriate to their credit accumulation i.e PG Certificate (title according to University of Registration) =

60 credits This award will not be in Speech and Language Therapy and the student will not be eligible to register with the HPC as a Speech and Language Therapist On rare occasions a student who has failed a piece of academic work may be required to

be withdrawn from the programme by the Exam Board If this student is on

placement they will be required to be withdrawn from placement with immediate effect This is done as sensitively and as compassionately as possible Each student will know if they have a resubmitted piece of work waiting to have the mark ratified

at an Exam Board and should therefore be prepared for all eventualities A member

of staff from University will contact the student and practice educator and arrange tovisit them as a matter of urgency The requirement to withdraw will be explained andthe best way to finish up the loose ends associated with the placement will be

discussed Please be advised that this is a worst case scenario and one that both students and staff seek to avoid as far as possible

This award will not be in Speech and Language Therapy and the student will not beeligible to register with the HCPC as a Speech and Language Therapist On rareoccasions a student who has failed a piece of academic work may be required to bewithdrawn from the programme by the Exam Board If this student is on placementthey will be required to be withdrawn from placement with immediate effect This isdone as sensitively and as compassionately as possible Each student will know ifthey have a resubmitted piece of work waiting to have the mark ratified at an ExamBoard and should therefore be prepared for all eventualities A member of staff fromUniversity will contact the student and practice educator and arrange to visit them

as a matter of urgency The requirement to withdraw will be explained and the bestway to finish up the loose ends associated with the placement will be discussed

Please be advised that this is a worst case scenario and one that both students andstaff seek to avoid as far as possible.

9.12 Student’s Use of Own Car whilst on Practice Placement

Students should be aware that routine travel to and from placement is considered to

be a commute which is covered by normal car insurance If students are required totravel to another site or in the community in their own transport as part of theworking day this is considered a business journey and as such requires restrictedbusiness use insurance Students carrying out placement related activities who donot have restricted business insurance will not be covered in the case of an accident.All health care students are advised that they must not transport serviceusers/carers in their cars

To assist in the placement allocation process and to help the student gain the correctinsurance cover the Practice Educator should give prior notification of how the car is

to be used as part of the working day Additionally, students are asked via theelectronic placement database to indicate availability of any transport and the level

of insurance cover they have

10.1 Insurance and Liability

The NHS placement provider will hold and maintain adequate public and employerliability and any other such appropriate insurance in respect of personal injury ordeath, or injury, loss or damage to property and vicarious liability arising, in respect

of the provision of the Services The NHS placement provider is deemed to be theemployer of Students undertaking Practice Placements However, the NHS has made

it clear that their cover, whilst considering most eventualities, does not cover allpermutations, and as such the students should be encouraged to join theirprofessional body This includes, as part of membership Liability insurance and oftenProfessional Indemnity, to extend the insurance protection for the individual For PVI(Private, Voluntary and Independent) placements there must be an existingIndemnity policy within the setting

Students should be aware they when under supervision their placement educatorsare accountable for their delegation decisions

Any student who takes themselves outside of their supervision or the boundaries oftheir student role and competence, are putting themselves and the people they areworking with at risk Under these circumstances students are considered to be

‘reckless’ and would not be covered under the placements liability insurance