MSc-SPEECH-THERAPY-CLINICAL-PLACEMENTS-HANDBOOK

Useful Forms colour coded – yellow Mandatory Forms Colour coded – pink v Mid-placement review and learning outcomes p.74-76 vi Student feedback checklist for Clinical placement p.78-80

MSc CLINICAL PLACEMENTS HANDBOOK

Manchester Metropolitan University

MSc Speech and LanguageTherapy

ACADEMIC YEAR 2018-2019

Useful Forms (colour coded – yellow)

Mandatory Forms (Colour coded – pink)

v) Mid-placement review and learning outcomes p.74-76

vi) Student feedback checklist for Clinical placement p.78-80

vii) Year 1 End of Placement Report Forms p.81-94

viii) Year 2 End of Placement Report Form p.95-109

ix) Practice Educator standards for practice-based learning p.110-113

x) Practice Educator self audit & action plan p.114

xi) Royal College of Speech and Language p.115-121

Therapists Dysphagia Training and Competency Framework xii) Critical Incidents Report Form p.121

Thank you for helping with clinical education

The information included is relevant to the MSc (Hons) Speech and LanguageTherapy at Manchester Metropolitan University (MMU) There are colour codedsections: general information is in white, information specific to individual placements

is in blue, relevant documentation that is mandatory is in pink; and useful optionalforms are in yellow

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

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

Clinical Placements Administrator – Lucy Shaw Tel: 0161 247 2583

Email: slt.placements@mmu.ac.uk

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

Manchester M15 6GX

GLOSSARY OF TERMS

Practice 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-ordinator

SLT with responsibility for ensuring smooth running of placement within her/hisTrust/School/Establishment Receives requests from HEIs, circulates to staff andoversees timely return of offers Provides information and support for CEsundertaking student training Keeps records of placements offered

Block Co-ordinator (BC)

SLT with responsibility for overview of the block placement ensuring the needs of thestudent(s) are being met A point of contact for the HEI and student(s) Co-ordinatesmeetings, 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 forstudents

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 placementsand the first point of contact for any queries arising on placement for students andpractice educators

Clinical Education Support Centres (CESC)

The is one CESC remaining which is the Liverpool region The initiative was

designed to increase capacity and to develop the quality of clinical education The CESC has a Practice Educator who provides support for Practice Educators and students within a designated geographical area

Professional Portfolio

The Professional Portfolio is a collection of evidence to demonstrate continuingacquisition of skills, knowledge and attitudes The student keeps a record andreflective diary of placements, reading and personal/clinical development, collatessamples of coursework, report forms and clinical assessments Helps to preparestudent for recording of CPD as required by RCSLT and HCPC

The MSc students are encouraged to keep a Professional Portfolio each year

MMU MSc Placements Calendar Academic Year 2017-2018

Sept &

October 2018

November 2018

Dec 2018

January 2019

February 2019

March 2019

April 2019

May 2019

June 2019

July 2019

August

2019

School Placement

7 week block Year 2

4 days per week (Adult Neuro)

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 theseguidelines will not be achieved for all blocks or all departments Block placements that cannotachieve the guidelines suggested will still provide a valuable learning experience for the student Itmay be helpful to discuss these block placements with the HEI to ensure students and practiceeducators are supported and prepared as appropriate

• If more than three practice 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 five practice educators in one block placement, even in one location, can affect the quality of the placement for the student This should be the maximum number of CEs involved where possible

• It is helpful to have at least two practice educators who are involved throughout the block

so the student can show progression and development Split placements with different practice 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 practice 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

• 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 placements

From 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 practice 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 thenrequest a specific set of placements which can then be fulfilled across the staff group The

commitment required from each practice educator will remain the same

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 interfereswith this (such as covering the face or wearing excessive jewellery) should be avoided’

Students should contact the practice educator at least three weeks before the placement

Induction procedure

Disclosure and Barring Service check

Students are told that they must have the number and date of issue of their enhanced Disclosure and Barring Service (DBS) checkavailable 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 training

The students will have completed the HEI training on infection control, manual handling,

Cardiopulmonary resuscitation (CPR) and fire safety

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 topics

At the induction meeting the following should be covered:

Please see induction checklist

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 the clinic and leave, taking into account issues re: public transport and when the student can take a lunch break Practice 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 the 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 practice 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 in the meeting if this is discussed beforehand with the practice educator (This could be in a written format.) In certain situations it is acceptable for students to work with assistants, practice educatorsmust 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, and 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 practice 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 the student’s preferred “learning style” It is the student’s

responsibility to bring any documentation to use as a basis for discussion and for the CE to try to incorporate preference wherever feasible Practice 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?

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 practice educators and students

8 Goal setting for the placement:

The student and practice 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

practice 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 PRACTICE EDUCATOR

Although it is not recommended, it is acknowledged that on occasion a Practice Educator may becalled 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 hasagreed to be responsible for the student This Practice Educator does not have to be in thebuilding Additionally, the student should know the name of a person in the building in case ofemergency This person should be informed that the student is being left alone Whilst theseguidelines are given, each situation needs to be considered individually with the needs of allparties being taken into account

For ideas to use with students when practice educators are absent see the booklet

Independent Learning Activities collated by the CESC Practice Educators This may be

The ICP outlines clear standards for the management and monitoring of placement It also

discusses the rights, responsibilities and requirements of staff, students and providers This

document provides a mechanism for ensuring that placement opportunities are of a high quality and that students are protected and safe-guarded whilst on placement There are clear processes outlined within the ICP adressing Legal requirements, Health & Safety policies and Risk assessments.

PROCEDURE TO BE FOLLOWED IN THE EVENT OF STUDENT ILL HEALTH

If students miss any clinical sessions due to illness they must notify their practice educator before the session occurs.If the student reports ill health this will need to be recorded by the Practice 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 followsthe correct health policy If a Practice Educator has concerns about a student’s physical or mental health that 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:

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

Practice Educators should be prepared to allocate time during each day for discussion of cases,observation of students, etc

It is highly inadvisable for the CE to retain a full caseload in addition to the student’s caseload, for

a variety of reasons Practice Educators are recommended to obtain the support of their managersregarding the provision of placements and the implications for caseload management CEs shouldalso refer to their local departmental policy on the provision of student placements In view of thestudent’s lack of experience and need for supervision, it is unethical both in terms of client careand student education for students to work without observation, feedback and discussion for themajority of the placement

It is also essential for the Practice Educator to consider the student’s overall workload, particularlyrelevant during a block placement The student should take responsibility for recording agreedobjectives and the CE to take a copy of these

Consent for therapy

The 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 sostudents must follow local guidelines

CQ3 (2006) advises that written consent is RECOMMENDED for intervention involving working with a student (p.20)

CONFIDENTIALITY

Students 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 howyou expect them to maintain confidentiality

Confidentiality and social networking sites

Students 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 practice 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 three significant client related sessionsper 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 supportworker etc.)

This would need to be reduced accordingly for a peer placement, block placement or if the studenthas identified learning needs The student should take responsibility for monitoring workload usingthe weekly record sheet of clinical planning (Appendix ii) Please also give block placementstudents time to find or prepare clinical resources on the placement as they may have very limited

or no access to the HEI clinic resources

b The workload should be built up gradually over the first few days of the placement, maybe withthe student observing the Practice Educator initially and then taking progressively moreresponsibility 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 astudent will be aiming for full independent management of all cases It is desirable that some cases

will always be shared between student and Practice 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 Practice Educator throughout theplacement Although the quantity of observation may decrease over time it is suggested thatopportunities for some observation, perhaps parts of sessions, continue It is recommended thatobservation questions/worksheets are set by Practice Educators

Guidelines on ‘Observation’

Stengelhofen (1993) states that sessions "which appear simple on the surface" can only be carriedout competently after much practice Sessions are often modified, while being executed, through thepractice educator reflecting on what is happening and making decisions on the spot Much of thecomplexity is lost on the inexperienced/naive observer Practice Educators need to make students'observational experiences as active and productive as possible, helping them to not only see what isgoing 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 besupported by reflection and the student needs to learn to make deductions and draw inferences fromwhat has been seen and heard The student must also learn to think about what was not seen duringthe session and to determine the additional information that may need to be obtained in futuresession(s) or from other sources

d The Practice 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 includespecific observation tasks, collecting data for class-work or case studies Students will have beenbriefed about this work and it is their responsibility to tell Practice Educators about these tasks andnegotiate 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 thePractice Educator’s advice It is helpful if the student includes a means of recording the client’sresponses, in the session plan, which he/she works from during the session This will aiddiscussion and evaluation after the session

It is the student’s responsibility to plan sessions appropriately using their HEI’s documentation

h Practice Educators should always be explicit about what they want a student to achieve: “By theend of today/next week I want you to present/ be able to / hand into me… ” etc The student takesresponsibility 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 systematicfashion

j The feedback given by the Practice Educators to students should be clear and explicit – (seenext section for more information.)

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 tobuild on

• Use questions as well as statements

• Balance negatives with positives – 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: CONSTRUCTIVE

CONSISTENTDIRECTFIRMHONESTSENSITIVESUPPORTIVE

Practice Educators and students should keep written records of feedback in order to mark progressand to demonstrate if the students have carried out tasks suggested/requested A feedback form isincluded (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 ofplacement report

The student should always evaluate their own performance The Practice Educator should assist inthis process by giving feedback on this evaluation and helping the student to set realistic andpractical aims for their clinical development

Mid-placement discussion (please use the mid-placement review checklist and learning

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 theseaims 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 whichhaven’t already been raised The student should be asked to comment on how the placement isprogressing so that any concerns can be addressed promptly The final placement report form mayalso be used to evaluate mid-placement progress

The student/CE may want to monitor progress towards the acquisition of the learning outcomesthroughout the placement using the mid term review sheet to develop learning outcomes (seeAppendix v) These can be used as the basis for discussion to see if objectives on the “learningcontract” are being met A CE may wish to review these on a weekly basis if the student needsmore support

End of Placement Meeting

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

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

One report form per student is required, therefore all CEs who have had contact with the studentshould arrange to meet to discuss the contents and marking before the end of the placement sothe 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’sPractice Educator On block placement, where there can be up to four different Practice Educatorscompleting the final report form, it can be more complicated

Where students are given a mark on a block placement, input from all the Practice Educators will

be taken into account The Block Co-ordinator or the Practice Educator who has had mostinvolvement with the student will typically take the lead in compiling the comments from thePractice Educators and gaining the Practice Educators’ views on the marks for each section.Clearly this system may be problematic for some students where there is disparity between theirperformance with different Practice 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 anyareas 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 Practice 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 theHEI, where it will be read by the Clinical (Placements) Coordinator/ student’s personal tutor Anyissues of concern will be followed up with the student and the HEI will inform the CE of actiontaken 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 Practice Educators facilitate the feedback quality assurance process bydiscussing the forms or by using their own forms/questions with their students and implementingany agreed changes as appropriate In some cases students may wish to keep their feedbackanonymous and can hand this form into the HEI without their placement provider having a copy.The feedback will then be passed back to that placement provider anonymously when the formsare collated by the HEIs

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

WHEN TO CONTACT THE HEI

Practice 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 Practice Educators before the placement begins It was felt that this policy should

be adopted in order not to bias Practice Educators towards or against students However the HEIs will inform the Placement Provider and Practice 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 Practice 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 PracticeEducator from within their department, with the block co-ordinator, or the StudentPlacement Co-ordinator or the Practice Educator where appropriate

• To facilitate more effective evaluation by the student, audio/video recordings, or role playcan be useful The HEI may be able to arrange the loan of video recorders if there arenone available locally

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

• If a Practice 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 advisoryvisit to the clinic

Accessing support – Practice Educators

Student not achieving

learning outcomes Concerns around Clinical Practice /

 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

Accessing Support - Student

Concerns identified, e.g workload, interpersonal relationship with Practice educator, client group, unprofessional conduct Professional and conduct concerns observed by student within the Trust

(i.e Whistle blowing)

Discuss concern initially with

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 Practice Educator

• Tutor/CTF to contact Student Co-ordinator

Practice Educator

Revisit Action Plan

Feedback to student on

what action has been

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 beclose liaison between the HEI Clinical (Placements) Co-ordinator or the student’s personal tutor andthe practice educators involved Every effort will be made to support the student jointly to achievecompetence on placement If the student goes on to receive a fail mark in their clinical report thestudent will have to resit their clinical placement in a different department The student will beinformed 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 clinicalcomponent of the MSc Honours Speech and Language Therapy degree

The HEIs will inform the Placement Provider and Practice 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 totheir property, happening in conjunction with the activities of the HEI - This however must beviewed in conjunction with the placement organisations insurance arrangements

In summary, students have certain cover under the HEI Public Liability Insurance Cover but thisdoes 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 studentinjured in a placement where the clinic provider was negligent would be able to claim against theprovider, though negligence may be difficult to prove However, it is also possible that a studentcould incur injury in a placement without there being any negligence on the part of the clinicprovider; for example falling down by accident or being assaulted by a patient not known to beviolent In this case, a student has no cover Such an incident is no more or less likely to happen inclinic than in everyday life, but we would like to draw it to the attention of students as they maywish to consider taking out their own personal accident cover

NOTE: If students use their own car for clinical placements then they must inform their carinsurance 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 alsoprovides a learning environment which can prove as effective, if not more so, than single studentplacements

This type of placement works best if the students are able to work well together The HEIs willattempt 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 needshave to be taken into account

Suggestions for facilitating peer placements:

• The students should work together as much as possible One student can observe the otherworking with a client and record certain aspects of the client or student behaviours Bothstudents take part in post session discussion Joint planning can occur initially, with studentseventually 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 couldeither be reading/reflecting/planning for one of his/her own clinical sessions, or could beresearching for their partner’s client Students could then report on their findings/experiencesand 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 planningand running parts of sessions

Students working together can actually provide a better learning experience by increasing thequality of reflection and discussion times Students can provide support for each other, bothemotionally 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 practice educators to access the resources that are held at the HEIs in theirclinic/resource room, such as assessments and materials If you would like to look at any of theseresources please contact the relevant HEI for further information and to arrange an appointmentduring the holidays

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 Practice 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 foreach clinical placement Practice Educators are expected to complete the self audit andsummarise this in the action plan, which they then send to their student coordinator Thepaperwork has been included in the appendices Student coordinators complete a departmentalaudit on an annual basis to identify any standards that have not been met using the informationprovided 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 anystandards 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)

Practice Educator

1 Carry out the self audit at the end of each placement

2 identify those standards not met, which you can address yourself

3 decide how you can address these and enter in action plan

4 note down standards which you cannot address yourself

5 send a copy of the action plan to your Student Coordinator

RCSLT SPLs Self Audit Tool

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

departmental audit Completes and implements departmental action plan

Educators Complete 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 Educator Supports 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

SPECIFIC INFORMATION FOR EACH PLACEMENT TYPE

Information is included re; each individual placement type describing clinical experiences andeducation, learning aims and outcomes etc

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

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

MANCHESTER METROPOLITAN UNIVERSITY MSC (HONS) SPEECH PATHOLOGY AND THERAPY/

STAFF LIST 2018-2019

Sue Barry s.barry@mmu.ac.uk 0161 247 2568 Simone Bol s.bol@mmu.ac.uk 0161 247 2772 Janet Edwards janet.edwards@mmu.ac.uk 0161 247 2573 Juliet Goldbart j.goldbart@mmu.ac.uk 0161 247 2578 Anne Hewitt hewitt@mmu.ac.uk a 0161 247 2574 John Lancaster j.d.lancaster@mmu.ac.uk 0161 247 2571 Jane Lowe j.lowe@mmu.ac.uk 0161 247 2572 Julie Marshall j.e.marshall@mmu.ac.uk 0161 247 2581 Janice Murray j.murray@mmu.ac.uk 0161 247 2570 Julie Lachkovic j lachkovic@mmu.ac.uk 0161 247 2575 Jen Read j.read@mmu.ac.uk 0161 247 4614 Jen Roche j.roche@mmu.ac.uk

Jois Stansfield j.stansfield@mmu.ac.uk 0161 247 2577 Emma Turley e.turley@mmu.ac.uk 0161 247 2595 Fay Windsor f.windsor@mmu.ac.uk 0161 247 2355 Suzi Willis s.willis@mmu.ac.uk 0161 247 4639 Lucy Shaw slt.placements@mmu.ac.uk 0161 247 2583

Considerations when allocating Clinical Placements

Placements are allocated in order for students to develop a range of clinical experiences across different populations within the field of speech and language therapy There is limited capacity andfew, if any, additional placements available for each year group In addition, some placements areonly accessible by car Placement co-ordinators must balance a variety of factors and

circumstances when allocating placements Some of these are listed and outlined in the table below

Students with PLP and/or

medical conditions that

require limited travelling

This need must be notified

to the placement ordinators in a timely manner, in advance of anyplacements

co-This is accommodated where possible

Students with caring

needs

This need must be notified

to the placement ordinators in a timely manner, in advance of anyplacements

co-This is accommodated where possible

Students who have

travelled further in two or

more placements will be

allocated a nearer

subsequent placement if

this is possible

Placement co-ordinators endeavour to address equity issues related to travel

Placement co-ordinators balance

issues related to distance over the duration of the three year course whereby students have some placements that are more local to them

Students who request not

to have peer placements

Placement co-ordinators cannot ensure that students will not have peerplacements, as

some CEs specifically request peer placements for particular client groups

It is useful to have at least one peer placement, as students learn to provide feedback and work jointly on the

management of cases This is useful for their professional development and when interviewing for jobs

At the end of the second

year students can request

to be placed with a

specific client group

If a student would like a particular client group, then distance travelling is likely to occur as a result

of this request In some circumstances, a request may not be possible to thestaffing issues during certain times of year or theunavailability of a

placement with that particular client group

This is accommodated where possible

Saving towards placement travel costs

We highly recommend that students save £10 per week throughout the year to cover placement travel costs.

Practice Placement Expenses

It is the student’s responsibility to choose how to travel to University organised activities such as placements or work based learning experiences If a student uses their own vehicle, it is their responsibility to ensure that their motor insurance is sufficient to travel to, from and during the activity or placement.

Online core skills training

Students must keep this updated annually You will be sent an e-mail in the first year with a link for this and with your password Do not delete this e-mail and make a note separately

of your password.

You are required to complete all aspects of the on-line mandatory training before going on clinical placement in the first year In years 1 & 2 you will need to complete the training in a timely manner to ensure that you are up-to-date with policies and procedures for your attendance on clinical placement.

Educational Placement Year 1 Term 1 (Autumn)

Students will be required to collect data for their Language and Linguistics unit

Aims of the placement

The overall aims of the Early Years placement are:

• To learn how a child’s development is supported by activities and staff

• To learn about the Early Years curriculum

• To see how the classroom is organised

• To observe the relationship and communication between staff and children

• To develop clinical observation skills

Year 1 Term 2 (Spring)

2 days (Tuesdays & Wednesdays) for 10 weeks:

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; phonologicalanalysis and assessment; phonological assessment of child speech; interventions forchildren with speech sound disorders

How to apply the underpinning theories of phonetics and phonology to the process ofspeech 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 educationalsetting.

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 ofwhich they have been given in a briefing session

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 Practice Educators who have worked with the student are asked to contribute to areport form at the end of their period of time with the student The student carriescopies of this report form and photocopies can be made if required The report formshould 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 discussedwith the student The report form can be signed by the student if discussion has takenplace The content should reflect the feedback the student has been receivingthroughout the placement See Appendix vii

MSc Year 2 Block Placement Autumn (Adult)

7 weeks (4 days per week) from September 3, 2018 to October 19, 2018 Background Information

Clinical education:

5 days/10 sessions in mainstream nursery and reception placement,

20 days/40 sessions SLT clinical placement, observing and working with a paediatricclient groups in a variety of settings

Academic study

By the end of their first year students will have covered:

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; phonologicalanalysis and assessment; phonological assessment of child speech; interventions forchildren with speech sound disorders

How to apply the underpinning theories of phonetics and phonology to the process ofspeech 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 educationalsetting

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

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

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 associatedwith communication impairments on the management of clients with acquired speech,language, communication and swallowing disorders

During the 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

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 manual

Please use the Weekly Record sheet in Appendix ii

Please 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 Practice Educators involved in the block.The report form and guidance on completion and awarding a mark may be found inAppendix vii) There is no clinic visit or video assessment associated with thisplacement

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 (not Fridays) for 10 weeks: 7th Jan 2019 – 15th March 2019

• 56 sessions (28days) of autumn block placement (end of Year 1), observingand working with Adult Neurology client group in a hospital or communitysetting

Academic studies

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

The student will have covered the following topics However, they have only had 20

days on placement within the paediatric population early on in their first year of study.

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; phonologicalanalysis and assessment; phonological assessment of child speech; interventions forchildren with speech sound disorders

How to apply the underpinning theories of phonetics and phonology to the process ofspeech 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 educationalsetting.

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

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 associatedwith 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

Professional Competency in Speech and Language Therapy

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 Analyse clinical presentations of communication impairment using formal and informal assessments

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 globaldevelopmental delay, SLI, ASC and expressive language delay

Research Methods and Dissertation

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

During the placement

Coursework 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 manual

Please use the Weekly Record sheet in Appendix ii

Please provide written feedback using the Feedback Form in Appendix iii

Aims/Learning outcomes

SEE 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 theplacement will be capped at 50% The placement within Clinical Theory 2 (CT2) unit isnot 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 re-sit the CT3 placement first (paediatric) in order to sit the clinical exam (PC) which is based on a paediatric case inAugust 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 This will happen if there are approved extenuating circumstances to ensure they have had opportunity to have sufficient experience to demonstrate achievement of the learning outcomes

Assessment

There is a clinic visit assessment and mark associated with this placement (Seebelow)

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 thePractice 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 workand the observation of the student working with a known familiar client

This assessment forms part of the continuous assessment of the clinical component ofthe degree course The assessment lasts for approximately 2½ hours, and can takeplace 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 inwhich the block takes place The Block Coordinator (BC) can consult with the ClinicalPlacements 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 Practice Educator, working with a carer etc Thestudent will have already met and worked with this client during their placement

Preparation for the clinical assessment:

The student

1 Prepares the Clinical Portfolio (i.e clinic pack) including their client session

plan, SLT Report and Theoretical Rationale This is submitted via Turnitin to

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 previous Thursday For a Tuesday

visit hand-in by 10.00am on the previous Friday (See Addition 1 for the content of the pack) You must also email your pack to your CE two days

prior to the visit This will give her/him time to read your clinical portfolio

(clinic pack) If the clinical portfolio is not submitted on time, the student

will still complete the clinical session and viva, but will receive a

capped mark of 50% for the assessment

2 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 havedisclosed this information to your CE, please put this information on the firstpage 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 toconsider your findings, before your viva begins You will also have anadditional 2 minutes (i.e 9 minutes) for “feeding back” about your session atthe beginning of the viva

• In order to enable the student to make some personal contact with the visitingtutor 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 placement

b) the student’s length of time there

c) the student’s experience of the placement, including personal relationship withthe CE and learning opportunities

d) 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 thetelephone

The Practice Educator should:

3 Ensure that at least 2½ hours of the day for the assessment is free from all

other commitments Ensure a spare room is available for the visiting tutorand CE

4 Agree clients and ensure clients/carers are available and have given their

consent

5 Read student’s clinical portfolio (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

6 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 2½ hours and all other client contact andresponsibilities should be cancelled

1 The visiting tutor and the Practice Educator will observe the student’s session

2 Following the session the student will be provided with 15 minutes alone toreflect on the session in order to evaluate the client’s, carer/key worker’s andhis/her own performance While this takes place the CE and visiting tutordiscuss the session and agree some questions to ask the student

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

4 The viva should begin with the student providing a very brief report on the

session This should last 5-7 mins (See Addition 2)

5 The Practice Educator and the visiting tutor will then join in the discussion,usually allowing the latter to take the lead The student may be asked toexpand on theoretical aspects of the case, discuss rationales, consideralternative approaches, discuss how they might revise the session, reconsidertheir interpretation of events etc, as relevant to the case It is important not toguide or support the student too much unless they struggle If this happens thismust be reflected in the mark and report

6 Following the viva, the student will leave the room in order that the visiting tutorand the Practice Educator can discuss the student’s performance during theassessment and assign a mark for the session plan, SLT Report, theoreticalrationale, therapy session, and discussion Marking is conducted jointly usingthe 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 fullyagreed prior to the return of the student, along with the main features of thefeedback and recommendations

7 The student is then provided with brief verbal feedback on his/her performanceand mark for the session plan, report, rationale, session and viva (which arethen combined to give an overall mark for that client) If the student andvisiting 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 bemade available to the student approximately one week after the clinic visit

8 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)

9 A Clinic Visit Feedback Form (copy provided) may be completed by the studentand a copy returned to the Placements Administrator at MMU The BC mayalso wish to see a copy The form provides the student with the opportunity toreflect on their own performance and their given mark, to provide the visitingtutor with feedback on how the clinical assessment and optional tutorial wereconducted, and to make any other relevant points This form will be filed alongwith the Clinic Visit Report, as a record of the student’s perception of theassessment

The Practice Educator for the day of the assessment may complete a Clinical VisitFeedback 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 clinicalassessment It will be read by the MMU Clinical Coordinator and the visiting tutor, butwill not be accessible to the student

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

PLEASE NOTE:

If the client DNAs:

• The Practice 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 FORMATS

Flexibility

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 Practice Educators working with adults with learning difficulties, but may

be applicable to some other placement situations Practice Educators may choose

either the usual or modified format, in consultation with their student

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 portfolio (pack) as this

is a breach of confidentiality If confidentiality is breached, 15 marks will be deducted from your final mark.

The clinical portfolio for your client should include the following:

1 Requested time of arrival of the visiting tutor at the clinic

2 Name of Practice Educator, address of placement and phone number, type of placement/clientgroup, (for MMU records)

3 If necessary, directions to the clinic from MMU Birley Include the postcode and name of road.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 visit

4 Background information

5 Session plan

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 briefoutline of the other group members (e.g Client B, 83, three months post CVA, moderateexpressive 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 theclinical 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: Viva

Report given by student at start of discussion at clinic assessment

(i) General observation of the client on the day of the visit

This 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 session

This is an overview e.g “I largely achieved my aims” or “That session didn’t achieve my statedaims because… ” etc

(iii) Very brief summary evaluation of the effectiveness of each activity in achieving its aims

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 / activities

Briefly describe ideas and rationale for future management

(v) Self-evaluation

This 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 – acknowledgestrengths and identify needs and intentions to change

Discussion

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