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CLINICAL EDUCATION FORMS 2013-14

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Clinical Speech & Language Studies, Trinity College, DublinClinical education forms 2013-14

Preclinical Professional conduct Agreement and report...................................6

Practice placements: General conduct agreement........................................8Student declaration and Health and Safety agreement...............................10Assessment experience log.........................................................................12Reflective log 1............................................................................................14Reflective log 2 Post therapy session...........................................................15Clinical Competency Evaluation form: Clinical Session................................17Student clinical placement evaluation.........................................................19Notification of concern: Professional conduct SF JS SS..............................21Notification of Concern Competency development SF JS SS......................22Clinical learning self review.........................................................................24Clinical learning self review (detailed).........................................................27Portfolio for feeding, eating, drinking and swallowing / dysphagia assessment and management.....................................................................37FEDS portfolio evaluation.............................................................................38Oral examination.........................................................................................39Audiogram...................................................................................................42Junior Freshman Annual hours certification form........................................44Junior Freshman CONNECT Summary..........................................................45PDL Clinical learning Self review form Junior Freshman............................47Student Mid placement Self review form Senior Freshman.......................48Senior Freshman Evaluation of assessment skills........................................52Detailed evaluation of a test in current clinical use.....................................54Test review form..........................................................................................56Senior Freshman Communication Assessment Pack....................................58Reflective log 2 Assessment protocol trial session......................................59Daily hours certification log Senior Freshman Term Clinic...........................60Senior Freshman Term hours certification form...........................................62Senior Freshman Assessment and case management Summary marks....64Senior Freshman Case presentation evaluation...........................................66Senior Freshman Case presentation evaluation (FEDS)...............................67Senior Freshman Assessment Case Report (FEDS) evaluation.....................69Senior Freshman Assessment Case Report evaluation................................70

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- 4 -Daily hours certification log Senior Freshman Block Clinic...........................71Senior Freshman Block hours certification form..........................................73

PDL Evaluation form Senior Freshman....................................................75

SF/JS Service and caseload report evaluation Oral presentation.......77Student Mid placement Self review form Junior Sophister..........................79Junior Sophister Daily hours certification log (Term Clinic)..........................82Junior Sophister Term hours certification form.............................................84Junior Sophister Clinical competency evaluation form: Clinical examination..................................................................................................................... 86Junior Sophister Case management.............................................................88Continuous assessment and examination....................................................88Junior Sophister PDL submission form..........................................................90Junior Sophister Daily hours certification log Block......................................92Junior Sophister Block hours certification form............................................94Junior Sophister Case report evaluation.......................................................96Senior Sophister Daily hours certification log..............................................98Senior Sophister Term hours certification form.........................................100Student Mid placement self review form Senior Sophister.......................102Senior Sophister 3.1 Continuous assessment...........................................106Senior Sophister PDL review......................................................................108SS Daily hours certification form................................................................110Senior Sophister Block hours certification form.........................................112Senior Sophister Student Clinical Competency Clinical Examination........114Senior Sophister Continuous assessment..................................................117

The Student Clinical Competency Forms and Indicators and the FEDS log can be downloaded from

http://www.tcd.ie/slscs/clinical-speech-language/practice-education/

Copies of the relevant forms will be sent with the student information pack prior to each placement. Students are given copies of all forms relevant to their year at clinical briefings in September.

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Clinical education forms 2013-140A Preclinical Professional conduct Agreement and report

All placements

A Practice placements General conductB Student declaration and Health and Safety agreement C Assessment experience log D Reflective log 1 & 2E Clinical competency evaluation form: Clinical sessionF Student clinical placement evaluationG 1 Notification of concern: Professional ConductG 2 Notification of concern: Competency developmentH Clinical learning self reviewI Portfolio for feeding, eating, drinking and swallowing /

dysphagia assessment and management J Student log for feeding, eating, drinking and swallowing K Oral examination JF/SFL Audiogram

JF 0.1 Annual hours certification form 0.2 PDL Clinical learning review form

SF Weekly 1 Student Clinical Competency Evaluation Form and indicators Level 1 (Download as separate documents)

SF 1.R Student Mid placement review form Senior FreshmanSF 1.a Evaluation of assessment skillsSF 1.b Detailed evaluation of a test in current clinical useSF/JS 1.c Test review formSF 1. AP Senior Freshman Assessment PackSF 1.1D Daily hours certification logSF 1.1T Term hours certification formSF 1.1.CA Assessment and case management clinics Continuous assessment SF 1.1.P Case presentation evaluationSF 1.1.R Case report evaluationSF 1.2D Daily hours certification logSF 1.2B Block hours certification formSF 1 PDL PDL learning review formSF/JS 1.2 P Service report evaluation

2 Student Clinical Competency Evaluation Form and indicators Level 2 (Download as separate documents)

2R Student Mid placement review form Junior SophisterJS Weekly 2.1. D Daily hours certification log

2.1 T Term hours certification form2.1 E Junior Sophister Clinical examination2.1CA Junior Sophister Continuous assessment

JS 2 PDL PDL learning review formJS Block 2.2.D Daily hours certification formJS 2.2.B Block hours certification formJS 2.2.R Case reports evaluationSS 3 Student Clinical Competency Evaluation Form and indicators Level 3

(Down load as separate documents)SS 3R Student Mid placement review formSS 3.1D Daily hours certification formSS 3.1.T Term hours certification formSS 3 PDL PDL learning review formSS 3.1 CA Senior Sophister Continuous assessmentSS Block 3.2 D Daily hours certification formSS 3.2 B Block hours certification formSS 3.2 E Student Clinical Competency Clinical Examination summarySS 3.2 CA Senior Sophister Continuous assessment

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0 A Clinical Speech & Language Studies, Trinity College, DublinPreclinical Professional conduct Agreement and report

Students should sign this form prior to placements to confirm that they will comply with all national guidelines and with agency specific policies and procedures designed to protect and serve the needs of clients and retain this in their log. Practice educators may request a copy of the form from students for their own records. This form and the certified conduct record must be included and retained in the PDL until graduation.

Commitment I agree to show commitment to clients, to the speech and language therapy service and to the host agency during all clinical placements.

Preparation I have read and understand the recommended readings for this placement including agency specific policies and procedures as recommended by the practice educators.

Conduct I agree to adhere to the professional code of ethics and standards of conduct.

Health and safety I agree to inform all relevant clinical educators of any condition, medical or otherwise, which may affect my clinical work. I will provide the practice educator with contact details of my next of kin in case of medical emergency. I will comply with agency specific health and safety procedures and with national guidelines for infection prevention and safety at work. I am familiar with the general safety and specific infection control/prevention procedures and guidelines that apply to this placement.

Confidentiality I will maintain client, service, supervisor and peer confidentiality at all times. I will comply with agency policies in record keeping and use of information technology.

I confirm that I have complied with the Garda vetting procedure prior to registration. Student Name print

Signature

Date

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- 7 -Professional Conduct Students are expected to demonstrate a high level of professional conduct throughout their placement. Students should be made aware of any breaches in conduct as soon as they occur. Failure to maintain an acceptable level of professional conduct after one warning should be notified to the college. Persistent failure in any aspect of professional conduct will result in a student failing that placement.

Mid placement End of placement Acceptable

Unacceptable

Acceptable

Unacceptable

Adheres to IASLT code of ethicsCommunicates with clients in a professional mannerObtains client consent in accordance with legal guidelines and the policies and procedures of the host agencyMaintains all aspects of client confidentiality in accordance with legal and professional guidelinesMaintains appropriate professional relationships with clients and carersMaintains appropriate professional relationships with colleaguesCommunicates with colleagues in a professional manner showing respect for their position, views and opinionsRefrains from disparaging or unprofessional comments about the competencies of colleaguesAdheres to the policies and procedures of the host agency e.g. health and safety, administration, record keeping etc.Shows punctuality in attendance, meeting deadlines and managing clinic time effectivelyPresents a professional image adhering to dress code and guidelines of the host agencyRecognises own professional limits and competencies and works within professional boundariesParticipates actively in developing own professional competenciesWarnings issued /date/PE /Student signature

Student signaturePractice Educator SignatureDate: (Mid) (End)

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A Clinical Speech & Language Studies, Trinity College, DublinPractice placements: General conduct agreement

Students should sign this form prior to placements to confirm that they will comply with all national guidelines and with agency specific policies and procedures designed to protect and serve the needs of clients and retain this in their log. Practice educators may request a copy of the form from students for their own records.

Health and safety I am aware of, and will comply with the standard precautions and with guidelines for best practice in clinical contexts including General workplace risk assessment Hand Hygiene Use of protective barriers i.e. personal clothing, gloves, surgical masks Cleaning of surfaces and equipment with appropriate disinfectants Prevention and Control of Healthcare Associated Infections

I will comply with agency specific health and safety procedures as explained to me by the practice educators during my placement induction meeting and with national guidelines for infection prevention, record keeping and use of information technology.

ConfidentialityStudents on practice placements are given access to client records and personnel data to enable them to carry out their work as speech and language therapy students. Students must conform to the legal and professional guidelines as outlined at the clinical briefing and summarized in the PDL. They must also comply with the confidentiality procedures of the Agency at which the placement is being undertaken

I have read and understand the information on confidentiality and health and safety during practice education and will comply with this during my placement in

(agency name).

I confirm that I have complied with the Garda vetting procedure prior to registration.

Student Name print

Signature

Date

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- 9 -Garda VettingStudents of the College are required to comply with Garda vetting procedures prior to registration. If, as a result of the outcome of the Garda vetting procedures, a student is deemed unsuitable to attend clinical or other professional placement, he/she may be required to withdraw from his/her course Students should consult with the head of department should events occur during the education programme that may make them unsuitable for clinical or practice placements where they will come into contact with children or vulnerable adults (Calendar page H3 para 22).I confirm that I have complied with the Garda vetting procedure prior to registration and have not endangered my status in the interim.

Student Name print

Signature

Date

Health and safety Speech and language therapy students must adhere to the health and safety guidelines as determined by the Faculty of Health Sciences. These are stated as follows in the college regulations

Precautions against infectious diseasesStudents in Medicine, Dentistry, Clinical Speech and Language Studies must be free of any life threatening infectious condition that could be transmitted to a to a patient or fellow health worker. Such conditions include Hepatitis B, Hepatitis C, pulmonary tuberculosis, chickenpox and measles. In the event of a student becoming aware of such a condition they should consult their medical advisor to confirm they are not contagious. If such be the case they should obtain a medical certificate confirming the diagnosis and should refrain from patient contact until cleared medically.Certificate of vaccination statusIn the interests of reducing the risk of the transmission of infectious disease from patients to students, or student to patient, all potential students should attend their regular medical practitioner prior to registration to certify their vaccination status or immunity to tuberculosis, measles, rubella and chickenpox. Hepatitis BIn addition and in accordance with current guidelines from the Irish Department of Health and Children applicants seeking entry to courses where exposure -prone procedures are undertaken as a later part of the undergraduate training, namely Clinical Speech and Language Studies and Medicine, must produce a negative hepatitis B virus infection result (i.e. negative HbeAg, HbsAg and anti Hb core Ag tests ) carried out not more than six months prior to entry, before being permitted to register with the College.

College Calendar 2012-13 pO2.5

Students must also adhere to all guidelines of the host agency as outlined to them at induction meetings.

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B Clinical Speech & Language Studies, Trinity College, DublinStudent declaration and Health and Safety agreement

Clinical placements provide opportunities for students to develop the basic knowledge and skills necessary to become competent practitioners. During placements, students are expected to adhere to professional standards and to conform to the policies and procedures of the host agency. Students are required to signal acceptance of their responsibilities by signing this agreement. The agreement is retained by the practice educator until the placement is completed.Commitment I agree to show commitment to clients, to the speech and

language therapy service and to the host agency during all clinical placements.

Conduct I agree to adhere to the professional code of ethics and standards of conduct.

Clinical educators I agree to prepare, organise and implement clinical work as directed by clinical educators and specifically by the practice educator who retains responsibility for the client.

Sickness/absence I agree to follow the procedure set by College in the event of a medical or other emergency situation necessitating unexpected absence. I will give adequate notice to the placement education coordinator and to the relevant clinical educator if a planned absence is necessary. I will inform the placement education coordinator and the practice educator ASAP if I have to be unexpectedly absent due to illness. Students who need to take more then two days sick leave during any placement must submit a medical certificate to the College Tutor. Students on medically certified leave should inform their practice educator and the practice education coordinator (ccholmin@tcd.ie) of expected return date. Students who have to take prolonged medical leave may be required to submit a certificate of fitness to return to clinical practice.

Health and safety I agree to inform all relevant clinical educators of any condition, medical or otherwise, which may affect my clinical work. I have provided the practice educator with my next of kin contact details. I am familiar with the general safety and specific infection control/prevention procedures and guidelines that apply to this placement.

Accidents I will report any accident in the clinic or on the premises to the clinician immediately and follow the local accident reporting procedures.

Clinical equipment I will not remove any tests or equipment from clinics and will ensure that all equipment used by me is clean, complete and returned to correct storage location following use.

Clinic files and records

I will conform to legal and professional guidelines and to the host agency procedures in maintaining clinical files. I will not remove files and other client records from any clinic.

Confidentiality I will maintain client, service, supervisor and peer confidentiality at all times.

I confirm that I have read and accept the terms and conditions of my clinical placement as outlined above and as detailed in student handbooks.Signed:

Student Clinical educatorDate

Students are expected to work for 5-6 hours in the clinic per day during placements with an average of 3 hours direct client management per day. Starting and finishing time must be agreed with the practice educator.

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Health and Safety InformationStudent: Year: Clinic:

Date informedOral Written

Identification procedures and the use of identification badges/pass Dress code / uniforms and use of protective clothing and equipment Access to buildings / areas in clinic Fire alerting, reporting and evacuation proceduresAccident prevention, reporting and recording proceduresSafety policy manual examined and location noted Procedures for safe lifting and transfer of clientsProcedures for use of large equipment and manual handling Infection control proceduresProcedures for dealing with personal and toileting needs of clients Procedures for dealing with challenging behaviours and aggressive or disinhibited clientsProcedures for dealing with formal client/ significant other complaints Policy and procedures for domiciliary or school visit.Procedures for reporting personal illness / inability to attend clinic Contact person: Contact during work hours: Contact after hours:

(You must also inform the department if you are unable to attend your clinic 01 896 1496 ).Additional procedures specific to placement

Students should complete this form with the practice educator / practice tutor/ educator at the beginning of the placement. The declaration below must then be signed and the form given to the practice educator for the duration of the placement. Student DeclarationI have received information on the relevant health and safety procedures indicated above. Signed Date1Risk assessment for (student name) Date

Assessed by

Hazards identified

Action to minimize hazard / person responsible

Working environmentPhysical agents Other I have undertaken a risk assessment review with the assessor and understand the contentsAssessor DateStudent

1 May need to be competed in some instances

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C Clinical Speech & Language Studies, Trinity College, Dublin Assessment experience log

Student:………………………………………………………….Date commenced……………………………

This form is to be retained over the 4 year clinical education programme and should provide a record of your clinical experience in the use of formal and informal assessment procedures with a range of clients across a range of ages and diagnoses. You should retain the form in your Log and have it available during discussions and tutorials with clinical educators. By the end of your Senior Sophister year your completed log should reflect assessment experience of

Hearing, listening and auditory processing Receptive oral and written language Non verbal communication Expressive oral and written language Fluency Speech (phonology, motor speech and prosody Augmentative communication Voice

across a range of client groups and age ranges

Informal Formal

Test / procedure reference2

Aspect of communication sampled / measured 3 Comments

Infant 0-18

Preschool2-4

School age 4-12

2 Full name, authors, date, publisher. Full references should also be given to sources used when devising, evaluating informal procedures

3 Specify aspect of communication sampled / measured e.g. Vocabulary comprehension, word retrieval, comprehension of syntactic structures, expressive narrative skills, phonology, fluency, etc.

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School age 13-18

Adult 18-65

Adult 65+

(Additional pages to be photocopied from PDL or printed from the department website )

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D 1 Clinical Speech & Language Studies, Trinity College, DublinReflective log 1

Student: ………………………………………………….. Year commenced ………

Date

Describe Explore Interpret Speculate Generate

Describe people, context, action, and outcome

How did you feel about this?

Why did this happen? Why do you think x did y?

How did the others present feel?

What else might have happened? What else could you do in that situation?

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D2 Clinical Speech & Language Studies, Trinity College, DublinReflective log 2 Post therapy session

Reflections on own developing therapy skills Reflection and self-evaluation will help you to think about your developing competencies and learning needs. It is recommended that students should select at least one therapy session each clinic day to reflect on your performance and the clients learning, performance and reactions. The following questions will guide you in this reflection.

1. What are your positive feelings after the session?2. What are your negative feelings?3. How do you think the client / carers felt leaving the session?4. What did the client learn?5. What activities and materials did you consider successful and why? 6. What activities and materials did not go as well as planned and why? 7. Were your instructions, explanations, models, demonstrations effective? If not what alternatives could you have tried?8. Did you transit from one activity to the next effectively? If not how could you change?9. Was your feedback (positive and negative) to the client effective? Why? 10. Was your data recording objective, organized and non intrusive?11. Were you able to modify your activities (step up/ down) on the spot based on your client’s responses? 12. Did you ask relevant questions and relate appropriate information? 13. If carryover activities / homework were given did you explain fully to client/ carer? 14. Do you think he/ they accepted the need for home practice? If not, why not?15. Estimate time spent on achieving objectives V lost time in session. 16. What changes will you make to increase efficiency in the next session?

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E Clinical Speech & Language Studies, Trinity College, DublinClinical Competency Evaluation form: Clinical Session

Student: Year:Supervising Clinician: Date:Level of Supervision: Student under Direction

Student under GuidanceStudent mainly Independent

Session outline(client group, age, session objectives)Evaluated by Self Peer Supervising ClinicianSignatureEvaluation of developing professional competencies from observation of clinical session Three positive comments on professional relationships, knowledge and skills observed during the session 123

How did these enable therapy objectives to be met?

Three things you would change and why123

Three clinical skills and competencies that require further development1.2.3.Learning goals (student use)

ê Convert goals to SMART objectives ê

Objectives Time frame Resources required

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- 1 8 -Guidelines for evaluationIndicate competencies which were / should have been evident in session by a tick next to the competency number. Then evaluate consistency and degree using the following ratings: Not evident Emerging Evident Enhanced 0 1 2 4Not demonstrated

Not consistently demonstrated

Demonstrated consistently acceptable levels in competencies observed during session and in file

Demonstrated at next level

Competency1. Collects and collates relevant client-related information systematically

(e.g. case history, interviews and health records)2. Selects assessment procedures and tools (formal and informal)

appropriate to the client’s needs, abilities and cultural background3. Administers, records and scores a range of assessments accurately4. Analyses and interprets assessment findings using the professional

knowledge base5. Formulates appropriate diagnostic hypotheses6. Evaluates findings in light of client’s needs and service resources7. Establishes clear long and short term objectives for intervention8. Demonstrates knowledge of the need for onward referral9. Reports evaluation findings effectively orally and in writing10. Maintains precise and concise therapy records11. Carries out administrative tasks and maintains service records12. Implements therapy using appropriate therapy techniques, materials

and strategies13. Continuously evaluates intervention and modifies programme as

necessary14. Adapts service delivery/ therapeutic approach in response to

client/significant other needs15. Evaluates intervention and contributes effectively to clients long term

management and discharge plan16. Observes, listens and responds to client/ significant other

communications17. Uses appropriate vocabulary, syntax, intonation, volume and rate for

context18. Introduces, presents, closes and evaluates session components19. Facilitates client participation by using clear instructions, modelling

etc during intervention20. Uses prompts and clarification requests appropriately21. Provides appropriate verbal and non-verbal feedback on client

performance22. Communicates and consults with relevant team members to progress

the client management plan23. Uses outcome measures to determine efficacy of intervention24. Identifies, reflects and reports on own clinical strengths and learning

goals25. Uses learning resources appropriately to set and achieve learning

objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

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F Clinical Speech & Language Studies, Trinity College, DublinStudent clinical placement evaluation4

Date .....................

Placement ü Placement structure Year Individual Paired(peer) Paired

(SF/JS)Group

SF WeeklyBlock

JS WeeklyBlock

SS WeeklyBlock

Student preferred learning styleActivist Reflector Theorist PragmatistEvaluate the clinical placement according to the extent that it provided opportunities and resources to meet your learning goals and develop your clinical skills.Opportunities provided to -- ì ìì ìììObserve/interact with a range of clients Observe/interact with educator in clinical administration Establish and maintain effective relationship with practice educator and coworkersEstablish and maintain effective relationship with clients and their communication partnersApply and develop your knowledge and skills base to assessment and diagnosisApply and develop your knowledge and skills base to clinical decision making Apply and develop your knowledge and skills to long and short term therapy planningApply and develop your knowledge and skills base to therapy delivery and evaluationGain experience in clinical recordkeeping and reportingSupervisory factors Practice educator observation of workPractice educator feedback on assessments, therapy, record keeping and reportingOpportunities to use initiative Discussion timeStudent factors How prepared were you for this placement? - ì ìì ìììProfessional knowledgeClinical skills Clinical practice

4 Please do not identify yourself or the clinic/ placement educator this form

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Evaluation of developing professional competencies during the placement Three positive developments in professional relationships, knowledge and skills gained during the placement123

Three clinical skills and competencies that require further development to enable you to generalize them to clinical practice1.2.3.

What did you find most helpful in this placement?

What was challenging for you?

Suggestions on how the placement could be improved to facilitate student learning?

Other comments

G 1 Clinical Speech & Language Studies, Trinity College, Dublin

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- 2 1 -Notification of concern: Professional conduct JF SF JS SS

Clinical placements provide opportunities for students to develop and change and students cope in varying ways with such periods of change. During placements some students may demonstrate difficulties with the learning and transitions that placements demand. Many of these can be dealt with informally during feedback sessions but some may need to be communicated directly to the university clinical coordinator/ placement mentor in order to activate additional supports. These would include situations where the studentFails to meet the professional conduct standards Displays inadequate knowledgeAppears to be unable to listen / act on adviceShows a lack of preparation for clinical workClinical educators may notify the department of such concerns through phone calls or e mails which allows for speedy solutions but we would also be grateful if these could also be submitted in writing to ensure that all receive attention. The department may provide additional supports for the student / clinical educator or may initiate referral to other college support services.

Notification of Concern regarding ………………………………………………… (Student name)

From ………………………………………………………………………………………Clinical educator

ClinicPhone Best time to contactFax NoE-mailBrief description of behaviour causing concern

Signature

Date:For College use Received by Date Action taken

Report of action taken provided to clinical educator on - - (date) byPlease send to the named placement mentor……………………………………………… or to Practice Education Coordinator, Clothra Ní CholmáinE mail ccholmin@tcd.ie Fax 01 2321005

The College policy on Fitness to Practice is summarised on http://www.tcd.ie/undergraduate-studies/academic-progress/fitness-practice.php

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G 2 Clinical Speech & Language Studies, Trinity College, DublinNotification of Concern Competency development SF JS SS

Clinical placements provide opportunities for students to apply knowledge and develop competencies in clinical practice. Students are expected to monitor their own development and seek support from practice educators and college lecturers. They are asked to complete the Student Clinical Competency Evaluations form during placements and to contact the department if they are not achieving learning goals. The department would also welcome notification from practice educators if they find that students are not achieving competencies as expected at the mid placement review and if they feel that resources other then those available in the clinic are required to address difficulties. Notification of Concern in competency development Student name

From ………………………………………………………………………………………Clinical educator

ClinicPhone Best time to contactFax NoE-mailCompetencies causing concern

Signature

Date:For College use Received by Date Action taken

Report of action taken provided to clinical educator on - - (date) by

Please send to Placement Education Coordinator, Clothra Ní Cholmáin E mail ccholmin@tcd.ie Department of Clinical Speech & Language Studies, Trinity College, 7 - 9 South Leinster Street, Dublin 2

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H Clinical Speech & Language Studies, Trinity College, DublinClinical learning self review

Name: ____________________ Year:__________ Date: ___________Your experience to date should have enabled you to develop personally and professionally. The aim of this review is to enable you to Reflect on your learning to date Identify your current learning needs Set new learning goals and SMART objectives Identify resources needed and available to meet your needs

Before you begin the formal review jot down three positive developments you have observed in your clinical competencies over the past year

Three positive developments noted by others (peers, supervisors, etc.)

Read over your completed Student Clinical Competency Evaluation form and review each rating and compare your rating with what is expected for your yearRemember clinical competency is demonstrated by the degree to which you can apply professional knowledge, skills and values to clinical problem solving in real time situations. The timeline below indicates the levels you should be demonstrating as you progress through the clinical education programme.

Novice 1.2 1.2 2.1 …….2.2 3.1 3.2Level and use of knowledge base

I understand the theory and principles

I can apply my knowledge to clinical situations

I can use my knowledge to analyze clinical problems

I can synthesis & evaluate information from a range of sources in real time to identify problems and solutions in clinic

Skill base I can imitate this task with focused concentration and effort

I can carry out routine tasks with extra attention needed for detail

I can carry out routine tasks automatically

I have developed automatic and flexible use of range of skills

Competency consistency

Absent or accidental My knowledge and skills come together occasionally in familiar situations

I can perform competently in this area in most clinical situations

My competency in this area is consistent across a range of clinical contexts

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- 2 5 -Tick the areas that you feel your competencies are developing appropriately.

Competency1. Collect and collate relevant client-related information systematically (e.g. case

history, interviews and health records)2. Select assessment procedures and tools (formal and informal) appropriate to

the client’s needs, abilities and cultural background3. Administer, record and score a range of assessments accurately4. Analyse and interpret assessment findings using the professional knowledge

base5. Formulate appropriate diagnostic hypotheses6. Evaluate findings in light of client’s needs and service resources7. Establish clear long and short term objectives for intervention8. Demonstrate knowledge of the need for onward referral9. Report evaluation findings effectively orally and in writing10.Maintain precise and concise therapy records11.Carry out administrative tasks and maintains service records12.Implement therapy using appropriate therapy techniques, materials and

strategies13.Continuously evaluate intervention and modify programme as necessary14.Adapt service delivery/ therapeutic approach in response to client/significant

other needs15.Evaluate intervention and contributes effectively to clients long term

management and discharge plan16.Observe, listen and respond to client/ significant other communications17.Use appropriate vocabulary, syntax, intonation, volume and rate for context18.Introduce, present, close and evaluate session components19.Facilitate client participation by using clear instructions, modelling etc during

intervention20.Uses prompts and clarification requests appropriately21.Provide appropriate verbal and non-verbal feedback on client performance22.Communicate and consult with relevant team members to progress the client

management plan23.Use outcome measures to determine efficacy of intervention24.Identify, reflect and report on own clinical strengths and learning goals25.Use learning resources appropriately to set and achieve learning objectives

(e.g. feedback from practice educators, peers, books, videos, IT etc)

Are there any gaps? If so identify you current learning needs and set your learning goals

ê Convert goals to SMART objectives êObjectives Time frame Resources required

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H Clinical Speech & Language Studies, Trinity College, DublinClinical learning self review (detailed)

The aim of this exercise is to allow you to objectively evaluate your current state of readiness for clinics. You are being asked to complete this in order to ensure that you set appropriate preclinical learning goals to ensure that you are adequately prepared for your placement and can set appropriate learning goals for the placement itself. Remember clinical competency is demonstrated by the degree to which you can apply professional knowledge, skills and values to clinical problem solving in real time situations. The timeline below indicates the levels you should be demonstrating as you progress through the clinical education programme.

Novice 1.2 1.2 2.1 …….2.2 3.1 3.2Level and use of knowledge base

I understand the theory and principles

I can apply my knowledge to clinical situations

I can use my knowledge to analyze clinical problems

I can synthesis & evaluate information from a range of sources in real time to Identify problems and solutions in clinic

Skill base I can imitate this task with focused concentration and effort

I can carry out routine tasks with extra attention needed for detail

I can carry out routine tasks automatically

I have developed automatic and flexible use of range of skills

Competency consistency Absent or accidental My knowledge and skills come together occasionally in familiar situations

I can perform competently in this area in most clinical situations

My competency in this area is consistent across a range of clinical contexts

Use the rating indicators on the following pages to identify your current levels of competency in the basic clinical competency areas.Read the competency area and then reflect on situations where you have had the opportunity to demonstrate the competency. Mark the level you feel you could demonstrate in a clinic tomorrow.

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Clinical learning self reviewRating Indicators Continuum Clinical assessment for communication and feeding, eating, drinking and swallowing disorders (FEDS)

Competency areas

Level 1 Emerging

Evident Enhanced

Level 2 Emerging

Evident Enhanced

Level 3 Emerging

Evident Enhanced

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health record)

Cannot gather adequate information to inform clinical decision making

Gather key information from client record and client/significant other

Demonstrate professional interviewing skills and show awareness of gaps in the available information

Systematically collect and collate complete information from client / significant other and/or health record and communication/FEDS environment. Identify and researches gaps in required information.

Identify all sources of client related information and collect and collate efficiently to gain a complete picture of the client

2. Select assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

Have not demonstrated consistent ability to select assessment protocols

Identify specific areas that need to be assessed and select appropriate assessments from range of assessments in general use with direction

Identify specific areas that need to be assessed with guidance. Can select appropriate tools for detailed evaluation of specific aspects of the communication system based on theoretical rationale

Consistently select appropriate assessment procedures or tools from available selection. Use the professional knowledge base to devise informal protocols for further detailed assessment

Adapt and modify assessment tools for the client while maintaining psycho-metric reliability and validity

3. Administer, record and scores a range of assessments accurately

Have not demonstrated consistent accuracy in administrating, recording and scoring of assessments

Demonstrate ability to administer, record and score assessments accurately with direction

Demonstrate ability to administer, record and score assessments accurately. Identify need for changes to procedures in response to the client / context and

Administer, record and score assessments efficiently and make timely modifications as client profile emerges

Administer, record and scores a number of assessments accurately to identify the range of communication impairments needing to consult the manual

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modifies with guidance

for scoring instructions only

4. Analyse and interpret assessment findings using the professional knowledge base

Have not demonstrated consistent ability to use professional knowledge in analyse and interpretation

Generate a list of communication/FEDS strengths and weaknesses fromassessment findings

Synthesize relevant assessment findings to generate a tentative communication / FEDS profile

Analyse, synthesize and interpret relevant assessment findings and environmental information to generate an accurate FEDS/communication profile

Analyse, synthesize and interpret relevant assessment findings and environmental information to generate accurate communication /FEDS profiles in all presenting cases

5. Formulates an appropriate diagnostic hypothesis

Have not demonstrated consistent ability in formulating a diagnostic hypothesis

Analyse and interpret information generated by the assessment to Identify communication / FEDS profiles and formulate a diagnostic hypothesis with direction

Combines assessment data with a holistic profile of the client to formulate a diagnostic hypothesis with guidance.

Independently analyse and interpret information generated by the assessment and formulate a holistic diagnosis

Independently analyse and interpret information generated by the assessment and formulate a holistic diagnosis in cases which require the application of in depth knowledge and specific skills

6. Evaluates findings in light of client’s needs and service resources

Have not demonstrated consistent ability to evaluate client needs in context

Evaluates assessment findings and diagnostic hypothesis to identify possible intervention approaches in conjunction with the practice educator

Evaluate assessment findings and diagnostic hypothesis using the professional knowledge base. Identify service resource constraints in with guidance from practice educator.

Identify appropriate priorities and intervention approaches for client management taking local service resources into account

Identify appropriate priorities and intervention approaches for client management showing knowledge of health service resources

7. Establishes clear long and short term objectives for intervention

Have not demonstrated consistent ability in establishing

Generates long term goals and short term intervention objectives based on

Generate long term goals and short term intervention objectives based on assessment findings

Negotiate and establish agreed long term goals and short term objectives for intervention with

Negotiate and establish agreed long term goals and short term objectives for intervention with

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intervention objectives

assessment findings and professional evidence base with direction

and the professional evidence base

clients / significant other based on evaluation of the holistic client profile

clients / significant other based on evaluation of holistic client profile and available resources

8. Demonstrate knowledge of the need for onward referral

Have not demonstrated consistent knowledge of the need for onward referral

Demonstrate awareness of the scope of the professional remit and of own professional competencies but require direction on appropriate onward referral

Demonstrate awareness of the scope of the professional remit and of own professional competencies. Can suggest and request guidance on appropriate onward referral

Demonstrate awareness of the scope of own professional competencies and suggest appropriate onward referral within current clinical context

Demonstrate awareness of the scope of own professional competencies and those of other members of health, education and social care and can initiate appropriate onward referral

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Table 3 Intervention for communication and feeding, eating, drinking and swallowing disorders (FEDS)Level 1 Emerging

Evident Enhanced

Level 2 Emerging

Evident Enhanced

Level 3 Emerging

Evident Enhanced

9. Reports evaluation findings effectively orally and in writing

Have not demonstrated consistent ability in reporting

Report orally and in writing in a manner appropriate to all recipients while conforming to legal and professional guidelines with guidance.

Independently report all relevant information orally and in writing appropriately to all recipients. Conform with all legal and professional guidelines

Independently convey all relevant information on client profile and diagnosis in professional oral and written reports appropriate to all recipients and conforming to legal and professional guidelines. May need guidance to outline appropriate management options

Independently convey all relevant information on cases which require the application of in depth knowledge and skills in oral and written reports conforming to all legal and professional guidelines

10.Maintains precise and concise therapy record

Have not demonstrated consistent ability in this skill.

Write objective, legible, timely record conforming to legal and professional guidelines with direction

Write objective, legible, timely record conforming to legal and professional guidelines with guidance and feedback

Independently write concise objective, legible, timely record conforming to legal and professional guidelines

Write concise, objective, legible, timely recordsconforming to legal and professional guidelines independently with a high level of automaticity

11.Carries out administrative tasks and maintains service record

Have not demonstrated consistent ability in administrative tasks

Complete administrative tasks accurately and in a timely manner following direction

Complete administrative tasks accurately and in a timely manner with guidance

Independently complete administrative tasks accurately and in a timely manner

Independently complete all administrative tasks accurately in a precise and concise manner with a high level of automaticity

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Intervention (continued)Level 1 Emerging

Evident Enhanced

Level 2 Emerging

Evident Enhanced

Level 3 Emerging

Evident Enhanced

12.Implements therapy using appropriate therapy techniques, materials and strategies

Have not demonstrated consistent in implementing therapy

Show evidence of pre placement preparation relevant to the caseload. With direction can select appropriate therapy materials, techniques and strategies and implement these accurately

Show evidence of pre placement preparation relevant to the caseload and select appropriate therapy materials, techniques and strategies for clients presenting with common clinical communication profiles and implement therapy accurately

Independently select appropriate therapy materials, techniques and strategies for clients and carry out the therapy accurately

Independently select appropriate therapy materials, techniques and strategies with a efficiently for all clients and carry out the therapy accurately

13.Continuously evaluates intervention and modifies programme as necessary

Have not demonstrated consistent ability in evaluating and adapting therapy.

Monitor and modify intervention between sessions in response to client progress with reflection and direction

Monitor and modify intervention between sessions in response to the client progress with reflection

Monitor and modify intervention within sessions in response to client progress

Monitor and modify intervention adapting learning goals within the session as required

14.Adapts service delivery/ therapeutic approach in response to client/significant other needs

Have not demonstrated consistent ability in adapting therapy approach

Adapt service delivery/therapeutic approach between sessions in response to the client/significant other needs with direction

Adapt service delivery / therapeutic approach between sessions in response to the client/ significant other needs with guidance and feedback

Seek guidance within session to adapt service delivery / therapeutic approach in response to the client/significant other needs as they arise.

Independently adapt service delivery / therapeutic approach within sessions in response to the client /significant other needs as they arise.

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Intervention (continued)Level 1Emerging Evident EnhancedLevel 2Emerging Evident EnhancedLevel 3Emerging Evident Enhanced

15.Evaluates intervention and contributes effectively to clients long term management and discharge plan

Have not demonstrated consistent ability in this skill

Devise an appropriate and relevant long termintervention and discharge plan for client under direction

Devise an appropriate and relevant long term intervention and discharge plan for client with minimal guidance and feedback

Demonstrate the ability to develop appropriate long term intervention and discharge plans independently

Independently develop appropriate management plans considering all contributing environmental and personal factors

16.Observes, listens and responds to client / significant other communications

Have not shown consistent ability to observe / respond to client / other communication

Observe and respond appropriately toclient / significant other verbal and non-verbal communication with direction and feedback

Observe and respond appropriately to client / significant other verbal and non-verbal communication with minimal guidance.

Independently observe and respond appropriately toclient / significant other verbal and non-verbal communication

Independently observe and respond appropriately to client/significant other verbal and non-verbal communication in cases which require the application of specific knowledge and skills

17.Uses appropriate vocabulary, syntax, intonation, volume and rate for context

Have not shown appropriate expressive communication skills

Demonstrate appropriate use of vocabulary, syntax, intonation, volume or rate for client and context with direction and modelling

Use syntax, vocabulary, intonation, volume and rate for client / context appropriately for most of the session. Can identify and modify inappropriate usage with reflection, guidance and feedback

Demonstrate appropriate use of vocabulary, syntax, intonation, volume or rate for client / context for most of the session. Can identify inappropriate usage independently and modify as needed

Demonstrate appropriate use of vocabulary, syntax, intonation, volume and rate for client /context at all times. Can independently modify use in cases which require the application of specific knowledge / skills

18. Introduces, presents, closes and evaluates session components

Have not shown consistent ability in informing client of

With direction and modelling can outline purpose, format andcontent of session components to

Consistently outline purpose, format and content of session components to client /significant

Outline purpose, format and content of session components to client /significant other

Independently outline aims and formats of session components to client/significant other in cases which require specific knowledge

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session aims, format and content

client/significant other

other with guidance and feedback

independently /skills.

19.Facilitates client participation by using clear instructions, modelling, etc., during intervention

Have not shown consistent ability in instructing client

Facilitate client participation using, appropriate instruction formats with direction / modelling

Facilitate client participation using appropriate instruction formats with guidance and feedback

Facilitate client participation using appropriate instruction formats independently in real time

Independently facilitate client participation using appropriate instruction formats which require specific knowledge /skills

20.Uses prompts and clarification requests appropriately

Have not shown consistent ability in using prompts and clarification requests

With direction and modelling can use clarification requests and prompts to facilitate the intervention process

With guidance and feedback can use clarification requests / prompts to facilitate the intervention process

Use clarification requests and prompts independently to facilitate the intervention process

Use clarification requests / prompts independently to facilitate the intervention in cases which require in depth knowledge /specific skills

21.Provides appropriate verbal and non-verbal feedback on client performance

Have not shown consistent ability to provide appropriate feedback to clients

With direction and modelling can provide appropriate verbal and nonverbal feedback to the client / significant other in response to their performance and achievements during therapy

With guidance and feedback can provide appropriate verbal and nonverbal feedback to the client/ significant other in response to their performance during therapy

Independently provide appropriate verbal and non-verbal feedback to the client/ significant other in response to performance during therapy

Provide appropriate feedback automatically to the client/ significant other during therapy in cases which require the application of in depth knowledge

22.Communicates and consults with relevant team members to progress the client management plan

Have not shown consistent ability in consulting with others on client management

With direction and modelling can seek and share appropriate client related information

With guidance can seek and share appropriate client related information

Independently can seek and share appropriate client related information

Independently consults appropriately on cases which require the application of in depth knowledge and specific skills

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Intervention (continued)Level 1Emerging Evident EnhancedLevel 2Emerging Evident EnhancedLevel 3Emerging Evident Enhanced

23.Uses outcome measures to determine efficacy of intervention

Have not demonstrated consistent ability in using outcome measures

With direction can use appropriate measures accurately to measure intervention outcomes

Use appropriate measures accurately to measure intervention outcomes with guidance

Independently use appropriate tools accurately to measure outcome of intervention. Recognise the contribution of outcome measures to evidence based practice

Independently source innovative outcome measures for use with particular clients and uses these appropriately

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- 3 6 -

Table 4 Self evaluation and continuous professional development Level 1Emerging Evident Enhanced

Level 2Emerging Evident EnhancedLevel 3Emerging Evident Enhanced

24. Identify, reflects and reports on own clinical strengths and learning goals

Have not demonstrated consistent ability in this skill.

With specific direction and feedback can review and identify developing competencies and develop learning outcomes appropriate to the placement

Review and identify developing competencies and develop learning outcomes appropriate to the placement with guidance and feedback

Independently review own developing competencies, accurately and develop an action plan to address learning needs

Independently review own developing competencies, accurately rates abilities. Demonstrate ongoing reflective practice and develop an action plan to address learning needs across all areas of professional development

25. Uses learning resources appropriately to set and achieve learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

Have not demonstrated consistent ability in setting and achieving own learning objectives

Uses appropriate learning resources and demonstrate behavioural changes to meet learning objectives with direction

Uses appropriate resources to set and achieve learning goals with guidance. Demonstrate behavioural changes to meet learning objectives

Independently use appropriate resources to set and achieve learning goals. Demonstrate behavioural changes to meet learning objectives

Independently use appropriate learning resources and demonstrate behavioural changes to meet learning objectives.

TCD CSLS 2013-14

I Clinical Speech & Language Studies, Trinity College, DublinPortfolio for feeding, eating, drinking and swallowing / dysphagia assessment and management

FEDS portfolios should be compiled by students from first year when normal swallowing and developmental workshops take place to the final year when a final examination in dysphagia is completed. The portfolio should serve as a clinical resource as well as providing evidence that students have developed knowledge and skills in the identification and assessment of feeding, eating, drinking and swallowing impairments and in the development of appropriate intervention approaches for the management of clients presenting with these impairments in routine clinical caseloads. The portfolio should contain the following summary sheets (cog notes!) in a readily accessible format to permit consultation during placements.

A Normal swallow and clinical signs of swallowing disorders the normal swallow and variations across the lifespan common medical conditions and impairments associated with FEDS the clinical signs resulting from such conditions and impairments the physical symptoms which may be associated with the clinical signs

B Clinical assessment formsThese may be either devised by the student or adapted from one of the samples have obtained during the dysphagia workshops or on placement (appropriately referenced). These forms should outline the data needed and allow space to record 1 Pre FEDS clinical evaluation

Relevant information from case history / medical records Relevant information from clinical interview with client / carer Relevant general observations re client’s general and communication status Assessment of underlying structure and function (i.e., oral motor examination)

2 Detailed FEDS assessment form including a risk assessment summary

C Diagnostic summary sheet including indicators for onward referral

D Intervention and management techniques Risk / benefits analysis identifying key client and environment factors List compensatory / adaptive strategies targeting clinical signs of dysphagia and indicators for use List remedial strategies targeting underlying impairments and indicators for use

F Instrumental procedures Evaluate a range of instrumental assessments and complete the following table for 6 frequently used imaging and non imaging procedures Procedures allows Indicated Contraindicated Advantages Disadvantages

F Support materials Outline key ways to explain, demonstrate management plan and selected strategies to client/ carers (What How Why risks / benefits)

- 3 8 -The portfolio will be evaluated on a pass / fail basis at the end of the Junior Sophister year.

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FEDS portfolio evaluation A FEDS Summary SheetContains a summary of

the normal swallow and variations across the lifespan common medical conditions/ impairments associated with FEDS the clinical signs resulting from such conditions and impairments physical symptoms which may be associated with the clinical signs

B Clinical assessment formsThese forms should outline the data needed and allow space to record 1 Pre FEDS clinical evaluation

Relevant information from case history / medical records Relevant information from clinical interview with client / carer Relevant general observations re client’s general and communication status Assessment of underlying structure and function (i.e., oral motor examination)

3 Detailed FEDS assessment form including a risk assessment summaryC Diagnostic summary sheet including indicators for onward referral

D Intervention and management techniques Risk / benefits analysis identifying key client and environment factors List compensatory / adaptive strategies targeting clinical signs of dysphagia and indicators for use List remedial strategies targeting underlying impairments and indicators for use

E Instrumental procedures Self directed learning plus checklist completion Evaluations of 6 frequently used imaging and non imaging procedures for the FEDS evaluation.

E Support materials Outline key ways to explain and demonstrate management plan and selected strategies to client/ carers

WhatHow WhyRisks / benefits

References all resources used should be cited on the forms and in a reference list

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K Clinical Speech & Language Studies, Trinity College, DublinOral examination

Please photocopy before useStudents are required to carry out 5 oral facial examinations on adult/ child non clinical volunteers during the JF/SF years. They should summarise these examinations on this sheet and include them in their logs.JS students need to carry out 3 oral facial examinations on adult/ child clinical volunteers. These should also be summarized on this form and included in the PDL along with samples of detailed oral examination forms as used in clinical; practice.

Student name Summary of oral facial examination Client identifier Date of birth Date of assessmentAge Clinical Non clinical

Structure CommentsFace Appearance

SymmetryLips SymmetryJaw Occlusion

SymmetryTeeth Primary¨ secondary¨ Denture

BiteTongue Appearance

SizeHard palate Height / Width

Fistulae /CleftSoft palate Appearance Oropharynx Fauces

Tonsils Size / appearance

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- 4 1 -

Functioning CommentsBreathing At restDuring speech

Habitual Mouth / Nose Clavicular / mid thoracic /intercostal

S/Z Ratio

Jaw Open CloseRotate

Lips SpreadRound PuckerRepetition /u/>/i/ x 5

Tongue Protrusion Retraction Lateral Elevation

Soft palate Elevation Closure Symmetry

Sequential movements

LæLæ x 3 Kæ Læ x 3/p t k/ x 5 Buttercup x 5

Comments:

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TCD CSLS 2013-14

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L Clinical Speech & Language Studies, Trinity College, DublinAudiogram

NameDate of Birth Date of test: AgeConcern re hearing? No/ YesAudiometer modelStarting ear R/L Response requiredAmbient noise level (dBA)Screening Level (dbHL)

Right

Left

Air conduction (masked) 0 XAir conduction (unmasked) 00 XXBone conduction (unmasked) Δ ΔBone conduction (masked) [ ]

Uncomfortable loudness level └ ┘ Right ear Left ear

Frequency (Hz) Frequency (Hz)125 250 500 1000 2000 4000 8000

-10 0 10 20 30 40 50 60 70 80 90100110120130140

Hear

ing

leve

l

125 250 500 1000 2000 4000 8000-10 0 10 20 30 40 50 60 70 80 90100110120130140

Masking levels Masking levels

Comments

Recommendations

Tester ____________________________ Date____________________________

TCD CSLS 2013-14

- 4 4 -

TCD CSLS 2013-14

- 4 5 -01 Clinical Speech & Language Studies, Trinity College, Dublin

Junior Freshman Annual hours certification form

Student Name

Audiology Observation Clinic Child Adul

tClient group Hours Signature

Audiology -Screening audiograms (peers or fellow students)Date Audiogram no. Time taken

Preschool/ primary school placements School Age range of children Hours Date report

submitted

Baby study

Baby age range Hours Date report submitted From months to months

Clinic related activities Date completedService location – visit and presentation Speech and language transcription and analysis CONNECT Report Other

TCD CSLS 2013-14

- 4 6 -Department of Clinical Speech and Language Studies Trinity College

Junior Freshman CONNECT Summary CONNECT workshop Date:……………………..Hours ……………………CONNECT training Date:…………………….. Hours ……………………Date Activity (visit / tutorial) Hours Date feedback form

submitted

Please note feedback to be e mailed to your tutor AND to the departmental secretary cslssec@tcd.ie c

Summary hours CONNECT

Hours

Tutor signature Date

Workshop Training Visits Tutorials

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TCD CSLS 2013-14

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O2 Clinical Speech & Language Studies, Trinity College, DublinPDL Clinical learning Self review form Junior Freshman

Student

Date of Self Review

I confirm that I have read and understand the following documentsCode of ethics (I.A.S.L.T.) http://www.iaslt.com/)Guidance on conduct and ethics for students HPC UK www.hpc-uk.org Health Services Intercultural Guide http://www.hse.ie PDL General guidelines Practice educationGuide for Data Controllers http://www. //dataprotection.ie Basic advice on First Aid at Work www.hsa.ie

These documents are available in hard copy and electronically from Reception or can be downloaded from the appropriate websites.

And have submitted the following Observation report - Baby study Observation report- Preschool CONNECT report

The following completed assignments are be submitted for PDL evaluation at the end of second year along with this declaration Orofacial examination – non clinical population (5 to be completed by the end of SF year)Audiogram assignment 3 completed screening audiograms (peer/fellow students)

Student signatureDate

TCD CSLS 2013-14

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1R Clinical Speech & Language Studies, Trinity College, DublinStudent Mid placement Self review form Senior Freshman

Name: ____________________ Year: _____________ Date: ___________

Students are required to evaluate their developing practice competencies using the appropriate Student Clinical Competency Evaluation form and indicators at mid placement. Complete the SCCE form first, then summarise on to this sheet before discussing your progress and learning goals with the practice educator. Rate your competencies as follows 0 Need to undertake more learning to develop knowledge and skills for this

competency.1 Detailed directions and support needed to perform competently 2 Competent if given general directions and support in preparation and practice3 Confident and competent with minimal guidance needed for client management. 4 Competent and able to integrate knowledge and skills independently to develop a

comprehensive intervention programmes. Assessment and diagnosis

Competency 0 1 2 3 41. Collect and collate relevant client-related information

systematically (e.g. case history, interviews and health records)

2. Select assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administer, record and score a range of assessments accurately

4. Analyse and interpret assessment findings using the professional knowledge base

5. Formulate appropriate diagnostic hypotheses6. Evaluate findings in light of client’s needs and service

resources7. Establish clear long and short term objectives for intervention8. Demonstrate knowledge of the need for onward referral

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123

Notes:

TCD CSLS 2013-14

- 5 0 -Recording, reporting and administrative competencies 9. Report evaluation findings effectively orally and in writing10. Maintain precise and concise therapy records11. Carry out administrative tasks and maintains service records

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123Notes:

Therapy planning, implementation and evaluationStudents attending the undergraduate clinical education programme at Trinity College focus on developing assessment competencies during placement 1.1 and may therefore not opportunities to develop competencies 12-15 and 22. 12. Implement therapy using appropriate therapy techniques,

materials and strategies13. Continuously evaluate intervention and modify programme as

necessary14. Adapt service delivery/ therapeutic approach in response to

client/significant other needs15. Evaluate intervention and contributes effectively to clients

long term management and discharge plan16. Observe, listen and respond to client/ significant other

communications17. Use appropriate vocabulary, syntax, intonation, volume and

rate for context18. Introduce, present, close and evaluate session components19. Facilitate client participation by using clear instructions,

modelling etc during intervention20. Uses prompts and clarification requests appropriately21. Provide appropriate verbal and non-verbal feedback on client

performance22. Communicate and consult with relevant team members to

progress the client management plan23. Use outcome measures to determine efficacy of intervention

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123Notes:

TCD CSLS 2013-14

- 5 1 -Professional development24. Identify, reflect and report on own clinical strengths and

learning goals25. Use learning resources appropriately to set and achieve

learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123Learning resources to be used

Literature Peer practice IT programmes Clinical practice Other123Notes:

Summary Indicate total number of competencies in each rating band 0 1 2 3 4

Students who score more then a total of 8 in the 0 and 1 column need to identify this to the practice educator / tutor or practice education coordinator as they may benefit from additional support in order to achieve the year learning goals.

Student signature: Date:

TCD CSLS 2013-14

- 5 2 -

1. a Clinical Speech & Language Studies, Trinity College, DublinSenior Freshman Evaluation of assessment skills

Student Date Extent demonstrated Not

evident

Emerging 1

Evident2

Enhanced4

Introduces self appropriately Introduces task and obtains consent appropriately Engages client in goal settingObserves, listens and responds to client communicationsGives clear instructions and uses prompting appropriatelyIntroduces, presents, closes and evaluates assessment unitsProvides verbal feedback Uses effective transition routinesRequests clarificationUses appropriate Vocabulary Syntax Volume Rate Intonation to facilitate client comprehensionUses materials in a professional mannerTotal possible 60 Total achieved

Recording and scoringRecords spoken language sample accurately

Phonology Syntax Morphology Fluency Voice

Records responses as required by test formatCalculates age records scores and accuratelyQuantifies scores correctlyInterprets score appropriately Total possible 40 Total achieved

Self evaluation The use of self evaluation forms and feedback from others is an essential element of the clinical learning process. Feedback and self evaluation following clinical activities should identify competencies and skills that are developing well along with identifying areas for development. Reflect on your session and identify 3 skills that are well developed and evident in your session. I am confident in my skills in the following areas.123

Turn the page over and identify areas that would benefit from development.

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Three things you would change and why123

Three clinical skills and competencies that require further development1.2.3.

Learning goals

ê Convert goals to SMART objectives ê

Objectives Time frame Resources required

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- 5 4 -

1.b Clinical Speech and Language Studies, Trinity College DublinDetailed evaluation of a test in current clinical use

Evaluation of ________________________________ (Test title)

Student ………………………………………………………………….Date………………

AuthorsPublisherDate of PublicationCost Full test Record sheetConstruct measured

Purpose

Age rangePsychometric rating

Validity ReliabilitySample

ScoreAdministration Materials needed

BasalCeilingTime taken

Scores types

Used with peer Date Comments

Used clinically Date Comments

Caveats

Comments on suitability for an multicultural and multi linguistic populations

TCD CSLS 2013-14

- 5 5 -Evaluation of test manual Does the test manual provide enough information for you to evaluate the reliability, validity and normative data and decide if it an appropriate diagnostic tool for clients who are likely to present in your clinic with communication impairments? Read the test manual and indicate by ticking appropriate box on the table below if the basic psychometric criteria are met.

Review of manual of (Test name)NA Ye

sNo

1. Does the manual provide information on the purpose of the test? 2. Does the manual provide full list of test contents 3. Does the manual provide details of quantitative methods used for item

analysis 4. Is the study design appropriate for validating the instrument5. Is the sampling strategy (i.e., how participants were selected)

reported?6. Is information provided on the sample population characteristics7. Age8. Gender9. Geographic region10. Socio linguistic grouping11. Socio-economic status12. Normalcy (including those excluded)13. Is the sample size adequate for each age group14. Were testers used in sampling representative of those who will use in

clinical practice 15. Does the manual provide information on user qualifications for test

administration and evaluation 16. Are measures of central tendency (mean, median) and variability

(standard deviation, standard error of measurement) available for standardized scores in each subgroup?

17. Is Test - Retest reliability measured and reliable 18. Is Inter tester reliability measured and reliable 19. Is Intra-rater reliability measured and reliable?20. Are reliability data provided separately for each group or population?

(in tests where separate norm tables are used for age groups)21. Is internal consistency reliability measured?22. Is construct validity measured? If so specify formats

Empirical evidence of relationships between the test construct and .....................Professional knowledge base:..................Expert opinion ....

23. Is concurrent validity measured? If so specify Criterion: ………………………………………………………………Test:

24. Is Internal Validity measured (relationships betweensubtests, composite scores, and total scores examined)

25. Is predictive validity measured? If so specify association between scores and outcome measure ........................................

26. Do the test materials and administration process have face validity?27. Does the manual provide detailed description of administration and

scoring procedures 28. Are any limitations of the test reported?

Adapted from Quality Rating Scale for Manuals Biddle A, Watson L, Hooper C, et al. (2002) Criteria for Determining Disability in Speech-Language Disorders. www.ahrq.gov

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1. c Clinical Speech and Language Studies Trinity College DublinTest review form

Student……………………………………………………Date completed …………Test/ assessmentAuthorsPublisherDate of PublicationCost Full test Record sheetConstruct measured

Purpose

Age rangePsychometric rating

Validity ReliabilitySample

Administration Materials needed

BasalCeilingTime taken

Scores types

Used with peer Date Comments

Used clinically Date Comments

Caveats

You will need to continue to evaluate tests and assessments for clinical use throughout your career.

TCD CSLS 2013-14

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Notes

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1.A P Clinical Speech & Language Studies, Trinity College, DublinSenior Freshman Communication Assessment Portfolio

Age range 0-2 £ 3-5 £ 6-12 £ 13-18 £ Young adult19-25 £ Adults £ Older adults (65+)£Student: Date:Each pack should contain sample materials, directions and recording forms5 to obtain valid samples of 0

41-60%3

61%+5

Hearing, Oral and respiratory functioningReceptive vocabulary, semanticsReceptive morphology & syntaxExpressive language content and use Expressive phonology, morphology & syntaxFluency & VoiceSample materials 20 objects, 60 pictures --- --- ---Materials should conform to health and safety guidelines Materials appropriate for the selected age range and for a range of cultural backgrounds (or with options)Clear instructions and recording format to facilitate live recording of responses Total 50

Report on assessment findings Students are required to use their assessment portfolio with a volunteer test taker. They must complete the assessment recording form during the test session and evaluate the test format, process and outcomes in a brief one page profile of the test taker’s communication system after the session. Valid sample elicited appropriately and recorded and evaluated accurately covering the following areas

0 3 5

Hearing, Oral and respiratory functioning Language content -vocabulary, semanticsLanguage form speech Language form morphology Language form syntaxLanguage use pragmatics FluencyVoice Total possible 40

Self evaluation reportsStudents should complete forms 1.a Senior Freshman Evaluation of assessment skills 2 AP Reflective log 2 Assessment pack trial session following their assessment session. The completed forms should be submitted with the assessment portfolio.

5 Appropriately referencedTCD CSLS 2013-14

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2 AP Clinical Speech & Language Studies, Trinity College, DublinReflective log 2 Assessment portfolio trial session

Reflect on your performance as an assessor and the test taker’s performance, reactions and possible feeling. The following questions will guide you in this reflection. What are your positive feelings after the assessment session?What are your negative feelings?How do you think the test taker felt leaving the session?Did you ask relevant questions? Did you explain all objectives appropriately during testing? Were your instructions, explanations, models, demonstrations effective? If not what alternatives could you have tried?Did you transit from one activity to the next effectively and efficiently? What activities and materials did you consider successful and why? What activities and materials did not go as well as planned and why? Was your feedback (positive and negative) to the client effective? Why? Was your data recording objective, organized and non intrusive?Estimate time spent on achieving objectives v lost time in sessionWhat changes will you make to increase efficiency in the next session

Grade Pack: Content and recording format 50Report 40Reflective log 10

Total

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1.1 D Clinical Speech & Language Studies, Trinity College, DublinDaily hours certification log Senior Freshman Term Clinic

Student ……………………………………………………………………………………Assessment and case management under direction Date Client identifier (Initial or number

should match identifier on assessments and reflective logs) and communication impairment

HoursDCM

Clinical educator signature

Total Hours Total hours to be tallied and transferred to hours form (1.1T) 6for

certification by clinical educator at the end of the placement

Split Sessions If a client has impairments across a number of communication areas you split the time spent (i.e., 0.5 under articulation, 0.5 under language).

6 DCM Direct client management CRCA Client related clinical activities TCD CSLS 2013-14

- 6 1 -Students should keep a record of time spent on client related clinical activities (CRCA) Observation (O) during placements. These should be totaled and marked on the general hours forms at the end of each placement. Date CRCA O Brief description of learning activity and outcome

TCD CSLS 2013-14

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1.1 T Clinical Speech & Language Studies, Trinity College, DublinSenior Freshman Term hours certification form

Name: DCM Direct client management CRCA Client related clinical activities O Observation

TERM 1 TERM 20-4 DCM CRCA O SLT

InitialsDCM CRCA O SLTs Initials

Audiology Language ContentLanguage Form Language UseSpeechFluencyVoice FEDSLiteracy4— 12 Audiology Language ContentLanguage FormLanguage UseSpeechFluencyVoice FEDSLiteracy13-18AudiologyLanguage ContentLanguage FormLanguage UseSpeechFluencyVoice FEDSLiteracyTotal child hours

TCD CSLS 2013-14

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TERM 1 TERM 2ADULT DCM CRCA O SLT

InitialsDCM CRCA O SLT

InitialsAudiologyLanguage ContentLanguage FormLanguage UseSpeechFluencyVoice FEDSLiteracyOther Total adult hours

Client groups Signature of Practice educators/sTerm 1

( audiology hours may be certified by Caroline Jagoe or SLT)Term 2

Clinic related activities Hours Signature Assessment skills practiceClinical workshopsClinical tutorials Video learning -Client groups - Individual client - Therapy approachesInteractive multimedia –transcription and analysis - voice - fluency - others specify

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1.1.CA

Clinical Speech & Language Studies, Trinity College, DublinSenior Freshman Assessment and case management Summary marks

Student name

Clinic

Date

Practice educator

Continuous assessment Grade based on passing all the components and on general competencies demonstrated during direct and indirect clinical work

Student Clinical Competency Evaluation Form Level 1 Novice ClinicianAs students from Trinity College focus on developing assessment competencies during this placement the overall grade mark is based on a total of 20 excluding competencies 12-15 and 22. Table 2 Competency rating table

Five or more competencies not evident or emerging will result in a failing grade.

The majority of competencies are evident with some (no more than 4) still emerging

The majority are evident with some enhanced and some (less then 4) still emerging.

The majority are evident with some enhanced (4 +) are enhanced with no more then 2 emerging.

All competencies are present and at least one third (8+) are enhanced

 All competencies are present and majority (12+) are enhanced

Student grade and percentageF2…….F1… 111 11.2 11.1 First0 29 39 40-49 50-59 60- 69% 70- 100%

MarkCase Presentation Grade

Written report Grade

PDL Evaluation Grade

Number of clients assessed (should include at least one full oral motor assessment)Submission of certified hours Degree of support required in selection, use and evaluation of formal and informal assessments. Specific directions General directions Specific guidance Minimal guidance--------------------------------------------------------------------------------------------

Comments

Practice educator (Signature)

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Guidelines for evaluatingNot evident Emerging Evident Enhanced 0 1 2 4Not demonstrated

Not consistently demonstrated

Demonstrated consistently acceptable levels in competencies observed in sessions, record keeping and discussions.

Demonstrated across a range of clients/ contexts

Indicate competencies not evaluated by drawing a line across the rating boxes Competency NE Em Ev En

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)

2. Selects assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administers, records and scores a range of assessments accurately4. Analyses and interprets assessment findings using the professional

knowledge base5. Formulates appropriate diagnostic hypotheses6. Evaluates findings in light of client’s needs and service resources7. Establishes clear long and short term objectives for intervention8. Demonstrates knowledge of the need for onward referral9. Reports evaluation findings effectively orally and in writing10. Maintains precise and concise therapy records11. Carries out administrative tasks and maintains service records12. Implements therapy using appropriate therapy techniques,

materials and strategies13. Continuously evaluates intervention and modifies programme as

necessary14. Adapts service delivery/ therapeutic approach in response to

client/significant other needs15. Evaluates intervention and contributes effectively to clients long

term management and discharge plan16. Observes, listens and responds to client/ significant other

communications17. Uses appropriate vocabulary, syntax, intonation, volume and rate

for context18. Introduces, presents, closes and evaluates session components19. Facilitates client participation by using clear instructions, modelling

etc during intervention20. Uses prompts and clarification requests appropriately21. Provides appropriate verbal and non-verbal feedback on client

performance22. Communicates and consults with relevant team members to

progress the client management plan23. Uses outcome measures to determine efficacy of intervention24. Identifies, reflects and reports on own clinical strengths and learning

goals25. Uses learning resources appropriately to set and achieve learning

objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

*Students on placement 1.1 may not have the opportunity to develop competencies in these areas and they can therefore be excluded from marking.

Student Clinical educator

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1.1.P Clinical Speech & Language Studies, Trinity College, DublinSenior Freshman Case presentation evaluation

Student Name: Date:Inaccurate/ incomplete 0

Accurate but with gaps 1

Accurate, concise& complete5

Clear picture of the client as an individual emerged from presentation Sufficient information presented on the client as a communicator in his / her environmentBackground information allows for the identification of causal / associated factorsGaps in background information identifiedInformation presented to indicate that the following areas were sampled and evaluated using formal / informal measures as appropriate

Hearing Oral and respiratory functioning FEDS Language content -Vocabulary, semantics Language form Phonology Language form Morphology Language form Syntax Language use – Pragmatics Fluency Voice

Concise summary of assessment findingsDiagnostic hypotheses and rationaleManagement plan and recommendations (including onward referral if appropriate) linked to strengths /needs identified in assessment findings and background information Management plan evidence based and justified by links to theoryManagement plan indicates time frame and expected outcomesTotal possible 60 Total achievedStudents will be required to answer 4 questions on selection of assessment tools used, evaluation of findings, diagnosis and management plansExaminer to select 4 areas for questioning Inaccurate

incompleteAccurate with gaps 5

Concise accurate complete 10

Formal / informal measures for the assessment of vocabulary/ syntax/ fluency, etcReasons for selection of measures usedEvidence supporting diagnostic hypothesis in assessment resultsEvidence supporting hypothesis in case historyPossible alternative diagnosisDifferential diagnosisManagement plan linked to strengths and needs identified in assessment findings and background informationPossible alternative management optionsTotal possible 40 Total achievedClinical educator Grade

TCD CSLS 2013-14

- 6 7 -1.1.P Clinical Speech & Language Studies, Trinity College, Dublin

Senior Freshman Case presentation evaluation (FEDS)Student Name: Date:

Inaccurate/ incomplete 0

Accurate but with gaps 1

Accurate, concise& complete 5

Clear picture of the client as an individual emerged from presentation Sufficient information presented on the client as a communicator in his / her environmentBackground information allows for the identification of causal / associated factorsGaps in background information identifiedPre assessment FEDS and nutritional status as reported and / or as in case notesInformation presented to indicate that the following areas were sampled and evaluated using formal / informal measures as appropriate

Hearing Language (content, form, use) Speech evaluation (respiration, phonation,

articulation, resonance, fluency intelligibility) Positioning and supports for functioning Oral structure and functioning Swallowing evaluation including assessment of

Oral preparatory phase Oral phase Pharyngeal phase

Fluid and food trialsConcise summary of assessment findings and impact on daily livingDiagnostic hypotheses and rationalePrognostic statement linking FEDS diagnosis to holistic client profileManagement plan and recommendations (including onward referral if appropriate) linked to strengths/ needs identified in assessment findings and background information Management plan evidence based and includes appropriate rehabilitative and compensatory techniques Management plan indicates time frame and expected outcomesTotal possible 60 Total achievedStudents will be required to answer 4 questions on selection of assessment tools used, evaluation of findings, diagnosis and management plansExaminer to select 4 areas for questioning Inaccurate

incomplete

Accurate with gaps 5

Concise accurate complete 10

Formal / informal measures for the assessment of oral structures and functioning Evidence supporting diagnostic hypothesis in assessment resultsEvidence supporting hypothesis in case historyPossible alternative diagnosisDifferential diagnosisManagement plan linked to strengths and needs identified in assessment findings and background informationPossible alternative management optionsTotal possible 40 Total achievedClinical educator Grade

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TCD CSLS 2013-14

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1.1.R Clinical Speech & Language Studies, Trinity College, DublinSenior Freshman Assessment Case Report (FEDS) evaluation

(Word count Max 1000)

Student name: Inaccurate/ incomplete0

Accurate but with some gaps 2

Concise Accurate & complete 4

Identifying informationAnonymity must be maintained on reports submitted to college but a marker should indicate space for Name, Address Telephone number. Date of birth, Date of report and chronological age should be shown. Reports which breach confidentiality guidelines or which are not dated and signed appropriately will be graded as a fail and must be resubmitted.Referral source and reason Summary relevant case history factorsOverview and brief evaluation of previous assessments and therapyPre assessment FEDS and nutritional status as reported or as in case notesCurrent assessment session and findings: quantitative results and evaluationsClient as communicator Current communication status (Language, speech, voice , fluency)Current medical statusOver view of the assessment session Hearing, listening, attention, fatigue etcPositioning and supports for functioningSpeech evaluation (including respiration, phonation, articulation, resonance)Oral structure and functioningSwallowing evaluation including assessment and evaluation of Oral preparatory phase Oral phase Pharyngeal phase Fluid and food trialsConcise summary of assessment findings and impact on daily livingDiagnostic hypotheses and rationaleRecommendations for further assessment SLT or team if appropriatePrognostic statement linking FEDS diagnosis to holistic client profileRecommendations for case management including onward referral (if appropriate) linked to strengths and needs identified in assessment findings and background informationManagement plan evidence based and includes appropriate rehabilitative and compensatory techniquesOutline of appropriate support materials Layout Order, paragraphs, headings Clarity Vocabulary Syntax spellings,Total possible 100 Total achieved Clinical educator Grade

TCD CSLS 2013-14

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1.1.RClinical Speech & Language Studies, Trinity College, Dublin

Senior Freshman Assessment Case Report evaluation(Word count Max 1000)

Student name: Inaccurate/ incomplete0

Accurate but with some gaps 2

Concise Accurate & complete4

Identifying informationAnonymity must be maintained on reports submitted to college but a marker should indicate space for Name, Address Telephone number. Date of birth, Date of report and chronological age should be shown. Reports which breach confidentiality guidelines or which are not dated and signed appropriately will be graded as a fail and must be resubmittedReferral source and reason Summary relevant case history factorsOverview and brief evaluation of previous assessments and therapyCurrent assessment session and findings: Quantitative results and evaluationsClient as communicator Over view assessment session location, participants, activities including play where appropriateHearingListening, attention Oral examinationFEDSReceptive language VocabularyMorphologySyntaxConversational speech, discourse and narrative Expressive language SpeechVoice FluencyVocabularyMorphologySyntaxConversational speech, discourse and narrative DiagnosisConcise Summary of assessment findingsRecommendations for case management including onward referral (if appropriate)Layout Order, paragraphs, headings Clarity Vocabulary Syntax spellings,Total possible 100 Total achievedClinical educator GradeDate

TCD CSLS 2013-14

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1.2 D Clinical Speech & Language Studies, Trinity College, DublinDaily hours certification log Senior Freshman Block Clinic

Student………………………………………………………………………………………………………

Assessment and case management under directionDate Client identifier (Initial or

number should match identifier on assessment and reflective logs)

Hours Clinical educator signature

Total Client hours

Clinic based service delivery and caseload management research Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form for certification by clinical educator at the end of the placement. Hours forms to be submitted

to the departmental secretary by date specified in handbooks.

TCD CSLS 2013-14

- 7 2 -Students should keep a record of time spent on client related clinical activities (CRCA) Observation (O) during placements. These should be totaled and marked on the general hours forms at the end of each placement. Date CRCA O Brief description of learning activity and outcome

TCD CSLS 2013-14

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1.2B Clinical Speech & Language Studies, Trinity College, DublinSenior Freshman Block hours certification form

Name …………………………………………………………………………………………….

DCM = Direct client management CRCA Client related clinical activities O = Observation 0- 4 years DCM CRCA O Client group Language contentLanguage formLanguage use SpeechFluencyVoice Feeding Eating drinking swallowing (FEDS)Other (specify)TOTAL HOURS

4— 12 yearsLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (2)

13-18 yearsLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (3)TOTAL CHILD HOURSAdultLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (4)

Signature of Practice educator: _________________________ Date …………

TCD CSLS 2013-14

- 7 4 -General clinical learningService Agency (type):Mission statement:

Management structures:

Speech and language therapy structures:

Service delivery models:

Client groups:

Waiting list management:Caseload management structures:Data management systems:

Clinical pathways:

Liaison with other professionals:

Specialised resources:

TCD CSLS 2013-14

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1PDL

Clinical Speech & Language Studies, Trinity College, DublinPDL Evaluation form Senior Freshman

Student nameSenior Freshman log checklistJF PDL Declaration3 Audiograms5 oral facial examinationsAssessment Assessment Log (C)Self evaluation forms(1.a), & Sample reports Case report (1.1R)Case presentation (1.1P) Assessment protocol and reports evaluation sheet (1AP, 2AP 1A) Informal assessment support materials from clinical workshops Oral examination summaries (5 ) Speech sample phonetically transcribed Language sample analysed using manual and computerised procedureStandardised assessmentsOne (1) detailed evaluation of a test in current clinical useFive (5) Test reviews (10 to be completed by end of JS year)Placement forms Clinical CV s General conduct (Form A)SCCEF & Mid placement Self review form (1R)Hours forms (1.1)FEDS Portfolio assignment A FEDS Portfolio assignment B 3Total marks The above materials along with this cover sheet and the signed declaration below should be submitted in a plastic wallet. Please ensure that your name is on all paperwork. I have read and understand the following documents Code of Fair Testing Practices in Education. ASHA (2004).

http://www.asha.org/docs/html/RP2004-00195.html

The International Guidelines for Test Use’ International Test Commission, 2000.

http://www.intestcom.org/upload/sitefiles/41.pdf

Guidelines for hand hygiene in Irish health care settings SARI

http://www.lenus.ie/hse/

Caroline Bowen’s information on copyright

http://www.speech-language-therapy.com/plagiarism.htm

Children first http://www.hse.ie/eng/services/Find_a_Service/Children_and_Family_Services/childrenfirst/

Our duty to care http://www.dcya.gov.ie/viewdoc.asp?DocID=120 Elder abuse Open your eyes http://www.hse.ie/portal/eng/services/

Find_a_Service/Older_People_Services/Elder_Abuse /

To be signed by studentI have acknowledged the writings, ideas and works of others including my peers in all PDL assignments.I have not breached client confidentiality and have preserved anonymity as appropriate in the preparation and writing of all assignments. Student signatureDate

TCD CSLS 2013-14

- 7 6 -Senior Freshman

Information for Professional Development Log evaluationJF PDL Declaration JF PDL Declaration

3 Audiograms & 5 oral facial examinationsAssessment Assessment Log, Self evaluation forms & Sample reports

Form C Assessment experience logForm 1. a You should have at least 3 copies of this form. Two (2) of these can be from the workshops in the first term. The other should be from your placement The sample report can be the one you presented as a case report providing it has reached pass standard but you should also try to obtain some report templates from clinics as these will be of help to you in the future.Case report (1.1R)and case presentation (1.1P) evaluation forms to be included in submission

Informal assessment Assessment pack evaluation sheet Copy of assessment materials from clinical workshops and lectures for FEDS, Fluency, Language, Voice, etc. Evaluation form from your assessment protocol (1.AP)

Oral examination summaries (5 )

Either on Form J or preferably on the form that you presented as part of the assessment pack. Please note that these can be from non clinical populations for this year i.e. peers, family members but next year you will need to add clinical samples so if you have the opportunity develop competency in this area in your current placement, please use.

Speech sample phonetically transcribed

The speech samples should be transcribed phonetically and have the English interpretation written below. It should contain at least 50 words.

Language sample analysed using manual and computerised procedure

The language sample should contain at least 20 utterances of more then two words and be analysed using manual and computerised procedures. The analysis should be included in the PDL. (You may use the CHILDES sample you did last year if it fits these requirements).

Standardised assessments reviews

Form 1.b Detailed evaluation of a test in current clinical useForm 1.c You should have at least 5 completed reviews for this year. Ideally you should aim for the 10 needed by the end of JS as the focus next year is on intervention and you need to be familiar with a range of tests for your block placement.

Placement forms Clinical CV s General conduct (Form A)SCCEF & Mid placement Self review form (1R)Hours forms (1.1)

Copy of CV sent to PE for placement 1.1 Form A General conduct agreement placement (1.1)Mid and end of placement SCCE forms and form Student Mid placement Self review form (1R)Your own copy of the hours form is placed in the PDL. The copy you submit to the secretary is for the departmental records.

FEDS Portfolio assignment A

Summary sheets Normal swallow and clinical signs of swallowing disorders

FEDS Portfolio assignment B3

Detailed FEDS assessment form including a risk assessment summary

The above materials along with the cover sheet and the signed declaration should be submitted in a plastic wallet. Please ensure that your name is on all paperwork.

TCD CSLS 2013-14

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1.2 P Clinical Speech & Language Studies, Trinity College, DublinSF/JS Service and caseload report evaluation Oral presentation

Student (Group ) Date Grade SettingsCommunity Care …. Acute hospital – child ….PCCC Hospital outpatient department – childService for clients with learning disability Acute hospital- adultService for clients with physical impairment Hospital outpatient department - adultService for clients with sensory impairment Long stay unit / Nursing homeRehabilitation unit Other

Inaccurate/ incomplete 0

Accurate but with gaps 2

Concise & complete5

Mission statement/ organisational goals 1.Funding sources 2.Management structures 3.Speech and language therapy structures 4.Client group/s served 5.Admission /discharge policies and rationale 6.Waiting list management and rationale 7.Caseload management and service delivery models 8.Clinical pathways for range of client groups served 9.Resources available 10.Identified shortfalls 11.Record keeping and data management policies and systems

12.

Multi-disciplinary teams members, roles and scope of practice

13.

Health promotion activities 14.Infection control policies/ initiatives 15.Total possible 75 Total achieved

Presentation and handout7 0 3 5Time management, use of language Support materialsHandout summarizes key point in easy to read formatTotal possible 15 Total achievedOne member of each group will be asked to answer a question on policies and rationale in one of the following areas

Clear concise relevant answer 5

Appropriate style 5

Admission /discharge policiesWaiting list managementCaseload management and service delivery models,Clinical pathways for client groups servedMulti-disciplinary teams members, roles, scope of practiceRecord keeping and data management policies and systemsInfection control policies/ initiativesTotal possible 10Total achieved

7 Handout to be submitted by e mail to ccholmin@tcd.ie 24 hours before presentations are given

TCD CSLS 2013-14

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2 R Clinical Speech & Language Studies, Trinity College, DublinStudent Mid placement Self review form Junior Sophister

Name: ____________________ Date: ___________

Students are required to evaluate their developing practice competencies using the appropriate Student Clinical Competency Evaluation form and indicators at mid placement. Complete the SCCE form first summarise on to this sheet before discussing your progress and learning goals with the practice educator. Rate your competencies as follows 0 Need to undertake more learning to develop knowledge and skills for this

competency.1 Detailed directions and support needed to perform competently 2 Competent if given general directions and support in preparation and practice3 Confident and competent with minimal guidance needed for client management. 4 Competent and able to integrate knowledge and skills independently to develop a

comprehensive intervention programmes. Assessment and diagnosis

Competency 0 1 2 3 41. Collect and collate relevant client-related information

systematically (e.g. case history, interviews and health records)

2. Select assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administer, record and score a range of assessments accurately

4. Analyse and interpret assessment findings using the professional knowledge base

5. Formulate appropriate diagnostic hypotheses6. Evaluate findings in light of client’s needs and service

resources7. Establish clear long and short term objectives for intervention8. Demonstrate knowledge of the need for onward referral

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123

Notes:

TCD CSLS 2013-14

- 7 9 -Recording, reporting and administrative competencies 9. Report evaluation findings effectively orally and in writing10. Maintain precise and concise therapy records11. Carry out administrative tasks and maintains service records

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123Notes:

Therapy planning, implementation and evaluation 12. Implement therapy using appropriate therapy techniques,

materials and strategies13. Continuously evaluate intervention and modify programme as

necessary14. Adapt service delivery/ therapeutic approach in response to

client/significant other needs15. Evaluate intervention and contributes effectively to clients

long term management and discharge plan16. Observe, listen and respond to client/ significant other

communications17. Use appropriate vocabulary, syntax, intonation, volume and

rate for context18. Introduce, present, close and evaluate session components19. Facilitate client participation by using clear instructions,

modelling etc during intervention20. Uses prompts and clarification requests appropriately21. Provide appropriate verbal and non-verbal feedback on client

performance22. Communicate and consult with relevant team members to

progress the client management plan23. Use outcome measures to determine efficacy of intervention

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123Notes:

TCD CSLS 2013-14

- 8 0 -Professional development24. Identify, reflect and report on own clinical strengths and

learning goals25. Use learning resources appropriately to set and achieve

learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123Learning resources to be used

Literature Peer practice IT programmes Clinical practice Other123Notes:

Summary Indicate total number of competencies in each rating band 0 1 2 3 4

Students who score more then a total of 5 in the 0 and 1 column need to identify this to the practice educator / tutor or practice education coordinator as they may benefit from additional supports in order to achieve the year learning goals.

Student signature: Date:

TCD CSLS 2013-14

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2.1. D Clinical Speech & Language Studies, Trinity College, DublinJunior Sophister Daily hours certification log (Term Clinic)

Student……………………………………………………………………………………………..

Date Client identifier (Initial or number should match identifier on reflective log) Session focus & Outcome

DCM Hours

Clinical educator signature

Total hours to be tallied and transferred to hours form for certification by clinical educator at the end of the placement

TCD CSLS 2013-14

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Client related clinical activities (CRCA) Observation (O)Date CRCA O Brief description of learning activity and outcome

TCD CSLS 2013-14

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2.1T Clinical Speech & Language Studies, Trinity College, DublinJunior Sophister Term hours certification form

Name: DCM = Direct client management CRCA Client related clinical activities O Observation

TERM 1 TERM 2DCM CRCA O SLT

InitialsDCM CRCA O SLT Initials

0-4 years Language ContentLanguage Form Language UseSpeechFluencyVoice Feeding Eating drinking swallowing(FEDS)Literacy4 — 12 Language ContentLanguage Form Language UseSpeechFluencyVoice FEDSLiteracy13-18Language ContentLanguage Form Language UseSpeechFluencyVoice FEDSLiteracyTotal child hours

TCD CSLS 2013-14

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TERM 1 TERM 2AdultLanguage ContentLanguage Form Language UseSpeechFluencyVoice FEDSLiteracy

Total adult hours

Client groups Signature of Clinical Practice educator/s

Term 1Term 2

Clinic related activities Hours Clinical workshopsClinical tutorials Video learning - Client groups - Individual client - Therapy approachesInteractive multimedia – transcription and analysis - voice - fluency - other specify

TCD CSLS 2013-14

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2.1 E Clinical Speech & Language Studies, Trinity College, DublinJunior Sophister Clinical competency evaluation form: Clinical examination

Student ClinicDatePractice educatorCo- examinerComments

Clinical file

Presentation

Clinical session

Viva

Grade and mark awardedFive or more competencies not evident or emerging will result in a failing grade.

The majority of competencies are evident with some still emerging

The majority are evident with some enhanced and some still emerging.

The majority are evident with some enhanced (4 +) are enhanced with no more then 2 emerging

All competencies are present and at least one third are enhanced

 All competencies are present and majority are enhanced

Grade F2…….. F1… 111 11.2 11.1 First0 29 39 40-49 50-59 60- 69% 70- 100%

Mark

Practice educatorCo examiner

SignaturesThe Junior Sophister clinical examination is weighted at 1 ECT and counts as 10 marks towards the total JS clinical mark. The Student Clinical Competency Evaluation Form and Rating Indicators (level 2) should be used to guide the evaluation of the examination. The competencies in bold overleaf are those likely to be evaluated in the JS clinical examination.

TCD CSLS 2013-14

- 8 6 -Marks for the clinical examination should be based on the number of competencies the student has the opportunity to demonstrate during all 4 components of the examination. Indicate competencies not evaluated by a line across the relevant 4 ratings columns.

Competency NE

Em

Ev

En

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)

2. Selects assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administers, records and scores a range of assessments accurately4. Analyses and interprets assessment findings using the

professional knowledge base5. Formulates appropriate diagnostic hypotheses6. Evaluates findings in light of client’s needs and service resources7. Establishes clear long and short term objectives for

intervention8. Demonstrates knowledge of the need for onward referral9. Reports evaluation findings effectively orally and in writing10. Maintains precise and concise therapy records11. Carries out administrative tasks and maintains service records12. Implements therapy using appropriate therapy techniques,

materials and strategies13. Continuously evaluates intervention and modifies

programme as necessary14. Adapts service delivery/ therapeutic approach in response

to client/significant other needs15. Evaluates intervention and contributes effectively to clients

long term management and discharge plan16. Observes, listens and responds to client/ significant other

communications17. Uses appropriate vocabulary, syntax, intonation, volume

and rate for context18. Introduces, presents, closes and evaluates session

components19. Facilitates client participation by using clear instructions,

modelling etc during intervention20. Uses prompts and clarification requests appropriately21. Provides appropriate verbal and non-verbal feedback on

client performance22. Communicates and consults with relevant team members to

progress the client management plan23. Uses outcome measures to determine efficacy of

intervention24. Identifies, reflects and reports on own clinical strengths and

learning goals25. Uses learning resources appropriately to set and achieve learning

objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

Five or more competencies not evident or emerging

The majority of competencies  are evident with some still emerging

The majority are evident with some enhanced and some still emerging.

The majority are evident with some enhanced and no more then 2 emerging

All competencies are present and at least one third are enhanced

 All competencies are present and majority are enhanced

F2…….. F1… 111 11.2 11.1 First0 29 39 40-49 50-59 60- 69% 70- 100%

TCD CSLS 2013-14

- 8 7 -

2.1CA Clinical Speech & Language Studies, Trinity College, DublinJunior Sophister Case management Continuous assessment and examination

StudentClinicDatePractice educatorCo- examinerContinuous assessment The CA mark for this placement is based on Level 2 competencies with the student receiving a moderate level of supervision, monitoring and feedback depending on the complexity of the client and the placement environment.

Students are expected to demonstrate competency at Level 2 (Transition) of the Student Clinical Competency Evaluation Form by the end of the JS year. Table 2 Competency rating table

Five or more competencies not evident or emerging will result in a failing grade.

The majority of competencies are evident with some (no more than 4) still emerging

The majority are evident with some enhanced and some (less then 4) still emerging

The majority are evident with some enhanced (4 +) are enhanced and no more then 2 emerging

All competencies are present and at least one third (8+) are enhanced

 All competencies are present and majority (16+) are enhanced

F2…….. F1… 111 11.2 11.1 First0 29 39 40-49 50-59 60- 69% 70- 100%

Student mark

Comments

Clinical examination8 Grade: Comments

SignatureClinical Practice educator

Please note any additional feedback overleaf.

8

TCD CSLS 2013-14

- 8 8 - Comments

TCD CSLS 2013-14

- 8 9 -2PDL Clinical Speech & Language Studies, Trinity College, Dublin

Junior Sophister PDL submission form

Student name

Junior Sophister Service Delivery Report Practice placements: General conduct ( Form A placement 2.1)Completed Student Clinical Competency Evaluation Forms level 1 and 2 Mid placement self evaluation and review form (2.1)Annual learning review forms (2)Clinical CVsAssessment Form C Assessment experience logForm 1.c 10 copies of test reviews (5 from SF year plus 5)Sample clinical practice guidelines and materials Sample guidelines from clinics e.g. Health and Safety guidelines, Child Protection.(minimum 2)Sample case management reports.(minimum 2)5 Detailed oral examination summaries JF/SF 2.1 T Term hours certification formStudent log for feeding, eating, drinking and swallowing competencies / dysphagiaStudent portfolio and log for feeding, eating, drinking and swallowing competencies / dysphagia

To be signed by studentI have acknowledged the writings, ideas and works of others including my peers in all PDL assignments. I have not breached client confidentiality and have preserved anonymity as appropriate in the preparation and writing of all assignments.

Student Signature: ____________________________________________Date:

Log audit ………………………………………………………Date……………………Mark Practice educator

TCD CSLS 2013-14

- 9 0 -Notes for PDL submission

Junior Sophister Service Delivery Report Copy of presentation handout Practice placements: General conduct

Form A placement 2.1

Completed Student Clinical Competency Evaluation Forms level 1 and 2 Mid placement self evaluation and review form (2.1)

Your own completed copy of SCCEF Novice and Transition levels. These should have your own and your Practice educators markings for mid and end of placement evaluations.Mid placement self evaluation and review form from placement 2.1.

Annual learning review forms (2)Clinical CV s

From SF and JS briefings

Assessment Form C Assessment experience logForm 1.c 10 copies of test reviews ( 5 from SF year plus 5)

Form 1.c 10 copies of test reviews ( 5 from SF year plus 5)

Sample clinical practice guidelines and materials

Sample guidelines from clinics e.g. Health and Safety guidelines, Child Protection.(minimum 2)Sample case management reports.(min. 2)

5 Detailed oral examination summaries

These can include those completed in SF

2.1 T Term hours certification form The copy you submit to the secretary is for administration purposes. You must submit your own copy with the log.

Student log for feeding, eating, drinking and swallowing competencies / dysphagia

Copy of your up to date FEDS log

Student portfolio for feeding, eating, drinking and swallowing / dysphagia

C Diagnostic summary sheetD Intervention and management techniques E Instrumental procedures Self directed learning plus checklist completion E Support materials to be added to SF assignments A & B and complete portfolio submitted

The completed PDL assignments for the year should be submitted 12 noon on the last Wednesday of Hilary term. You need only resubmit the elements from SF that are cumulative. Please submit in a plastic folder or envelope file and ensure that your name/ initials are on all items presented separately.

TCD CSLS 2013-14

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2.2 D Clinical Speech & Language Studies, Trinity College, DublinJunior Sophister Daily hours certification log Block

Case and caseload management under direction Date Client identifier (Initial or number should

match identifier on reflective log)Hours Clinical educator signature

Total Client hours

Client and therapy evidence based research & case reports Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form for certification by clinical educator at the end of the placement. Hours forms to be submitted to the departmental secretary by date specified in handbooks.

TCD CSLS 2013-14

- 9 2 -

TCD CSLS 2013-14

- 9 3 -

2.2 B Clinical Speech & Language Studies, Trinity College, DublinJunior Sophister Block hours certification form

Name…………………………………………………………………………………DCM Direct client management CRCA Client related clinical activities O = Observation Communication impairment (Classify by primary diagnosis)0- 4 years DC

MCRC

AO Client group

Language contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (1)4— 12 yearsLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (2)

13-18 yearsLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (3)TOTAL CHILD HOURSAdultLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (4)

Signature of Practice educator ______________________________________

TCD CSLS 2013-14

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General clinical learning Service Agency (type):Main function:

Management structures:

Speech and language therapy structures:

Service delivery models:

Client groups:

Waiting list management:Caseload management structures:Data management systems:

Clinical pathways:

Liaison with other professionals:

Specialised resources:

TCD CSLS 2013-14

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2. 2 R

Clinical Speech & Language Studies, Trinity College, DublinJunior Sophister Case report evaluation

Content Possible marks 0 1 3 5Holistic approach

not e

viden

t

Presents isolated information on client / impairment /context

Present a key facts related to client and context

Comprehensive and coherent account of the client and context

Referral data Referral source and date only Referral source / and date given

Referral source, date and reason

Background information

Little or no relevant background information presented

Key client history factors identified and influence on clinical decisions outlined

All relevant client history factors and influence on clinical decisions clearly stated

Assessment content

Significant omissions in aspects of communication system assessed.

Assessment covering majority of relevant aspects of communication

Comprehensive assessment covering all relevant aspects of communication

Assessment findings

Errors in scoring and / or evaluation of assessment findings

Assessment findings scored, summarised and evaluated accurately

Results of range of assessments and information gathering processes integrated and used to inform case management

Case management plan

Inappropriate case management plan with no evidence of understanding client’s needs or context

Selects appropriate standard case management in light of assessment findings

Selects appropriate case management plan in light of assessment findings and service agency policy and resources

Linking theory to practice

Few or inappropriate links are made to theory

Evidence of decision making based on theoretical rationale

Evidence of effective research review and decision making supported by theory

Prioritises areas for intervention

Management plan does not indicate appropriate long term aims or short term objectives

Appropriate long term aims and some short term episode objectives

All appropriate long term aims and short term episode objectives presented

Individualised Intervention approach

Generic approach selected without reference to individual or broad communication profile

Individualised intervention appropriate to assessment findings and therapy objectives

Intervention approach appropriate to client, assessment findings and therapy objectives

Context Does not identify factors that may influence outcomes

Identifies some factors that may influence outcomes

Outlines factors that may influence timeframe and prognoses

Outcome measure for therapy episode

Does not present outcome measures

Identifies outcome measure to be used

Identifies specific communication and environmental outcome measures

Clinical decision making

Rationale not explicit. Rationale for most management decisions given

Clear rationale for all decisions evident

Evidence for approach

No relevant evidence. Relevant evidence presented as rationale for case management plan

Relevant evidence for range of case management options clearly summarised

Score Total possible

65 Total achieved

TCD CSLS 2013-14

- 9 6 -Structure and format

Possible marks

0 1 3 5Date Dates not stated or

incorrect Report and assessment dates given

All dates and calculations correct

Structure Introduction and summarising vague or cursory. 

Effective introduction, orderly progress and effective summary.

Clear focused presentation of client and communication system and intervention options. 

Clarity of expression

Grammatical and spelling errors. Inappropriate vocabulary/ style

Grammar and spelling accurate. Vocabulary and syntax apt.

Grammar and spelling accurate. Concise syntax and vocabulary.

Appropriate for recipient

Inappropriate content / style for intended recipients

Appropriate style and content for professional recipients.

Appropriate style and content for recipient and client/ carers.

References if appropriate

Referencing inaccurate or inconsistent

Referencing relevant and mostly accurate

Referencing relevant and accurate

Summary Summary of assessment findings and recommendations omitted

Summary of majority of assessment findings and recommendations

Concise summary of assessment findings and clear recommendations

Signature / date/ recipients

Unsigned Signed and dated recipients listed

Signed / dated above typed name, all recipients listed

Score achieved Total possible

35 Total achieved

Report 1: Onward referral report to a speech and language therapist Content Total possible 65 Total achievedFormat Total possible 35 Total achievedComments

Report 2 Assessment report to the referral source (e.g., member of medical team, member of educational team, etc.) should include assessment findings and evidence based case management planContent Total possible 65 Total achievedFormat Total possible 35 Total achievedComments

Practice educator ……………………………………….. Date ……………………………….Please return this sheet along with the continuous assessment form to college at the end of

the placement. Thank you.

TCD CSLS 2013-14

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3.1 D Clinical Speech & Language Studies, Trinity College, DublinSenior Sophister Daily hours certification log

Student ………………………………………………………………………

Date Client identifier (Initial or number should match identifier on reflective log)

Hours Clinical educator signature

Caseload, Client and therapy evidence based research Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form for certification by clinical educator at the end of the placement

TCD CSLS 2013-14

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TCD CSLS 2013-14

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3.1T Clinical Speech & Language Studies, Trinity College, DublinSenior Sophister Term hours certification form

Name: DCM = Direct client management CRCA Client related clinical activities O Observation

TERM 1DCM CRCA O Therapist’s Initials

0-4 years Language ContentLanguage Form Language UseSpeechFluencyVoice Feeding, Eating, drinking swallowing(FEDS)Literacy4— 12 Language ContentLanguage Form Language UseSpeechFluencyVoice FEDSLiteracy13-18Language ContentLanguage Form Language UseSpeechFluencyVoice FEDSLiteracyTotal child hours

TERM 1AdultLanguage ContentLanguage Form Language UseSpeechFluencyVoice FEDSLiteracyTotal adult hours

Certified by …………………………………………… Practice Educator

TCD CSLS 2013-14

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Clinic related activities Hours Signature Ethics and administration module Clinical workshopsClinical tutorials Video learning -Client groups - Individual client - Therapy approachesInteractive multimedia – transcription and analysis - voice - fluency - other specify

TCD CSLS 2013-14

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3.R Clinical Speech & Language Studies, Trinity College, DublinStudent Mid placement self review form Senior Sophister

Name: ____________________ Year: _______ Date: ___________

Students are required to evaluate their developing practice competencies using the appropriate Student Clinical Competency Evaluation form and indicators at mid placement. Complete the SCCE form then summarise on to this sheet before discussing your progress and learning goals with the practice educator. Rate your competencies as follows 0 Need to undertake more learning to develop knowledge and skills for this

competency.1 Detailed directions and support needed to perform competently 2 Competent if given general directions and support in preparation and practice3 Confident and competent with minimal guidance needed for client management. 4 Competent and able to integrate knowledge and skills independently to develop a

comprehensive intervention programmes. Assessment and diagnosis

Competency 0 1 2 3 41. Collect and collate relevant client-related information

systematically (e.g. case history, interviews and health records)

2. Select assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administer, record and score a range of assessments accurately

4. Analyse and interpret assessment findings using the professional knowledge base

5. Formulate appropriate diagnostic hypotheses6. Evaluate findings in light of client’s needs and service

resources7. Establish clear long and short term objectives for intervention8. Demonstrate knowledge of the need for onward referral

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123

Notes:

TCD CSLS 2013-14

- 1 0 2 -Recording, reporting and administrative competencies

9. Report evaluation findings effectively orally and in writing10.Maintain precise and concise therapy records11.Carry out administrative tasks and maintains service records

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123Notes:

Therapy planning, implementation and evaluation 12. Implement therapy using appropriate therapy techniques,

materials and strategies13. Continuously evaluate intervention and modify programme as

necessary14. Adapt service delivery/ therapeutic approach in response to

client/significant other needs15. Evaluate intervention and contributes effectively to clients

long term management and discharge plan16. Observe, listen and respond to client/ significant other

communications17. Use appropriate vocabulary, syntax, intonation, volume and

rate for context18. Introduce, present, close and evaluate session components19. Facilitate client participation by using clear instructions,

modeling etc during intervention20. Uses prompts and clarification requests appropriately21. Provide appropriate verbal and non-verbal feedback on client

performance22. Communicate and consult with relevant team members to

progress the client management plan23. Use outcome measures to determine efficacy of intervention

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123

Learning resources to be usedLiterature Peer practice IT programmes Clinical practice Other

123Notes:

TCD CSLS 2013-14

- 1 0 3 -Professional development24. Identify, reflect and report on own clinical strengths and

learning goals25. Use learning resources appropriately to set and achieve

learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 123Learning resources to be used

Literature Peer practice IT programmes Clinical practice Other123Notes:

Summary Indicate total number of competencies in each rating band 0 1 2 3 4

Students who score more then a total of 5 in the 0 and 1 column need to identify this to the practice educator / tutor or practice education coordinator as they may benefit from additional supports in order to achieve the year learning goals.

Student signature: Date:

TCD CSLS 2013-14

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TCD CSLS 2013-14

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3.1 CA Clinical Speech & Language Studies, Trinity College, DublinSenior Sophister 3.1 Continuous assessment

Student:Practice educatorClinic

Students are expected to demonstrate competency at Level 3 (Entry) of the Student Clinical Competency Evaluation Form by the end of the SS year. The continuous assessment mark should be calculated based on the final evaluation using the SCCEF and may be submitted either on the SCCEF form or summarized on this sheet for return to college.

Table 2 Competency rating table Five or more competencies not evident or emerging will result in a failing grade.

The majority of competencies  are evident with some (no more than 4) still emerging

The majority are evident with some enhanced and some (less then 4) still emerging.

All competencies are present and some (4+) are enhanced

All competencies are present and at least one third (8+) are enhanced

 All competencies are present and majority (16+) are enhanced

Grade F2…….. F1… 111 11.2 11.1 First0 29 39 40-49 50-59 60- 69% 70- 100%

Student

mark

Comments

Practice educator

TCD CSLS 2013-14

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Competency NE

Em

Ev

En

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)

2. Selects assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administers, records and scores a range of assessments accurately4. Analyses and interprets assessment findings using the professional

knowledge base5. Formulates appropriate diagnostic hypotheses6. Evaluates findings in light of client’s needs and service resources7. Establishes clear long and short term objectives for intervention8. Demonstrates knowledge of the need for onward referral9. Reports evaluation findings effectively orally and in writing10.Maintains precise and concise therapy records11.Carries out administrative tasks and maintains service records12.Implements therapy using appropriate therapy techniques, materials

and strategies13.Continuously evaluates intervention and modifies programme as

necessary14.Adapts service delivery/ therapeutic approach in response to

client/significant other needs15.Evaluates intervention and contributes effectively to clients long term

management and discharge plan16.Observes, listens and responds to client/ significant other

communications17.Uses appropriate vocabulary, syntax, intonation, volume and rate for

context18.Introduces, presents, closes and evaluates session components19.Facilitates client participation by using clear instructions, modelling

etc during intervention20.Uses prompts and clarification requests appropriately21.Provides appropriate verbal and non-verbal feedback on client

performance22.Communicates and consults with relevant team members to progress

the client management plan23.Uses outcome measures to determine efficacy of intervention24.Identifies, reflects and reports on own clinical strengths and learning

goals25.Uses learning resources appropriately to set and achieve learning

objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

TCD CSLS 2013-14

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3.PDL Clinical Speech & Language Studies, Trinity College, DublinSenior Sophister PDL review

. Student

Senior Sophister students are required to review their professional development logs and ensure that the following are present at the end of the year.

PDL assignments from JF/SF and JS years Annual learning review FEDS Portfolio and logFEDS assignmentsCertified Hours forms from all placements (own copy 1.1,1.2, 2.1, 2.1, 3.1 and 3.2)Completed Student Clinical Competency Evaluation Forms level 1, 2 & 3Service and caseload management – sample policies and proceduresHealth and safety policies and procedures

Student signature: Date:

TCD CSLS 2013-14

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TCD CSLS 2013-14

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3. 2 D Clinical Speech & Language Studies, Trinity College, Dublin SS Daily hours certification form

Student…………………………………………………..Case and caseload management under direction Date Client identifier (Initial or number should

match identifier on reflective log)Hours Clinical educator signature

Total Client hours

Client and therapy evidence based research & case study Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form (3.2B) for certification by clinical educator at the end of the placement.

TCD CSLS 2013-14

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TCD CSLS 2013-14

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3.2 B Clinical Speech & Language Studies, Trinity College, DublinSenior Sophister Block hours certification form

Name DCM Direct client management CRCA Client related clinical activities O = Observation Communication impairment (Classify by primary diagnosis)0- 4 years DC

MCRC

AO Client group

Language contentLanguage formLanguage use SpeechFluencyVoice Feeding, Eating Drinking Swallowing (FEDS)Other (specify)TOTAL HOURS (1)4— 12 yearsLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (2)13-18 yearsLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (3)TOTAL CHILD HOURSAdultLanguage contentLanguage formLanguage use SpeechFluencyVoice FEDSOther (specify)TOTAL HOURS (4)

Signature of Practice educator ______________________________________

TCD CSLS 2013-14

- 1 1 2 -General clinical learning Service Agency (type):

Management structures:

Speech and language therapy structures:

Service delivery models:

Client groups:

Waiting list management:Caseload management structures:Data management systems:

Clinical pathways:

Liaison with other professionals:

Specialised resources:

TCD CSLS 2013-14

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3.2 E Clinical Speech & Language Studies, Trinity College, DublinSenior Sophister Student Clinical Competency Clinical Examination

Student ClinicDatePractice educatorCo- examinerClient A File

Session

Viva

Client B Plan

Session

Viva

Practice educator

College examiner

(External examiner)

Signatures

TCD CSLS 2013-14

- 1 1 4 -The Student Clinical Competency Evaluation Form and Rating Indicators (level 3) should be used to guide the evaluation of the examination. Marks for the clinical examination should be based on the number of competencies the student has the opportunity to demonstrate in their record keeping, the clinical session and the viva. The SCCE marking grid for the exam has been modified to allow for marking based on a limited number of competencies. Indicate those not evaluated during the exam by a line through the 4 rating sections.

Competency NE

Em

Ev

En

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)

2. Selects assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administers, records and scores a range of assessments accurately4. Analyses and interprets assessment findings using the professional

knowledge base5. Formulates appropriate diagnostic hypotheses6. Evaluates findings in light of client’s needs and service resources7. Establishes clear long and short term objectives for intervention8. Demonstrates knowledge of the need for onward referral9. Reports evaluation findings effectively orally and in writing10.Maintains precise and concise therapy records11.Carries out administrative tasks and maintains service records12.Implements therapy using appropriate therapy techniques, materials

and strategies13.Continuously evaluates intervention and modifies programme as

necessary14.Adapts service delivery/ therapeutic approach in response to

client/significant other needs15.Evaluates intervention and contributes effectively to clients long term

management and discharge plan16.Observes, listens and responds to client/ significant other

communications17.Uses appropriate vocabulary, syntax, intonation, volume and rate for

context18.Introduces, presents, closes and evaluates session components19.Facilitates client participation by using clear instructions, modelling

etc during intervention20.Uses prompts and clarification requests appropriately21.Provides appropriate verbal and non-verbal feedback on client

performance22.Communicates and consults with relevant team members to progress

the client management plan23.Uses outcome measures to determine efficacy of intervention24.Identifies, reflects and reports on own clinical strengths and learning

goals25.Uses learning resources appropriately to set and achieve learning

objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

Grade and mark awardedFive or more competencies not evident or emerging will result in a failing grade.

The majority of competencies  are evident with some still emerging

The majority are evident with some enhanced and some still emerging.

The majority are evident with some enhanced (4 +) are enhanced an no more then 2 emerging

All competencies are present and at least one third are enhanced

 All competencies are present and majority are enhanced

Grade F2…….. F1… 111 11.2 11.1 First0 29 39 40-49 50-59 60- 69% 70- 100%

Mark

Department of Clinical Speech & Language Studies,

TCD CSLS 2013-14

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Senior Sophister Clinical examination Referral note for unseen client(To be given to student no more than two days prior to the examination date)

Date/ time referral passed to student ……………at ……………..Date/ time of appointment ……………… at………. In …………………..

Referral information

. (Client’s name) has been referred for a Speech and Language Therapy Assessment by _____________________________________________________ (Referral source) because of concern about his/ her communication.Summary of relevant background information.DOBSocial

Medical

Educational

Previous SLT.

He/ she may be accompanied to the assessment session by

(name)his/her _____________________________ (relationship)

Speech and language therapist / practice educator

TCD CSLS 2013-14

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3.2 CA Clinical Speech & Language Studies, Trinity College, DublinSenior Sophister Continuous assessment

Student:Practice educatorClinic

Students are expected to demonstrate competency at Level 3 (Entry) of the Student Clinical Competency Evaluation Form by the end of the SS year. The continuous assessment mark should be calculated based on the final evaluation using the SCCEF and may be submitted either on the SCCEF form or summarized on this sheet for return to college.

Table 2 Competency rating table Five or more competencies not evident or emerging will result in a failing grade.

The majority of competencies  are evident with some (no more than 4) still emerging

The majority are evident with some enhanced and some (less then 4) still emerging.

All competencies are present and some (4+) are enhanced

All competencies are present and at least one third (8+) are enhanced

 All competencies are present and majority (16+) are enhanced

Grade F2…….. F1… 111 11.2 11.1 First0 29 39 40-49 50-59 60- 69% 70- 100%

Student

mark

Comments

Practice educator

TCD CSLS 2013-14

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Competency NE

Em

Ev

En

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)

2. Selects assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administers, records and scores a range of assessments accurately4. Analyses and interprets assessment findings using the professional

knowledge base5. Formulates appropriate diagnostic hypotheses6. Evaluates findings in light of client’s needs and service resources7. Establishes clear long and short term objectives for intervention8. Demonstrates knowledge of the need for onward referral9. Reports evaluation findings effectively orally and in writing10.Maintains precise and concise therapy records11.Carries out administrative tasks and maintains service records12.Implements therapy using appropriate therapy techniques, materials

and strategies13.Continuously evaluates intervention and modifies programme as

necessary14.Adapts service delivery/ therapeutic approach in response to

client/significant other needs15.Evaluates intervention and contributes effectively to clients long term

management and discharge plan16.Observes, listens and responds to client/ significant other

communications17.Uses appropriate vocabulary, syntax, intonation, volume and rate for

context18.Introduces, presents, closes and evaluates session components19.Facilitates client participation by using clear instructions, modelling

etc during intervention20.Uses prompts and clarification requests appropriately21.Provides appropriate verbal and non-verbal feedback on client

performance22.Communicates and consults with relevant team members to progress

the client management plan23.Uses outcome measures to determine efficacy of intervention24.Identifies, reflects and reports on own clinical strengths and learning

goals25.Uses learning resources appropriately to set and achieve learning

objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

TCD CSLS 2013-14