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HANDBOOK FOR PLACEMENT EDUCATORS

Essential Reading

MSci SPEECH AND LANGUAGE THERAPY

This handbook is for placement educators with undergraduate year 2 MSci students only.

There is a separate handbook for undergraduate year 3 and BSC students and MSc students

2018

http://rdg.ac/SLTPlacements

©University of Reading 2023 Sunday 14 May 2023 Page 1

School of Psychology and Clinical Language

Sciences


University of Reading Speech and Language Therapy Degree Programmes HANDBOOK FOR PLACEMENT EDUCATORS 17-18

Contents

Introduction............................................................................................................................................................. 4

Clinical Placement Term dates 2018 – 2019..........................................................................................................5

MSci Clinical Timetable........................................................................................................................................... 5

Brief Overview of the MSci Speech and Language Therapy Programmes..........................................................6

Overview of the Role of the Placement Educator.................................................................................................8

Becoming a Placement Educator........................................................................................................................... 8

Administrative Arrangements for Clinical Placements........................................................................................9

Service Placement Coordinator...........................................................................................................................10

Placement Educator Training (Continuing Professional Development)...........................................................10

Placement Models.................................................................................................................................................11

Placement Risk Assessment and Health and Safety...........................................................................................11

Health.................................................................................................................................................12

Pregnancy and Maternity..................................................................................................................12

Incidents, Adverse Events and Near Misses....................................................................................12

Disability and Health.........................................................................................................................13

Disclosure Barring Service and Good Conduct...............................................................................13

Safeguarding.....................................................................................................................................13

Prevent Training................................................................................................................................13

Personal Safety Training...................................................................................................................13

Hand washing and Infection Control................................................................................................14

Manual Handling and Back Care........................................................................................................14

Record Keeping and Information Governance................................................................................14

Dementia Training.............................................................................................................................14Placement Induction Pack....................................................................................................................................14

Contact with your student................................................................................................................................... 15

First Day of Placement..........................................................................................................................................15

Contact with the University during the Placement.............................................................................................15

Role of the clinical tutor in relation to clinical placements.................................................................................15

Clinical Tutors’ Contact Details and Availability.................................................................................................16

Placement Administrators’ Contact Details and Availability.............................................................................16

Mid-Placement Review with the student and the clinical tutor..........................................................................16

Concerns about the student or the placement in general.................................................................................17

Visits from Clinical Tutors.................................................................................................................................... 17

End of Placement - Clinical Report Forms...........................................................................................................18

Student roles and responsibilities........................................................................................................................18

Student Pre Placement Preparation................................................................................................18

First Day of Placement......................................................................................................................19

©University of Reading 2023 Sunday 14 May 2023

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During the Placement.......................................................................................................................20

Assessment and Session Plans-Evidence of Clinical Reasoning...................................................20

Clinical Diary......................................................................................................................................20

RCSLT Dysphagia Competencies and University of Reading Learning Opportunities on

Placement..........................................................................................................................................21

Portfolios...........................................................................................................................................21

Mid Placement Evaluation.................................................................................................................21

End of Placement Evaluation............................................................................................................22

Appendices............................................................................................................................................... 23

Supporting Students with reading, writing and verbal communication difficulties......................23

Personal Profile..................................................................................................................................25

PERSONAL PLACEMENT AIMS........................................................................................................26

First day placement checklist...........................................................................................................30

Record of Telephone contact with Supervising Clinician...............................................................31

ACTIONS TO TAKE WITH CONCERNS OVER STUDENT’S PROGRESS.......................................32

Statement of Confidentiality............................................................................................................33

Assessment Session Plan - Evidence of clinical reasoning............................................................35

Clinical experience and clinical learning opportunities with dysphagia.........................................40

Guidelines for clinical diary...............................................................................................................42

Final placement visit information for Educators.............................................................................45

Placement Evaluation form..............................................................................................................47

Placement Feedback (This is a copy of the online form).................................................................48

Theme 1: Learner Induction Skills and Preparation.........................................................................................48

Theme 2: Quality of Placement Education and Excellent Role Models in Practice Education..................49

Theme 4: Quality of Team Leadership: Support for Learners; Team Culture & Values.............................50

Theme 5: Inter-Professional Working & Learning............................................................................................50

Theme 6: Quality of Patient Experience & NHS Constitution (High Quality, Safe Practice Experiences)51

MSci Clinical Learning Outcomes........................................................................................................................53

Second Year Clinical Learning Outcomes.......................................................................................53

Year 2 Clinical Placement Aims/Activities - Paediatric...................................................................53

Third Year Clinical Learning Outcomes...........................................................................................55

Year 3 Clinical Placement Aims/Activities.......................................................................................55

Fourth Year Clinical Learning Outcomes.........................................................................................57

Year 4 Clinical Placement Aims/Activities.......................................................................................57MSci Programme Content: Module Descriptions:..............................................................................................60

Process for Reporting Concerns about a Clinical Placement.........................................................68

Process for Placement Feedback.....................................................................................................69

Process of Allocating Placements to Students – Factors Taken into Consideration...................70

Process for Reporting Incidences/Near Misses/Accidents...........................................................71

Disclosing a Disability / Mental health / Medical Condition: Clinical placements.........................72

Notes..................................................................................................................................................74


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IntroductionThank you for providing a clinical placement for one or more students. In this handbook we provide an

overview of the clinically qualifying degree programme, the MSci in Speech and Language Therapy,

focusing on the clinical components. The modular degree programmes are accredited by the Health

and Care Professions Council, and are run within the School of Psychology and Clinical Language

Sciences. For further information on the school please visit http://www.reading.ac.uk/pcls/cls-

about.aspx

This “essential reading” handbook aims to support placement educators in their provision of clinical

placements. In response to feedback from educators we have provided some additional information in

the appendices about the timing and content of the modules. This handbook complements the

mandatory New Educator Training (which all educators are required to attend prior to taking their first

weekly University of Reading student) and the Experienced Educator Training (which the RCSLT

recommends that educators attend every three years). The handbook is updated on a yearly basis. If

you have any suggestions please contact Allie Biddle [email protected]

Students have their own clinical handbooks and there are different report forms for each year group.

Please visit our Placement Educator Website where all placement related documentation, contact

details, dates of training etc. can be found at http://rdg.ac/SLTPlacements

All placement educators can arrange to visit our assessment library and view on-site our wide range of

assessments; educators can also apply for library membership. Please contact Allie Biddle for further

information [email protected]

The clinical schedules form a vital part of the programme and we would not be able to manage without

your support. We hope you will enjoy having students on placement. Please do not hesitate to get in

touch with us if you have any queries.

Mrs. Carol A. Fairfield MA; BSc ; Cert MRCSLT; RegHCPC

Director of Clinical Studies/Associate Professor Communication and Swallowing disorders/ Speech

and Language Therapist

[email protected]

Mrs. Allison L. Biddle MSc; BSc Cert MRCSLT; RegHCPC

Clinical Coordinator; Manager of University of Reading Speech and Language Therapy Clinic; Highly

Specialist Speech and Language Therapist

[email protected]

DisclaimerThis is an informal guide for the convenience of placement educators. While accurate at the time of publication, aspects of the clinical

programme and evaluation of students' clinical work may be subject to modification and revision. Information provided by the Department of


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mailto:[email protected]





http://www.reading.ac.uk/pcls/cls-about.aspx

http://www.reading.ac.uk/pcls/cls-about.aspx


Clinical Language Sciences at later stages of the course should be regarded, where appropriate, as superseding the information contained in

this handbook.

Clinical Placement Term dates 2018 – 2019MSci

Autumn Term 8th October – 7th December 2018(Placement days Thursday, Friday)

Spring Term 21st January – 29th March 2019 (Placement days Thursday, Friday)

Summer Term 23rd April – 14th June 2019 (Placement days Tuesday, Wednesday, Thursday and Friday)

MSci Clinical TimetableYear Autumn Term Spring Term Summer Term

1 1 day OBSERVATIONadult/paediatric(external)

1 day OBSERVATIONadult/paediatric(external)

5 sessions adult/paediatricOBSERVATION(University Clinic)

Child Development Visits

6 days Early Years , Mainstream and Special School settings

Child Development Visits 2 5 sessions

adult/paediatric(University Clinic)

Paediatric placement 18 sessions


6 sessions adult/paediatric(University Clinic)

Paediatric placement 20 sessions


Paediatric placement16 sessions

5 days Elderly Care setting

3 Adult placement 18 sessions Adult placement 20 sessions

Linguistic Assessment Clinic

Block placement Adult/Paediatric 18 sessions

*4 36 sessions

Adult/Paediatric18 sessions

Linguistic Assessment Clinic University clinic- advanced practice Clinical Reasoning Seminars

36 sessions

Adult/Paediatric18 sessions

University Clinic- advanced practice

Clinical Reasoning Seminars

Adult and Paediatric Clinical exams

*Students complete 36 sessions across the Autumn and Spring

terms. These sessions may be in one term or two, they may be in one

placement or two depending on student profile and placement

A session is half a day.


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Brief Overview of the MSci Speech and Language Therapy ProgrammesThe four year modular programme provides an MSci in Speech and Language Therapy. In the final year

all modules are at Masters’ level. The programme incorporates practical components and academic

study. The core subjects include linguistics, medical studies, psychology, and language pathology,

which are relevant to the analysis and understanding of normal speech and language and to the

understanding and treatment of abnormal language (and swallowing) across the lifespan. In addition,

students study specialist courses on assessment, therapeutics, and clinical skills and participate in

practical clinical work. Students gain an awareness of research methods and their application to clinical

practice and complete a research project. They are expected to graduate with knowledge and skills that

will enable them to deliver evidence-based clinical practice across a multiplicity of communication

disorders. It is expected that the theoretical knowledge and clinical competence achieved will satisfy

the professional requirements of the Royal College of Speech and Language Therapists (RCSLT) and

the Health and Care Professions Council (HCPC).

Year one is an introductory year across the lifespan; year two focuses on paediatric populations;

in year three the focus moves to adult client groups. In the final year, students undertake both adult and

paediatric clinic work and can choose to have their external placement sessions with adult clients,

paediatric clients or a placement each for adult and paediatric.

Each year students submit a clinical portfolio evidencing their CPPD over the year and their

identified development points for the next year/first post as a newly qualified SLT. Clinical Exams take

place in the spring term of year 3 and the summer term of year 4.


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Overview of the Role of the Placement EducatorClinical Placements are integral to a clinical programme and students will move through the

curriculum developing more self-direction and autonomy as they gain experience. The placement

educator plays a central role in facilitating the student’s learning opportunities. The organisation of

clinical placements during a qualifying course is therefore a crucial element in the preparation of a

competent clinician.

Becoming a Placement EducatorTo become a placement educator, the following must be adhered to:

HCPC registered

Signed off on the RCSLT full graduate register

Your line manage has determined you are ready to be a placement educator

You attend University of Reading New educator training

The following documents are of relevance to the provision of clinical placements:

HCPC Standards of Proficiency for Speech and Language Therapists

http://www.hpc-uk.org/assets/documents/10000529Standards_of_Proficiency_SLTs.pdf

HCPC Standards of Education and Training

http://www.hcpc-uk.org/assets/documents/10000BCF46345Educ-Train-SOPA5_v2.pdf

HCPC Guidance on Conduct and Ethics for Students

http://www.hcpc-uk.org/assets/documents/

10002C16Guidanceonconductandethicsforstudents.pdf

NHS Constitution for England (March 2013)

http://www.nhs.uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Pages/Overview.aspx

The placement educator’s role includes the following responsibilities:

To provide opportunities to enable understanding, critical evaluation and application of

relevant theoretical knowledge to clinical practice.

To clarify the role of the speech and language therapist in the different settings in which a

service is provided.

To provide opportunities to develop technical skills such as the manipulation of

assessment and therapy tools, materials and the environment.

To model and aid the development of interpersonal and communication abilities, to set up

and maintain a therapeutic atmosphere, where clients are facilitated in an optimum

communication environment.


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http://www.nhs.uk/choiceintheNHS/Rightsandpledges/NHSConstitution/Pages/Overview.aspx

http://www.hcpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf


http://www.hcpc-uk.org/assets/documents/10000BCF46345Educ-Train-SOPA5_v2.pdf

http://www.hpc-uk.org/assets/documents/10000529Standards_of_Proficiency_SLTs.pdf


To provide learning, teaching and supervision which must encourage safe and effective

practice, independent learning and professional conduct.

To provide experience of related health care and educational provision, day-to-day

administration in speech and language therapy settings, and wider organizational and

management issues.

To provide informative, supportive and regular feedback in a timely manner and to

complete clinical report forms, providing both qualitative and quantitative information as

appropriate.

To raise any concerns about a student or the placement itself in a timely manner

Administrative Arrangements for Clinical PlacementsAll clinical placements are arranged through the University and we operate a weekly and mini block

clinical placement system. We are dependent on our external clinical placements in order to

ensure a comprehensive clinical education for our students. We are helped in this by clinicians

from a wide range of health authorities/trusts/private, independent and voluntary settings within a

reasonable travelling distance from the University, as well as further afield for students who

commute from home. We also provide clinical placements in our onsite independent adult and

paediatric teaching and research clinic. We host a NHS preschool community clinic and a NHS

specialist paediatric disorders of fluency clinic, working alongside and in collaboration with

colleagues from Berkshire Healthcare NHS Foundation Trust. These colleagues contribute to our

in-house teaching clinics. We run a NHS outpatient clinic for clients with acquired neurological and

voice conditions and adults with learning disabilities. We also have a book club for adults with

aphasia.

Carol Fairfield is the Director of the Clinical Programme and has the strategic responsibility for all

the clinical modules across the MSci and MSc SLT programmes. Carol can be contacted by

telephone on 0118 3787462 or by email, [email protected]

We are supported by 1.4wte clinical placement administrators (Sherifah Al-Katib and Julie

Hankinson) who provide the administrative support for any and all aspects of the clinical

programme, including placement educator training. The placement administrators can be

contacted by telephone on 0118 3784696 or by email [email protected]

Allison (Allie) Biddle is the clinical placement coordinator. Allie coordinates and organises all the

clinical placement activity, including the clinical tutors and placement education training. Part of

Allie’s role is to maintain and update the clinical profiles for students as they progress through the

course, and to monitor that they are assigned a broad range of clinical placements across a variety

of client groups, settings and models of service delivery. Allie sources new clinical placement

opportunities and deals with clinical queries relating to the clinical placements. Allie can be

contacted by telephone on 0118 3784687 or by email, [email protected]. Allie is supported in


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the clinical placement allocation process by Kate Munro [email protected] and Katherine

Pritchard [email protected]

Allie is also the speech and language therapy students’ disability officer and works closely with the

University Disability advisory service.

Our placement availability forms can be found at http://rdg.ac/SLTPlacements. We send out a

timetable in the June of each year to your service placement coordinator with a schedule of when

we need forms returned, when we will confirm your student details for each placement and when

the student will make contact with you.

Our clinical placement database has the facility for service placement coordinators to view their

placement submissions. Our placement administrators input all placement details onto the

database system.

Service Placement CoordinatorEach Placement Provider Organisation is required to identify a member of staff who will be the

main liaison person with the University with regards to clinical placements. This placement

coordinator will be invited to attend the twice yearly Partnership Practice Forum and contribute to

the ongoing development of the speech and language therapy degree programmes. The

placement coordinator will have on-line access to the University’s clinical placement database and

will be able to view all placements from their service. The placement coordinator will also take the

lead in completing the RCSLT planning and self-audit tool for placement provider and placement

educators. The audit is completed annually and a copy of the completed document is to be sent

to Carol Fairfield, [email protected] . An action plan will then be derived from the collated

feedback across all services.

Placement Educator Training (Continuing Professional Development)It is mandatory that each placement educator attends a placement educator training session prior

to having their first student, and then it is recommended every three years thereafter. Please

discuss your training requirements with your line manager in the first instance. At the request of

Speech and Language Therapy teams, University Staff will provide training in specific locations.

Please contact Allie Biddle [email protected] for more information.

Placement Educator training dates and the booking form can be located at


The University maintains a record of the training attended by educators and a record of your

HCPC registration number. We will ask for your HCPC registration number each time you

complete a clinical placement availability form or attend placement educator training. Please


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contact our placement administrators via [email protected] if you change your name

or email address or employer.

Placement Models There are a variety of placement options you can choose from, to best suit your individual

circumstances and also those of your client group. The options below are not exhaustive, so

please feel free to discuss any ideas with Allie Biddle [email protected] . Each student needs

to complete a minimum of 150 clinical sessions, but the manner in which these sessions are

achieved can be individual to each student dependent on the nature and type of placement

availability.

Placements can be for:

one student

a pair of students (peer placements)

a group of students.

Placements can be with:

one educator

shared between two educators from the same team

shared between three educators from the same team for placements spanning 36

sessions (18 days)

Placements can be the:

same day each week (weekly)

two days a week over a shorter time period

three or four days a week mini block (depending on the term and days available for

placements .

For paired and group placements, students may be allocated from either the same, or different

year groups. For example in the autumn and spring terms a 2MSci student could be paired with a

4MSci student. This allows the 4MSci student to develop a leadership and mentoring role.

Placement Risk Assessment and Health and SafetyEach organisation providing placements to the University has to sign and adhere to a Practice

Placement Agreement. Each placement should be risk assessed by the placement educator prior

to the commencement of the first placement in that setting. It is essential that you discuss with

your manager and advise the University prior to the start of the placement of any particular health

and safety risks and associated training needs that may be associated with your placement.

All new placements are visited and risk assessed by a member of the clinical tutoring team before

the first student placement is made available to the University. A clinical tutor will also visit all new

educators during their first placement and will review the placement risk assessment. A number of


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placement’s risk assessments will also be reviewed if a clinical tutor comes to visit a final placement

student.

On the first day of every placement, educators are required to discuss with students the following,

as part of the first day placement checklist:

Emergency procedures

o Fire evacuation procedures, location of alarm call points and fire extinguishers

o Emergency exits and assembly points

o First aid box and first aider

Risk prevention in relation to:

o The clinical environment

o Lone working/remote supervision

o Equipment

o Placement related emotional stress

Please advise your manager and Allie Biddle immediately if health and safety issues arise during the

placement.

HealthIt is a requirement of the National Health Service that all health professionals and health

professional students are vaccinated for Hepatitis B and Tuberculosis (BCG) and have evidence

that they have had their MMR (measles, mumps and rubella) and are also immune to chicken pox.

All students complete a health questionnaire, and provide this evidence to our Occupational

Health provider. Students will not be allowed to attend clinical placements until such evidence has

been received and have been deemed fit for clinical placement.

Pregnancy and MaternityStudents are requested to make immediate contact with the University clinical coordinator, Allie

Biddle, if they become pregnant during the course. To attend clinical placements the student has

to give permission for their status to be shared with their placement educator as both the

University and the placement educator are required to carry out a placement health and safety

risk assessment for expectant mothers. As the pregnancy develops, the risks may vary so it is very

important that a regular review is made to the risk assessment.

Incidents, Adverse Events and Near MissesA student is to be treated like a member of staff in relation to incidents, adverse events and near

misses; your organisation’s normal reporting procedures must be adhered to. Your student will

have provided you with an emergency contact number in case they need to be picked up from

placement. In addition, please contact Allie Biddle [email protected] 0118 3784687 and

advise her of the event, the steps you have taken and to discuss any onward action plan required.

The University then has to complete its own incident form and investigation.


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Disability and HealthThe University has a disability advisory service for students including a counselling service and

well-being service. If a student has disclosed to the University a disability or health issue, they will

be invited to a meeting with the department disability representative, Allie Biddle, to discuss if any

reasonable adjustments may be required in relation to clinical placements. We can only disclose

this to you with the student’s permission. Our students are actively advised that it is in the clients’

as well as yours and their own best interests to inform the placement educator of any such issues

prior to the placement starting and are actively encouraged to take the lead in disclosing any such

information to you that is relevant to the placement . Please contact Allie Biddle

[email protected] 0118 3784687 if you have any concerns about the recommended

adjustments for your specific placement.

Please refer to the appendices for information on supporting students with reading, writing and

communication difficulties.

Disclosure Barring Service and Good ConductAll of our students are subject to an enhanced DBS check on entering the degree programme and

for MSci students it is renewed three years thereafter. At the start of each academic year,

students have to sign a University of Reading “Good Conduct” form and a Confidentiality

Statement. Please refer to the appendices for a copy of the statement of confidentiality.

SafeguardingIn the first term of entering the degree programme all students have to attend compulsory

Safeguarding Children and Child Protection training, including sexual exploitation .In the summer

term of year two all students have to attend compulsory safeguarding of vulnerable adults

training. It is expected that educators will also go through their local procedures at the start of

each placement

Prevent TrainingStudents will access on-line Prevent training

Personal Safety TrainingStudents will attend training on:

• Identifying and assessing risk

• Lone and frontline working

• Home visits

• Travelling for work

Hand washing and Infection ControlStudents are given yearly training on hand washing and infection control at the start of each

academic year. It is expected that placement educators will also go through local procedures at


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the start of the placement. Irrespective of the placement setting our students are expected to

comply with these procedures.

Manual Handling and Back CareStudents are provided with a training booklet by the University Health and Safety services and have

to sign a form advising that they have read, understand and will adhere to the guidelines. This

includes a training booklet on how to safely manoeuvre a wheelchair.

Record Keeping and Information GovernanceBefore their first external placements students undertake E learning modules on the following:

Introduction to Information Governance

Access to information and information sharing within the NHS

The importance of good clinical record keeping

Dementia TrainingStudents will undertake an online training course in dementia

http://www.e-lfh.org.uk/programmes/dementia/. This covers the basics of dementia and dementia

care including symptoms, consequences for person and family, person-centred care and

principles of communication. Immediately following this they will receive a three hour session to

look at and discuss resources and materials for promoting interaction in dementia and educating

significant others. They also have a talk from a person with dementia and a family member of

someone with dementia.

Additional training will be provided as when required in accordance with updated guidance from the

Department of Health

Placement Induction PackPlacement educators/SLT services are expected to provide an induction pack for their student

with specific information relating to the clinical setting. This should be sent to the student prior to

the start of the placement. Students have advised us that the following information is helpful to

them in an induction pack:

Facilities

Key personnel and their roles

Administrative duties expected of the student e.g. answering the phone

SLT role

Dress code

Key assessments/assessment methods

Suggested reading

Access to key policies and procedures

Please refer to the appendices for an example of an induction information sheet.


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http://www.e-lfh.org.uk/programmes/dementia/


Contact with your studentYou will receive an email from the clinical placement’s database informing you of your student’s

name, year group and email address prior to the start of the placement. Your student is expected

to contact you prior to the start of the placement using the contact details you have provided on

the placement availability form. It is essential that you swap contact numbers with your student

prior to the start of the placement as it is not possible for the University to make contact with the

student in case of last minute changes e.g. clinician sickness. Your student will send you

information regarding their personal profile and their personal learning aims for the placement.

Please refer to the appendices for the personal profile and personal aims forms.

First Day of PlacementWe have a checklist for the first day of the placement to go through with your student which

covers key areas relating to your placement and placement setting. Please refer to the appendices

for a first day placement checklist.

Contact with the University during the Placement The clinical tutors are available to provide guidance and support to the placement educators

throughout the placement

Role of the clinical tutor in relation to clinical placements To prepare students for their clinical placements

In conjunction with placement educators, to monitor students’ clinical development to

ensure they achieve their potential

To address any issues that may arise during a placement, from either the student or

placement educator.

To support the placement educator in the preparation and provision/administration of

placements

To provide ongoing support during the placement as required for both educator and

student

To contact the educator half way through the placement to discuss the student’s

progress to date and the placement opportunities available

To support the placement educator during the process of completing the clinical report

form

To support students’ clinical development by providing group and individual sessions for

them to discuss specific and general issues related to clinical placements.


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Students can access daily clinical drop-in sessions at the University to gain additional

support for session planning, suggested reading and general placement issues.

Clinical Tutors’ Contact Details and AvailabilityNAME TELEPHONE EMAIL AVAILABILTY

Allison Biddle

Clinical Coordinator

Disability Advisor

0118 3784687

[email protected] All week

Fiona Baillie [email protected] Tuesday Wednesday

Lynda Chitty [email protected] Monday

Alison Cox [email protected] All week

Sarah Fincham-Majumdar [email protected] MondayTuesdayWednesday

Melissa Loucas [email protected] ThursdayFriday am via email

Helen Marlow [email protected] TuesdayThursday

Kate Munro [email protected] Monday, Tuesday Wednesday pm

Katherine Pritchard [email protected] MondayWednesdayThursday am

Theo Read [email protected] MondayTuesdayFriday

Placement Administrators’ Contact Details and Availability

Sherifah Al -Katib

Julie Hankinson

0118 378 3784696 [email protected]

k

Monday, Tuesday, Wednesday,Thursday 8 - 4

Tuesday, Wednesday, Friday 9 - 5

Mid-Placement Review with the student and the clinical tutorHalf way through the placement please reflect on and discuss with the student their clinical

development to date, in relation to the clinical learning outcomes and their personal aims for the

placement. You may wish to use the report form to guide this discussion and reflection. Please

record the date of the mid-placement review on the report form. Your student should also share

with you the evidence they have gathered to date on their professionalism form.


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Contact between you and the University is an essential requirement halfway through the

placement, and is a joint responsibility between you and the University. We will send out an email to

all educators advising that we are about to start the mid-way contact calls. We will use the contact

details you have provided on the placement form. If we have to leave you a phone message we will

follow it up with an email. If a clinical tutor has not been in contact half way through the placement

please initiate contact yourself.

The clinical tutor will make a written record of the telephone discussion to be placed in the

student’s file. The clinical tutor will agree with you any action that needs to be taken following the

contact.

Please refer to the appendices for the telephone contact form

Concerns about the student or the placement in generalImmediately you have any queries or concerns regarding your placement or the student, PLEASE

CONTACT A CLINICAL TUTOR. It is generally advisable to discuss your concerns with the student

prior to making contact. It is your professional responsibility to make contact with the University

early on in the placement should you have any concerns about your student that you have been

unable to resolve, or feel unable to discuss with your student. If you have to leave a voicemail

message, please follow up your phone call with an email. Following discussion with you an action

plan with a review date will be agreed as appropriate to the concerns raised and a written record will

be placed in the student’s file.

Please refer to the appendices for a flowchart for this process

Visits from Clinical TutorsA clinical tutor may come to visit you and your student during the clinical placement. Before a visit

is made the clinical tutor will make contact with you.

You will be visited by a clinical tutor if:

This is your first student from the University of Reading. The University will make contact

with you so that a mutually convenient visit can be arranged. If there are several new

educators within one service then a group visit is possible.

You request a visit following discussion with a Clinical Tutor.

You may be visited by a clinical tutor if you have a 4MSci student.

Each final year MSci and MSc student will be visited by a University Clinical Tutor during one of their

final year placements. The format of the visit will be discussed with you prior to the visit. It will vary

depending on the reason for the visit, the nature of the placement and time-tabling. Depending

on the reason for the visit we may observe the student with one or two clients and participate in

the feedback session led by the clinician, discuss the placement with the student and clinician;

discuss the student’s progress with the clinician. These are valuable learning occasions for

students, staff and clinicians; information may be exchanged about the placement and the degree

programme, as well as providing direct clinical teaching.

Please refer to the appendices for the visit documentation


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End of Placement - Clinical Report Forms

All students require a report form to be completed at the end of each clinical placement. Please

note that this form varies according to the year of clinical training. It is the joint responsibility of the

student and the placement educator to:

Ensure you have the appropriate report form. Forms can be located at


Use the report form before the start of the placement to help plan learning opportunities

Discuss the student’s performance with her/him half way through and at the end of the

placement prior to completing the report form.

It is the placement educator’s responsibility to:

Discuss your evaluation of the student with her/him as this direct feedback is essential to

clinical development.

Ensure that nothing is written in the report form that you have not discussed with the

student.

Complete all sections of the report form.

Ensure that, where the placement has involved more than one clinician, a single form is

completed after discussion between all clinicians.

Return the report form within two weeks of the end of the placement. This is essential to

the student’s clinical development and termly module mark.

Please contact a clinical tutor if you require support in completing the report form.

Student roles and responsibilities

Student Pre Placement PreparationEach student is provided with a University identification badge to be worn at all times on clinical

placements. Each student has a Clinical Handbook and a portfolio of observation schedules from

their preparation clinics at the university. Students are also expected to use a session plan to help

structure their session planning and to evidence their clinical decisions for

assessment/therapy/management.

Throughout their degree programmes students are expected to keep a Personal Clinical Record.

Information recorded in this record is then used for coursework and for their final portfolio of

Continuing Professional Development.

At the beginning of each academic term it is compulsory for students to attend a clinical

placements’ briefing. Placement details are confirmed and the clinical learning outcomes are

discussed. During the placement briefing session the students are advised that we expect each

student:

To have read their clinical handbook


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To be familiar with the clinical learning outcomes for the placement

To have considered types of clinical activities in order to meet the placement aims (this is

also looked at in seminars as a group activity)

To have already completed their personal aims form and student profile to give to the

placement educator at the start of the placement

To have carried out pre-placement reading as requested by the placement educator

To have made contact with the placement educator prior to the start of the placement

To be regular and punctual in attendance

To inform the placement educator of expected absence

To dress appropriately for the placement

To adhere to confidentiality regulations

students are not permitted to take case notes off the premises

all confidential information must be deleted from photocopies of

reports/assessments/correspondence

respect client confidentiality in discussion away from the placement

to remember that the welfare of clients comes first

to wear their University photo ID badge at all times on placement

to adhere to the HCPC standards of ethics, conduct and performance

First Day of PlacementOn their first day with you, your student will confirm you have received the following:

A personal profile. Students are encouraged that it is in their best interests to fill in all

questions on the form to facilitate the placement.

Their personal clinical aims for the placement.

Contact details in case of cancellation of placement, clinician illness etc. It is the clinician’s

responsibility to inform the student and their clinical tutor of any amendments to the

placement.

An emergency contact number in case of student illness.

Your student will check that you have accessed the relevant clinical report form and clinical

handbook

Information about any coursework they need to undertake during the placement.

During the PlacementWe have a professional expectation of our students that throughout the placement they will:

treat all staff, clients and carers with respect and behave professionally

advise their educator, where appropriate, if there is anything which may be affecting their

work

act in line with the appropriate placement policies and procedures

notify their placement educator if they see anything hazardous or suspicious


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be self-motivated and organised

be adequately prepared for clinical placement

ask if unsure about anything

adhere to the HCPC guidance on conduct and ethics for students

adhere to the NHS values

The clinical tutors run daily drop-in sessions for face to face support; students can also email

clinical tutors or speak with us on the phone. There are at least three clinical tutors available every

day of the week.

Assessment and Session Plans-Evidence of Clinical ReasoningStudents should be completing assessment and session plans for the clients they are involved

with on clinical placement. The plans are designed to help students understand, develop and

evidence their clinical reasoning. The plans allow the students to record their reflections on the

session and to evidence session outcomes. It is important that you review and discuss these plans

with the student

Please refer to the appendices for the assessment and session plans templates. These are

generic templates and may be adapted to suit specific placements settings/client groups.

Clinical Diary Students are required to fill out clinical diary sheets whilst attending preparation clinics and on

clinical placement. The clinical diary is a method of recording information about clients, and helps

to build up some pattern recognition from client to client. Students do not need to complete a

whole diary sheet on each and every client, but as a minimum should consider one aspect of the

session to reflect on and write this out in the form of a diary. The reflection is valuable as it: It is a tool to make links between theory and practice

Experiences are taken as starting point for learning.

It is different from theory learning and facilitates acquiring skills by watching others

It is an active process

It develops critical analytical skills and judgement which leads to good decision making.

The advantage of using a reflective cycle is that it presents the practitioner with specific

questions which require to be considered in order.

Please refer to the appendices for an outline of the clinical diary

RCSLT Dysphagia Competencies and University of Reading Learning Opportunities on Placement

RCSLT has developed the Dysphagia Training & Competency Framework (2014). The document

states that: “It is the responsibility of the student SLT to populate the competency framework as

he or she progresses through the course and, where there are clinical placement opportunities, for

the clinical educator to sign off practical competencies.” (p.15)


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We have developed our Dysphagia Learning Opportunities on Placement record form to link

across to the Dysphagia Competencies Framework (Levels A, B and C). The Dysphagia Learning

Opportunities form is designed as a practical record form, taking in tasks which a student might

observe or engage in during their placements. The students should fill in this record form which will

then form part of their evidence for their achievement of the RCSLT Dysphagia Competencies. It

is likely that a student’s skills may develop to a ‘competent’ level over more than one clinical

placement. In this case, if they have not achieved the full competency during your individual

placement, please support the student’s evidence by signing and dating the UoR Dysphagia

Learning Opportunities record form. For example, they may have completed 1 swallow

assessment under your observation, but need to carry out more than this to reach Level C

‘Emerging Specialist’ (p. 58) in the RCSLT competency framework. You would therefore sign this

activity on the UoR Learning Opportunities form, to support the student’s evidence.

As their supervising Placement Educator, when you judge that the student has fulfilled a RCSLT

practical competency at level A, B or C, then please sign off the competency on the RCSLT

Dysphagia and Competency document (Pages 19 onwards).

There is guidance for the implementation of the framework and more specifically for those

supervising dysphagia within the RCSLT framework document (sections 2.1.4 and 2.1.5). This

includes record keeping; levels of knowledge and skills; CPD and supervision; and training in

supervision of others.

Please refer to the appendices for a copy of the University of Reading Learning Opportunities

PortfoliosStudents are required to submit a portfolio of professional and personal development as part of

each of their clinical studies/practice modules. In their final year this portfolio is presented within

the advanced professional development module

Mid Placement EvaluationHalf way through the placement the student is expected to reflect on and discuss with the

placement educator their clinical development to date, in relation to the clinical learning outcomes.

It is helpful if the student links their evaluation to the clinical report form and their personal

placement aims. Students should also share their professionalism form

End of Placement EvaluationAll students are required to fill out a placement evaluation form at the end of each placement.

This information contributes to the audit of placements conducted by the university and

placement providers during the year. All learners should expect to have high quality, safe practice

experiences with excellent supervision, which will prepare them to be safe, competent and caring

practitioners in their future employment and across their healthcare career.

The NHS Constitution expects all healthcare professionals to take responsibility for providing

honest and constructive feedback on their practice experience, and for this to be heard and


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responded to. Placement evaluation is one of the key tools used to recognise areas of excellent

education in practice, but to also identify those requiring improvement.

The questions include four nationally agreed questions to enable reporting to Health Education

England (HEE). The questions students are being asked, provide relevant feedback to Educators,

the organisation providing the practice experience, and the university

It is expected that feedback should always be given professionally; whilst it will be kept confidential

and be anonymised when shared with stakeholders, students are accountable for their feedback

and can expect any specific concerns raised to be followed up individually and professionally by the

university in partnership with the placement provider. This will ensure continual improvement in

the learner/trainee experience in practice.

Please refer to the appendices to view the Placement Evaluation Form

Thank you for having our students on clinical placement


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APPENDICESSupporting Students with reading, writing and verbal communication difficulties

Some students have difficulty with reading, writing and verbal communication which can be aided

on placement by some planning and also discussion with the student as to which strategies help

them. These are then strategies that they can take away and use when they are qualified. Many of

the suggestions below are useful for all students particularly when beginning a new placement.

Time management

Some students may have some difficulties with memory, time management and organisation

Ways to support:

Demonstrate as well as explain procedures.

Administrative procedures may take some time to master- ensure the student has these

written down in a clear procedure

Ensure the learning outcomes you are aiming for in the placement are clear

Ensure the student writes down tasks to do at home and in clinic

Reading

Some students may have difficulty reading quickly, or may need time to take in information. They

may also find it more difficult if there is background noise/distractions.

It may be difficult for them to learn new terminology or differentiate between similar words.

Ways to support:

Ensure plenty of time for reading notes etc. maybe the student could read part of the

notes to extract certain information initially

Ensure you have the opportunity to discuss what they have read to both consolidate this

and for the student to be clear of the meaning of what they have read.

Students can make a list of abbreviations/terminology on cards with the definition at the

back, or make up lists in a notebook to refer to when reading and writing

An electronic dictionary may also be useful

Sometimes encouraging the student to think through a problem using mind maps may be

useful

Writing and spelling


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Some students may find difficulty with spelling, or make grammatical errors, or have difficulty

structuring their writing. Time pressure may impact upon all of these in a negative manner.

Ways to support:

Encourage the students to make lists of common vocabulary and terminology used on the

placement (as for reading)

Give plenty of time for writing up notes or writing reports.

Offer a structure/model or choice of structure/templates for writing up notes or reports

Ensure the student has the opportunity to redraft their work, especially at the beginning of

a placement when they are not sure of the procedures

Encourage the student to write down either in note form or mind map all the factors they

wish to include. Discuss this with them and identify the main ones to include. Then the

student can write the notes/report.

Oral Language difficulties

Some students may find it difficult to organise their thoughts and express their ideas. This may

happen particularly if they are under stress.

Ways to support

Ensure there is plenty of time for discussion

Ensure that the student knows the aims/parameters of the discussion ie know that they

are discussing a child’s comprehension rather than ‘tell me all you have seen’

Again the student can refer to their checklist of terminology and definitions to support this

rather than trying to remember the correct word and losing the thread.

Further sources of information are:

www.soton.ac.uk/studentsupport/ldc


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Personal Profile(To be updated for each clinical placement and sent to placement educator before the start of the

placement; to go through with the educator on the first day of the placement)

Name of student:

Name of Clinical Tutor:

Clinical tutor contact details (email and telephone):

Student’s mobile number:

Student’s emergency contact number:

1. Practicalities (e.g. reasonable adjustments)

2. Clinical Strengths

3. Clinical Areas that need development and suggested activities to support these areas

4. Feedback that I have previously received regarding my strengths

5. Feedback that I have previously received regarding areas to work on

6. Previous feedback that I have received that I did not agree with

7. Previous placements and clinical experience

8. Academic areas I enjoy

9. Academic areas I find difficult

10. Academic areas I find difficult to integrate into my clinical development

11. Learning style preferences

12. Indications of first language, if other than English

13. Other information

Signature: Date:


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MSci Speech and Language Therapy

PERSONAL PLACEMENT AIMS

Name:

Term and Year

Type of Placement:

PERSONAL AIMS FOR PLACEMENT

( these aims need to be measurable so that you can

evidence that you have achieved them)

SKILLS/KNOWLEDGE I WILL

DEVELOP

How I will evidence this

development in

skills/knowledge

1.

2.

3.

4.

Notes: ideas for next personal aims


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MSci Speech and Language Therapy

PERSONAL PLACEMENT AIMS Example

Name:

Term and Year

Type of Placement:

PERSONAL AIMS FOR PLACEMENT

( these aims need to be measurable

so that you can evidence that you

have achieved them)

SKILLS/KNOWLEDGE I WILL DEVELOP How I will evidence this

development in

skills/knowledge

To write up notes in SOAP format

To ask a question each clinic session

To be able to describe the role of the

Written observations

Structure of how to write SOAP notes

Professional Writing style

Knowledge of appropriate content

Use of professional terminology

Speed of writing

Purpose of case notes

Confidence to ask questions

The ability to ask questions using

appropriate professional terminology

Independent thinking

Active listening

Knowledge from the answer received

Knowledge of the OT role

I will compare and contrast

my SOAP notes from the

beginning, middle and end of

the placement.

I will write a reflective

narrative on the skills and

knowledge I did develop in

SOAP note writing from the

start to the end of the

placement

My current confidence rating

to ask questions is 3/10. I will

re-rate my confidence at the

end of the placement.

I will reflect on why my

confidence rating has changed

I will make a written record of

the questions I ask and the

knowledge gained.

I have recorded my bassline


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paediatric OT on this placement

To devise and use an observation

schedule for use in the classroom

Knowledge of how the OT can work

collaboratively with SLT

Ability to ask relevant questions

Knowledge of what I need to observe

Ability to make accurate observations

Accuracy of interpretations

Flexibility in using an observation tool

knowledge at the start of the

placement and will add to it

during the placement.

I will critique the first

observation schedule I use for

strength and areas to

develop; will then use again

and re-evaluate

Notes: ideas for next personal aims

First day placement checklistStudent’s Name MSci/MSc 1 2 3 Date Placement

Educator’s Name Employing Organisation

PE = Placement Educator Yes/No/NA

PE has received by email from the student the : PE handbook

Report form

PE has read and discussed with you your personal aims


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PE has read and discussed with you your personal profile (including learning styles).

PE has talked with you about the Clinical setting

You have received the Student Induction Pack

You have discussed and agreed how and when feedback will be provided

You have agreed a date/time for mid-placement review

You have agreed a date/time for end of placement report discussion

PE has discussed with you key policies and how to access to them:

Infection control Safeguarding Equality and Diversity

Adverse Incident/Near Miss reporting

Dress Code Other(Please name)

PE has Informed you of Emergency procedures including location of:

alarm call points/fire marshal. fire extinguishers emergency exits and

assembly point first aid box and first aider

PE has discussed with you relevant risk prevention in relation to the:

Clinical environment

Lone working

Equipment

Placement related emotional stress

You have had a tour of the premises and introductions to key staff

You have discussed administrative arrangements e.g. computer access, photocopier codes,

phone use

You have swapped contact telephone numbers

You have provided an emergency contact number

Your PE has your clinical tutor contact details

You have discussed any coursework relevant to the placement and consent forms

Record of Telephone contact with Supervising ClinicianName of student: of Placement Clinician:

Email of Placement Clinician:

Telephone Contact number of Placement Clinician:

Number of Sessions at time of contact:

Placement Type:

Placement dates: from _ _ / _ _ /_ _ to _ _ / _ _ /_ _

Please circle:


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MSc or MSci Year: 1 2 3 4

Comments (completed by the Clinical Tutor following contact)

Professionalism e.g. Appearance & professional presence Timekeeping, awareness of

confidentiality Asking for advice when appropriate Degree of responsibility taken Interaction with clients, SLT, other

professionals

Theory to Practice e.g. Asking relevant questions Adequate theoretical knowledge Relating theory to practice

Management e.g. Planning and carrying out assessment

and treatment Interpreting and discussing findings Report/case note writing

Self-reflection and implementing feedback

Other

Any further action required by the clinical tutor

Date Signature (Clinical Tutor):This form will be placed in the student’s academic file

ACTIONS TO TAKE WITH CONCERNS OVER STUDENT’S PROGRESS


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PLACEMENT EDUCATOR HAS

CONCERNS OVER STUDENT

PERFORMANCE

PE contacts Clinical Tutor

PE discusses issues with student**


Statement of ConfidentialityHCPC Guidance on Conduct and Ethics for Students: Respect Confidentiality. You should:

keep information about service users and carers confidential, and only use it for the purpose it was

given

follow local policies or guidelines on confidentiality produced by your education provider and

practice placement provider

remove anything that could be used to identify a service user or carer from information which you

use in your assessments or other academic work related to your programme


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All parties to keep a written record of all discussions

No further

action at

present -

agreed by all

Following

review(s) issues

still not

resolved

Meetings with student, personal tutor, director of programme and clinical tutor as appropriate

Withdrawal from placement /placement change *

Assessment of case for fitness to practice process –School of Psychology and Clinical Language Sciences. * This may be considered earlier depending upon individual circumstances

** The PE contacts the most relevant person within their SLT service to discuss these issues and any support from servicer required. (Student confidentiality must be kept)


The confidentiality statement and guidelines below refer to ALL WRITTEN WORK, ORAL PRESENTATIONS

and ASSESSMENTS in ALL modules; to any mode of communication in any location, including email,

Blackboard and social media

Clinic/medical notes

Under no circumstances remove confidential notes and information from the clinic

When summarising case histories, making your own notes, writing case studies, writing and

delivering presentations, always anonymise your notes/work according to the guidelines below

Never talk about clients by name anywhere in public

You must ensure that you have the full permission of your supervising clinician prior to making any

photocopies; any photocopies must have all identifying information removed in accordance with

the guidelines below.

Ensure any identifying information is FULLY DELETED ( do not use correction fluid; draw a line

through or scribble out and ensure it cannot be seen in any light)

Any oral or written work submitted where one or more of guidelines below is breached will incur a minimum

10 mark penalty. It is YOUR responsibility to check this by using the guidelines below. You will be required to

attend a meeting with the clinical coordinator to determine an action plan to avoid any future breaches

Prior to submitting/presenting work it is your responsibility to check that you have:

only used one initial

only given the age of client (e.g. 79 years; 3 years 6 months), not their date of birth

deleted the names of all professionals and relatives, friends etc.

only used titles (e.g. ENT Consultant; parent) for professionals and relatives

deleted the names of any locations, services, professionals, any identifying name

deleted all addresses, and web addresses

deleted all letter heads and logos

deleted any other information which could be used in isolation or in conjunction to identify the client

I have read this statement and will adhere to these confidentiality guidelines

Student Signature ..............................................

PRINT Full Name .............................................. Date


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Assessment Session Plan - Evidence of clinical reasoningClient’s Initial Age Date Assessment EnvironmentRationale for assessing this client(why am I assessing this client?; relevant background information about the client; impact; previous therapy; what does the client want to get from the session?)

What do I need to assess and why?(e.g. verbal comprehension; play; mental capacity )

What factors do I need to consider for this client when choosing my assessment method? (e.g. attention; vision; language demands)

How am I going to assess this client? Why have I chosen this method?(e.g. observation;, informal assessment, standardised assessment)

Assessment Session objectives: derived from the reasoning in the sections above. The number of objectives is individual to the client and the situation; objectives must be SMART.

1.2.3.

Outcome of assessment and interpretation Management Decision with rationale


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Post Session Reflections

Client’s Initial Age Date Assessment Environment

What clinical skills/knowledge did I use effectively?

Consider the impact of this on the outcome of the session objectives; what the client gained form the session

What clinical skills/knowledge do I need to develop and why?

Consider the impact of this on the session/future sessions; what the client gained from the session


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Intervention Session Plan - Evidence of Clinical ReasoningClient’s Initial Age Date Position of session within the client’s management: Relevant Information about the client

Objectives (May also be known as aims, targets or goals on placement)

Specific Measurable Achievable Relevant Time bound

Why have these objectives been chosen?(holistic knowledge of the client; baseline evidence; what client wants to gain from intervention; impact for client/others; relevant theory)

Outcome

Long Term objectives

Short term objectives

Session objectives

Activities and materials needed for session objectives

How will I simplify the objectives if the client is under-achieving how will I know when to modify them? How will I modify activities to incorporate this?

How will I develop the objectives if the client finds them too easy and how will I know when to modify them? How will I modify activities to incorporate this?


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Post Session Evaluation

Client’s Initial Age Date Session number

Now I have evaluated the session objectives, what are my next session objectives for this client (which will progress them towards the SHORT term objective/s?)Why have I chosen these as my next session objectives?What clinical skills/knowledge did I use effectively? Consider the impact of this on the outcome of the session objectives; what the client gained form the session

What clinical skills/knowledge do I need to develop and why? Consider the impact of this on the session/future sessions.


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Clinical experience and clinical learning opportunities with dysphagiaCLINICAL TASK Observation of

clinical practiceEngaged in Clinical practiceunder direct supervision of PE(note level of support)

Engaged in Clinical practice under indirect supervision of PE (note level of support)

Identification and use of relevant information from a range of sources (e.g. medical notes, nursing staff, parents, carers, school staff)

Case history taking from client (as appropriate to client group)

Oro-motor assessment

Clinical Swallowing Examination (with oral trials)

Observational assessment of client eating/drinking (formal and informal procedures)

Objective assessment techniques (FEES & VF)

Adjunct assessment techniques (Cervical auscultation & pulse oximetry)

Dysphagia Screening Test (local protocol for non SLT staff)

Preparation of thickened drinks and modified food consistencies

Feeding other people and being fed in a range of positions

Formulating dysphagia diagnosis/hypothesis of impairment

Verbal feedback to SLT

Verbal feedback to client and/or relatives

Verbal feedback to MDT members


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CLINICAL TASK Observation of clinical practice

Engaged in Clinical practiceunder direct supervision of PE(note level of support)

Engaged in Clinical practice under indirect supervision of PE (note level of support)

Formulating clinical notes (SLT or medical)

Formulating guidelines for staff or carers

Formulating management plan (compensatory)

Formulating management plan (rehabilitative)

Identification of /participation in referrals to other disciplines

Discussion of alternative feeding methods (with client, SLT or others)

Discussion of ethical issues (with client, SLT or others)

Discussion of risk management (with client, SLT or others)

Identification and use of utensils and/or aids

Carrying out compensatory swallowing intervention

Carrying out rehabilitative swallowing intervention

Carrying out oral hygiene programmes

Involvement in mealtime feeding programmes

Tracheostomy management (e.g. weaning, speaking valves)

Participating in in-house training, INSET days and workshops

Researching conditions, dysphagia presentations and/or management


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(To be completed for each child/adult ensuring that throughout the confidentiality of client and clinician is maintained as per your confidentiality statement

Guidelines for clinical diaryClinic Type:

Patient/Client: Age:

Diagnosis:

Observations of clinician or Tasks carried out by student with patient/client

For each client begin with a new diary. Consider which of the following aspects/headings below you observed/commented on or have carried out.You may wish to just keep adding to one diary for a particular client as they work through the different aspects of the assessment and management process within speech and language therapy.

Reflection:At the end of the session consider one aspect of the session to reflect on and write this out on the diary. You will not be able to do this in detail for all clients as the programme progresses.

Things you may wish to include: (this list is not exhaustive) Observation of client:

Observation of client/therapist interaction:

Assessment: see assessment process seminar to consider which aspects of assessment to include

Therapy aims: Long term:

Short term:

Outcome measures: how will we know if the aims are met?

Liaison with parents/carers:

Liaison with other professionals:

Therapy procedures/techniques: what was used? [You may wish to reflect on a) what worked well and why or what did not work and why or b) what skills did the therapist (or you) need to do these tasks]

Other sources contacted for information:

Referral on to:

Case notes written:

Any special equipment or references used:

Any specialist clinics attended:

Other:


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Clinic Type:

Patient/Client: Age:

Diagnosis:

Insert relevant headings here

Reflection

Remote Supervision Placements Checklist


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Name of Placement Eductator

Signature

Date

Final placement visit information for EducatorsEach student will be visited by a University Clinical Tutor during one of their final year placements.

These visits are valuable for students, clinical tutors and placement educators, as information may

be exchanged about the placement and the degree programme, as well as providing the

opportunity for the student to have a joint clinical tutorial. A clinical tutor will contact you directly to

arrange a tutorial visit for your placement student and the student will be informed as soon as a

date has been agreed. The student will already know that she is to expect a placement tutorial

during her final year. If you wish to see the information that has been provided for the student

regarding placement tutorials you will find this in this handbook.

The Role of the Placement Educator

1) The visits should not require the making of special arrangements as the session observed

should be typical of the work the student is doing in your setting, In some clinical settings clients

may be seen on a regular basis while in others different clients will be seen from week to week. In

some settings, the student may have seen the client before, while in others it may be the first time.

Either situation is appropriate for a tutorial session. Please ensure that if it is a group session, all

involved in the group are happy for the observation to take place.

Please note the visiting tutor and the placement educator both need to be present during the

session with the chosen client but that the educator must use their professional judgement as to

the impact on the client.

2) As for any client, please allow the student some time to access the information they need from

the case notes prior to the visit, so they can compile some briefing notes on the case. The student

may have some additional questions to ask you, but they are expected to provide a case briefing

sheet and either an assessment or a therapy session plan. The students will have been directed to

send the fully anonymised briefing and plan to the clinical tutor prior to the visit if feasible. In some

settings (such as a drop-in clinic / acute ward) where the client has not been met before by either

the placement educator or student this may not be possible. However, the student is expected to

produce a generic plan for initial assessments done in this setting.

3) Following the session the clinical tutor will sit in on your typical feedback session with the

student. This may develop into a three way discussion. Please allow 20 minutes for this discussion


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3) At the end of the session, the clinical tutor will need 5 minutes each with the student and

placement educator to talk about how the placement is going in general.

4) The clinical tutor will be taking notes during the session so that she can provide written feedback

to the student following the session. There is no mark attached to this visit.

When plans change

Despite the best planning, situations may arise where changes are needed and this can be quite

worrying for students: If you or your student are unwell or the client cancels the appointment we

would aim to reschedule the visit The student may then be seen working with a different client

.If the tutor has already arrived, the discussion aspect of the tutorial may still take place: discussing

the nature of the case, rationale for activities and targets planned etc. This allows the student to

extend their learning from the work they will have put in to preparing the case briefing and session

plan. The university will aim to observe the student working directly with a client in a future

placement, but this cannot be guaranteed.

If the clinical tutor is ill we will see if another tutor is available to carry out the visit. If not the clinical

tutor will aim to re-arrange another tutorial visit. If recording facilities are available and the client

has given written consent, the student may like to consider videoing / audio-taping the planned

session with the client. This could be watched and discussed later at the university by the student

and clinical tutor together. A copy of the video consent form is in the appendices. The recorded

session should be transported back to the University for storage in the same manner as material

recorded on placement for other purposes.

If you have any further questions regarding these visits, please contact any of the clinic tutors


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Placement Evaluation formThe University seeks feedback from students on clinical placements to enable us to ensure quality

and development of these placements. We do this via informal means (discussion with

yourselves), but also by formal feedback. How we do this is led by Health Education England who

are responsible for monitoring quality of placements. As this is a national initiative we utilise the

questions developed by the national ‘learner voice’ working group, in which we have involvement.

Health Education Thames Valley (HETV) and Health Education Wessex (HEW) are responsible for

working with your placement and education providers to ensure that the healthcare education you

receive is of the highest quality. The NHS Constitution and HETV/HEW ‘Learning Placement

Charter’ expect all healthcare professionals to take responsibility for providing honest and

constructive feedback on their practice experience, and for this to be heard and responded to.

Your placement evaluation is one of the key tools used to recognise areas of excellent education in

practice, but to also identify those requiring improvement.

Stakeholders (learners, placement providers and universities) from HETV and HEW have shared

good practice, and developed a multi-professional placement evaluation framework with agreed

principles, and identified priority themes and core questions for all HETV and HEW

learners/trainees to answer about their practice experiences. These were piloted across a range

of professions, organisations and learners during 2014 and changes made in response to feedback

received from stakeholders.

The final recommended questions for inclusion in all HETV and HEW placement evaluations are

listed below; the tool includes four nationally agreed questions (in red) to enable reporting to

Health Education England (HEE). The questions you are being asked provide relevant feedback to

your Educator, the organisation providing you with your practice experience, University of Reading

and to HETV, HEW and HEE (Health Education England) who commission and support healthcare

training. We have added some questions to further enhance this feedback about the placements

we organise for you here at the University of Reading

A process to assure all stakeholders, including yourselves, that your feedback has been heard and

responded to in a consistent and timely manner is being implemented in partnership alongside this

initiative. To support this process, your feedback should always be given professionally as your

comments may be shared verbatim; whilst it will be kept confidential and be anonymised when

shared with stakeholders, you are accountable for your feedback and can expect any specific

concerns raised to be followed up individually and professionally with you by your university in

partnership with the placement provider. This will ensure continual improvement in the


Page 44


learner/trainee experience in practice and supports HETV and HEW organisations’ ambition to be

your future employer of choice.

Placement Feedback (This is a copy of the online form)Please complete this survey about your most recent or current practice experience

BACKGROUND INFORMATION:i. Which University / College are you currently studying at? or N/A

ii. What Healthcare Programme / Training are you currently studying?

University of Reading Speech and Language Therapy

iii. Please confirm whether this is an undergraduate programme / post graduate programme?

iv. Which year of the programme are you in?

v. What are the dates of your most recent placement?

vi. Name of Trust / Organisation?

vii. Client Group (adult; paediatric; ALD) viii. Service setting, e.g. language unit; in-patient acute; triage; drop-in; domiciliary etc.

Theme 1: Learner Induction Skills and Preparation'...to ensure that service users are cared for by staff (including learners/ trainees) who are properly inducted and prepared for practice...'1. Please rate how strongly you agree or disagree with the following statement. Please don't select more than 1 answer per row.

1 strongly disagree

2 disagree 3 agree 4 strongly

agree

My own preparation for this placement was thorough.

General comments

2. Please rate how strongly you agree or disagree with the following statement. Please don't select more than 1 answer per row.

1 strongly disagree


agree

There was appropriate pre-placement information about this placement (e.g.


Page 45


arrival details, pre-placement reading and other relevant placement specific information).

General comments:

3. Please rate how strongly you agree or disagree with the following statement. Please don't select more than 1 answer per row.

1 strongly disagree 2 disagree 3 agree 4 strongly

agree

My placement educator provided a relevant and informative induction/orientation to this placement (e.g. provision of induction handbook and first day induction process and completion of first day checklist)

General comments:

Theme 2: Quality of Placement Education and Excellent Role Models in Practice EducationLearner Experience of supervision on clinical placements.4. Please rate how strongly you agree or disagree with the following statements. Please don't select more than 1 answer per row.


agree

My Educator understood what was required for my learning outcomes.

I received constructive feedback (verbal & written) during this placement about my learning needs and achievements which has enabled my professional development.

I felt supported in this placement to make improvements in the care I deliver.

Overall, the quality of the supervision I have received on this placement was excellent.

General comments

Theme 3: Quality of Learning Experience & Learning


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‘Quality of Clinical Training’; linking theory to practice, ‘…workforce is educated to be responsive to changing service models and responsive to innovation and new technologies with knowledge about best practice, research and innovation…’

This part of the survey uses a table of questions, view as separate questions instead?

5. Please rate how strongly you agree or disagree with the following statement.

Please don't select more than 1 answer per row.


agree

Overall, I was provided with a range of learning opportunities which were appropriate to my stage of training and allowed me to meet my learning outcomes.

General comments:

Theme 4: Quality of Team Leadership: Support for Learners; Team Culture & Values‘Staff (including learners/trainees) opinion on the standard of care provided’




1 strongly disagree


agree

There was a positive culture for learning and development.

General comments:

Theme 5: Inter-Professional Working & Learning‘Safe & competent teams who communicate and put the patient at the centre of their care’


7. Please rate how strongly you agree or disagree with the following statements.



Page 47


1 strongly disagree


agree

n/a in this

setting

For the purposes of clients’ care, I observed appropriate communication by the team around the client, which informed my professional development.

I had opportunities (as appropriate to the setting) to experience inter/ multi-disciplinary professional working and learnt about joint working.

Theme 6: Quality of Patient Experience & NHS Constitution (High Quality, Safe Practice Experiences)‘Putting patients first and at the centre of everything we do, ‘Staff (including students) opinion on the standard of care provided’.





agree

This placement enabled me to give clients the best care and put them at the centre of everything I did.

General comments:9. I would feel able to raise concerns about client care.

Yes

NoPlease explain your answer

10. Would you be satisfied with the standards of care in this environment for a friend or member of your family?

Yes


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11.I would feel able to raise concerns about learner experience.

Yes





1 strongly disagree

2 disagree

3 agree

4 strongly

agree

There is clear information about where to go for placement support, both in the placement provider organisation and the University.

General comments:13. Would you recommend this placement as a valuable learning experience?

Yes


GeneralTo prepare you for your future professional role, and for the benefit of patient care and future learners in this service, please comment in more detail in the free text boxes below on the following:14. What were the strengths/most valuable aspects of this placement? Please give examples of good practice. Required

15. In summary, if there was one area that you could suggest to improve the learner experience on this placement what would it be? Required


Page 49


MSci Clinical Learning Outcomes

The clinical learning outcomes are derived from the HCPC competencies. All clinical placements

are supported by tutorials and seminars at the university and daily drop-in clinics. Students have

already attended two observation days, spent time in a range of education settings, attended

university preparation clinics.

Second Year Clinical Learning Outcomes

It is expected that the student will be able to:

1. Demonstrate the development of a professional manner including effective communication style and ability to establish professional relationships; ability to understand the HCPC standards of conduct, performance and ethics within the placement setting.

2. Identify assessment protocols with support for paediatrics and identify relevant sources of information from which to obtain data

3. Extract relevant data from observations and other sources and discuss these data in relation to a client’s communicative environment evidencing problem solving skills

4. Demonstrates developing ability to devise, justify and implement management plans, with support and to manage children and young people’s clinical need in an holistic and culturally sensitive manner

5. Demonstrate developing ability to reflect and evaluate their own performance in the clinical setting

6. Present effective verbal and written reports when models given7. Relate theory to practice in the clinical environment with support8. Respond appropriately to constructive criticism and ask questions appropriately , evidence

independent active learning, demonstrating development towards skills for working independently

Year 2 Clinical Placement Aims/Activities - PaediatricDepending on the location and the nature of the client group not all these aims/activities will be

achievable for every placement and will develop across the year. The placement aims outlined


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below may not be applicable to all the placements depending on the nature of the client group and

location of the placement.

1. An introduction to the everyday running of the placement setting including administrative duties

2. To gain an understanding of the therapist’s role within the particular clinical setting via discussion, observation and interaction and to become aware of types of service provision within the setting i.e. group, consultative

3. Objective observations of a range of clients, including communication, play skills and feeding difficulties

4. To gain an introduction and practise in the processes of assessment, diagnosis, treatment and other management issues through observation and participation, with specific guidance from the clinician in the first instance.

5. Observation and experience of the format and content of case history taking and interviewing.

6. Observation and experience of the selection and administration of appropriate assessment procedures.

7. Recording information – collection of data including on line transcription.8. Analysis and interpretation of clinical information using developing problem solving and

clinical reasoning skills.9. To apply theory learnt to practice with support with specific client groups and settings.10. Discussion and support in considering differential diagnosis.11. Formulation of treatment aims (short and long-term) with support.12. Implementation of management plans practising developing clinical skills including use of

treatment techniques and materials and responding to client. .13. Measure and evaluate the client’s performance in relation to short/long term aims and

session aims.14. Observations of therapist/client interactions interaction and reflection on own developing

appropriate interactive skills with clients, parents and other professionals. 15. Professional case discussion with clinician.16. Receiving and responding to constructive criticism evidencing development of critical

self-reflection 17. To attend case conferences/meetings as appropriate to the clinical placement1. Demonstrate developing skills needed for an independent clinician including ability to take

initiative, time management and administrative skills

Students will start taking responsibility for the treatment and management of one/two clients as the

placements progress, dependent on the nature of the client groups and your level of clinical

development. Students will progress at different rates clinically, so moving on to new responsibilities

will be at the clinician’s discretion. The clinician will discuss plans with the student and make

suggestions, particularly in the early stages.


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Third Year Clinical Learning Outcomes

It is expected that by the end of year three the student will be able to:

1. Present with a professional manner with effective communication skills and a developing understanding of professional issues, including understanding and adherence to the HCPC standards of ethics, conduct and performance within the Clinical setting

2. Administer and identify relevant assessment processes with support.3. Assemble a client’s profile by analysing and interpreting all information available4. Devise, justify and implement holistic, individualised management plans with support,

demonstrating problem solving and clinical reasoning skills. 5. Reflect critically both on their performance and the session6. Provide professional written and verbal reports 7. Relate theory to practice in all aspects of their clinical work (but with support with new

client groups)8. Demonstrate developing skills needed for an independent clinician including ability to take

initiative, time management and administrative skills

Year 3 Clinical Placement Aims/Activities Depending on the location and the nature of the client group not all these aims will be achievable

for every placement.

1. You will begin to understand the aetiology, pathology, natural history and prognosis of those conditions which cause or affect communication/swallowing disorders in adults.

2. You will understand the role of the speech and language therapist in the particular context of this placement and in relation to the other professionals involved with the patients via discussion and interaction.

3. Observation and experience/engagement in the processes of assessment, diagnosis, treatment and other management issues through observation and participation, with guidance from the clinician.

4. You will understand and experience/demonstrate the process of acquiring information for a case history

5. You will carry out objective observation of a range of adult clients, including verbal and nonverbal communication, eating and swallowing difficulties (with support).

6. You will observe/administer assessment procedures and demonstrate interviewing skills.


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7. You will appreciate and participate in varied methods of recording, analysing and interpreting data – medical, social and linguistic.

8. You will collate evidence(with support initially) gathered from standardised and non-standardised assessments and observations/other to produce an holistic profile of a client

9. Planning and implementation of individualised evidence based management (including production of long and short term aims). This may be direct or indirect.

10. To apply theory learnt to practice with support with specific client groups and settings.11. You will engage in professional collegiate interactions with supervising clinician and other

members of the MDT 12. You will practise and develop your effective interaction skills with this client group13. You will evaluate the outcomes of interactions/assessment/management for the client. 14. You should become aware of clients as individuals within their social context.15. You will begin to become familiar with some general administrative duties.16. You will understand aspects of the SLT service, such as methods of service delivery,

clinical governance etc. within these settings. .17. Practise critical self-reflection skills and be able to modify approach/other after

constructive criticism and reflection.


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Fourth Year Clinical Learning Outcomes

At the end of year 4 students will have experienced a wide variety of placements. Students will

progress and develop at different rates but it is expected that will have achieved the clinical

learning outcomes identified below at the end of year 4. The clinical placements will be supported

by clinical tutorials and seminars and drop-ins at the university.

The student will be able to assess, diagnose and treat communication and eating, drinking and

swallowing disorders in children and adults using appropriate clinical skills and theoretical

knowledge. The student will demonstrate competency levels in all these areas, sufficient for

graduate level entry to the speech and language therapy profession.

It is expected that by the end of year 4 the student will be able to:

1. Conduct yourself in a professional manner in the establishment of relationships, communication skills and awareness of professional issues, including understanding and adherence to the HCPC standards of ethics, conduct and performance

2. Critically identify and administer relevant assessment procedures demonstrating knowledge of the social and educational implication of communication/swallowing disorder

3. Analyse and assemble a client’s speech and language (or dysphagia) profile from relevant gathered data demonstrating clear clinical reasoning and decision making

4. Take a critical and holistic approach to the planning and delivery of management of a client based on the assembled profile, and relevant theoretical basis, demonstrating clear clinical reasoning and decision making skills. .

5. Carry out intervention in a professional and flexible manner 6. Self-evaluate and show critical evaluation of own sessions7. Communicate effectively in verbal and written forms8. Demonstrates development as an independent practitioner

Year 4 Clinical Placement Aims/Activities There are a number of aims and activities that are appropriate for all Year 4 placements. Obviously

not all will be possible in each placement.

Placement Aims/Activities


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Case histories

Taking a case history from client and relatives Selecting appropriate reports from other notes for the case history. Respect

confidentialityAssessment procedures

Published assessments: practise using these and also develop critical skills; what do the results tell you? What else do you need to know?

Probing specific skills: own tasks and tasks replicating studies in the literature Instrumental analyses Informal screening procedures

Planning management

Relating to assessment, client’s medical and social background, the availability of treatment hours, and the profile of the overall caseload of the clinic (prioritisation)

Relating treatment to published studies on treatment Selecting materials appropriate to client and disorder Selection of appropriate method of service delivery for the client

Management

Consider if management is to be direct or indirect Selecting order and method of presentation Selecting size/length of task Continuous appraisal leading to modification of session as necessary

Evaluation of treatment

Providing base line and means of objective evaluation Keeping appropriate records both for your use and the clinic

Discussing all above stages with therapist and tutor (as appropriate)

Report and letter writing

Observing therapist: discussing case and treatment with therapist

Seeing review clients: developing ability to make decisions about future treatment

Initial interviews: developing ability to decide on appropriate treatment and additional agencies

that should be contacted.

Develop professional relationships: with other disciplines, where appropriate discussing and/or

observing treatment of your client. Be involved in liaison wherever possible.

Clinic administration

Referrals and discharge Report writing Appointment system Transport Statistical data recording

General management

Awareness of the administrative position of the placement within the trust/PCT


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General points about staffing Equipment In-service training Clinical governance, clinical risk management Practise carrying out initial interviews/assessments and reviews (and making decisions

about these). Become involved in management activities which go beyond the clinic itself – for example

home, residential home, day centre (where this is practical). Practise writing reports to other professionals involved with a case, under the guidance of

your clinician. Carry out some of the administrative duties associated with the clinic e.g. sending out

appointments. Get to know how your clinician organises records and the booking of clinics.

Continue to observe your clinician working, where possible, particularly with unusual or difficult cases. Work with members of the multidisciplinary team especially where you have shared clients

Be aware of and apply professional issues e.g. clinical governance.


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MSci Programme Content: Module Descriptions:1. MSci

Knowledge SkillsModule

Clinical Studies

1 - 20 credits

All terms

Assessment management, treatment and service delivery across the lifespan

Context of SALT service delivery, inc. UK education system HCPC standards of conduct performance and ethics,

professionalism, professional communication and information governance

Reflective skills Objective observations Problem solving skills Development of personal clinical portfolios Assemble and present a profile of a child’s development based on

objective observation and data collection

Speech,

Language and

Communicatio

n Disorders 1 –

20 creditsAutumn &

Spring

A range of clinical populations across the lifespan with whom speech and language therapists work and key management approaches that are used with these client groups

Main developmental and acquired disorders associated with speech, language, communication and swallowing with a focus on the application of linguistic, phonetic, medical and psychological theory to clinical disorders. This will include the domains of speech, language, pragmatics, cognition and swallowing.

Outline the core features of speech, language, communication and swallowing disorders across the lifespan Describe different models of treatment and management approaches for speech, language, communication and swallowing disorders across the lifespanDemonstrate understanding of the application of linguistics, medicine, phonetics and psychology theory to speech and language therapy practice.

Phonetics and

Phonology 1 –

20 credits

Autumn &

Spring

Introduction to the principles of phonetics and phonology and the speech sound system of English

Overview of phonological development in typically developing children

Introduce practical phonetic skills and enable students to carry out acoustic analysis of speech using computer software

Explain when it is appropriate to use either phonetic or phonological transcriptions

Develop perception and transcription skills using the symbols form the IPA chart

• Understand the difference between phonetic and phonological

systems;

Have a basic working knowledge of the International Phonetic Alphabet (IPA) transcription system, including cardinal vowels;

Have a basic working knowledge of an English phonemic transcription system;

Have a basic working knowledge of English phonological system, including phonotactics and connected speech processes (assimilation, coalescence, elision, liaison);

Understand suprasegmental features of speech; Understand the stages in speech sound development and

phonological processes in typically developing children; Describe the acoustic properties of speech sounds, identify different

sounds on a spectrogram and carry out acoustic phonetic analysis. Students will learn how to use computer software for the acoustic

analysis of speechMedicine 1 – 20 Autumn term: a general introductory course to Describe the structure and functions of the respiratory,

University of Reading 2023 Page 57


credits

Autumn &

Spring

medicine for SLT students, an introduction to ENT and paediatric medicine.

Spring term: Audiology and orthodontics Introduction to neuroanatomical and physiological

underpinnings of human anatomy Sstructure of skeletal systems; relevance of the

cranial nerves to SLT; respiratory, cardiovascular and nervous systems; physiology of the tongue and oral cavity; the role of dental practitioners; structure and surgical restoration of cleft lip and palate; oral occlusions and malocclusions; physiology of the ear, larynx and pharynx; the measurement of hearing; types of hearing loss; options for aural remediation; pre/post-natal growth; childhood neglect; disorders of childhood; services for children with developmental delay.

cardiovascular and nervous systems Identify signs of abuse and neglect in children Describe dental physiology & anatomy, occlusions and

malocclusions Identify cleft lip, cleft lip and palate and discuss their

relevant surgical restorations Describe the physiology of the ear, larynx and pharynx

Introduction to

linguistics – 20

credits

Autumn &

Spring

Basic theoretical concepts in linguistics, including grammar (morphology and syntax), socio-linguistics, semantics and pragmatics Theoretical concepts will be applied to data from adults and children with typical and atypical language development

Describe the main morphological, syntactic, semantic and pragmatic properties of English sentences as well as how these are acquired by children (monolingual and bilingual) Use linguistic knowledge and terminology to construct an assessment for a client, including the rationale for, and details of administrative procedures and scoring Broadly distinguish between typical and atypical/impaired patterns of language data

Psychology for

Speech and

Language

Therapy – 20

credits

Autumn &

Spring

Introduce core concepts in developmental psychology, cognitive psychology and social psychology

Raise awareness of the link between aspects of psychology and aspects of clinical speech and language therapy practice

Social psychology: introduce theory behind human behaviour in social contexts, including: the self and self-regulation, group behaviour, bias, social influence and stereotypes, persuasion.

Developmental psychology: introduce the nature of change across the lifespan including developmental milestones and core theoretical concepts such as:

Explain core concepts in social psychology Identify core developmental milestones including

perceptual, motor, play and social development Explain core concepts in developmental psychology Explain core concepts in cognitive psychology Understand atypical psychological processing and

approaches to psychological assessment and intervention across the lifespan.

Analyse and evaluate how aspects of psychology apply to the practice of speech and language therapy



nature vs. nurture, neural development, sociocultural impact on development and genetics

Cognitive psychology: introduce how humans engage in mental processes including, perception, memory, executive functioning, motivation, information processing and learning.

Atypical psychology will introduce patterns of disordered behaviour and behavioural approaches to assessment and intervention.

2.MSciKnowledge Skills

Module

Clinical Studies - 40 credits

All terms

Integrate developing academic knowledge with developing clinical and professional skills within a clinical environment

Develop knowledge and skills in the processes of assessment, management and service delivery across paediatric settings

Development of professional and clinical skills to be employed within the year’s placements, including reflective practice, evidence based practice, clinical reasoning, inter-professional learning and understanding of professionalism and communication skills.

Relevant NHS and Social Care/Education legislation, including policies and procedures

Statutory and mandatory training will be updated in the summer term.

The NHS values and constitution, the World Health Organisation's International Classification Framework and the HCPC standards of conduct, performance and ethics are integral to the teaching and clinical placements.

Understanding of the communication profile of the typical elderly population.

Clinically competent in the assessment and management of paediatric clients with speech, language, communication and eating/swallowing disorders

Develop reflective practice, clinical reasoning and decision making with this client group.

Analysis of relevant information gathered to assemble a speech/language/communication/eating and drinking profile of an individual child

Explain features of impaired communication in paediatric clients relative to relevant medical, psychological and linguistic models.

Manage a child’s clinical need in a holistic and culturally sensitive manner

Present a concise and professional written and verbal account of children with communication/eating and drinking disorders.

Evidence development of professional skills of clinical reasoning and reflective practice

Speech, Language and

The main developmental disorders associated with speech, language and communication in children

Describe the core features of speech, language, communication and swallowing disorders in children;



Communication Disorders 2 – 40 creditsAutumn & Spring

How to apply the evidence-base to children with speech, language and communication using case-based materials.Evidence-base relevant to assessment, differential diagnosis and treatment of developmental language impairment; autism spectrum disorders in children; learning (intellectual) disability and complex needs in children, including cerebral palsy; speech-sound disorders in children; hearing impairment in children; disorders of fluency in children; and swallowing disorders in children.

Apply knowledge of phonetics, linguistics, psychology, medical sciences to assess speech, language, communication disorders in children;Appraise the evidence-base for management of speech, language, communication and swallowing disorders in children;Solve clinical problems relating to assessment, differential diagnosis and treatment of speech, language, communication and swallowing disorders in children, applying the relevant evidence-base;Use a holistic, client-centred approach to assessment, differential diagnosis and treatment.Provide clear and well-justified conclusions, based on accurately reported evidence and communicated in appropriate technical language for a professional audience.

Linguistics 2 – 20 credits

Autumn & Spring

Reinforce understanding of the main properties of grammar, meaning, and language useVarious types of linguistic phenomena relevant to typical and atypical language development and decline The role of language processing in understanding how children and adults produce and comprehend language will be introduced How language processing theories can inform our understanding of different language disorders. Language processing in monolingual and bilingual populationsIntroduce language assessments including sessions on how to analyse child data using LARSPDevelopment of academic writing abilities Encourage autonomous learning through critical reading of research articles in academic journalsinclude work on psycholinguistics, syntax, semantics and discourse, to demonstrate how an understanding of language structure and meaning can help increase our understanding of linguistic abilities in different language disorders

Describe the morphological, syntactic, semantic, and pragmatic properties of English words and sentencesDescribe how language is processed at different levels of linguistic analysis during language comprehension and production Describe and critically evaluate theoretical concepts in linguistic theory and models of language processingDemonstrate an understanding of how linguistic theory and language processing research can be applied to language impairment and language development in monolingual and bilingual populationsAnalyse child data using LARSPStudents will also develop their note-taking, bibliographic and IT skills by use of indicated resources.

1.

Phonetics and Phonology 2 – 20 credits

Applying theoretical concepts from phonetics and phonology to clinical dataFramework for phonetic and phonological analysis of normal and disordered speech using perceptual and instrumental techniques IPA extensions and develop the practical skills for the transcription of clinical data.

Carry out accurate transcription of normal and disordered speech sounds and connected speech;Transcribe and produce all the sounds from the IPA and ext. IPA charts;Organise and analyse sets of phonological data from typical and atypical development; Interpret disordered data samples by relating them to developmental



Autumn & Spring

Introduce different types of instrumentation used in the analysis of normal and disordered speech including spectrography, laryngography and electropalatography

norms and the adult phonological system; Be able to appraise various instrumental techniques currently available for the analysis of speech and identify when they should most appropriately be used.Develop critical analytical skills; Be able to work independently and in teams, gaining and providing peer support via an ongoing process of developing practical skills; Consider the issues involved in phonological assessment with relation to efficacy and workplace constrictions.

3MSci

Knowledge SkillsModule

Clinical Studies 3

– 40 credits

All terms

Integrate academic knowledge with developing clinical skills within a clinical environment and to develop clinical competencies in assessment and treatment across the lifespanStudents will develop independence in the assessment, diagnosis and treatment of a range of clients in a range of settings with support from their placement educators, particularly ensuring that the clients/carers/relatives are partners in these processes. Process of assessment, data analysis, and individualised evidence-based intervention and best practice within clinical practice and establish further the theoretical and practical basis for the development of relevant professional skills such as counselling skills. Development of skills within the framework of the relevant HCPC standards of conduct, performance and ethics. Reflective practice skills are developed within the adult population along with clinical reasoning and clinical decision making. Further development of professionalism and communication skills as well as service delivery considerations within the context of social, health and education settings are addressed

Able to assess, diagnose and treat speech, language communication and eating, drinking and swallowing disorders in children and adults using appropriate clinical skills and evidence-based practice. Demonstrate competency levels in all these areas, developing towards graduate level entry to the speech and language therapy professionEvidence assessment and management of a client’s clinical need in a safe, holistic and culturally sensitive manner Justify assessment and therapeutic decisions relative to the research evidence and to models of speech and language therapy service delivery via clinical decision makingEvidence development of appropriate clinical and professional competencies adhering to HCPC standards of proficiency and Conduct Performance and Ethics Measure and evaluate the effectiveness of interventionDemonstrate professional written and spoken communication across a range of settings

Speech,

Language and

Communication

Disorders 3 – 40

credits

Autumn & Spring

Evidence-base needed to assess, diagnose and manage disorders of speech, language, swallowing and cognitive disorders in adults. The main disorders associated with speech, language, swallowing and cognition in adults are covered. Students will learn how to apply and critically evaluate the evidence-base to adult with speech, language and communication using case-based materialsevidence-base relevant to assessment, differential diagnosis and treatment of acquired speech, language and cognitive impairments in aphasia, dementia, traumatic brain injury; fluency disorders, voice disorders, head and neck cancer, adult with learning disabilities, dysphagia and motor speech disorders in adults will be covered.

Demonstrate systematic understanding of the core features of speech, voice, language, cognitive and swallowing disorders in adultsIntegrate knowledge of phonetics, linguistics, psychology, medical sciences to assess speech, language, communication and swallowing disorders in adultsCritically evaluate the evidence-base for management of speech, voice, language, cognitive and swallowing disorders in adultsEvaluate and solve clinical problems relating to assessment, differential diagnosis and treatment of speech, language, communication and swallowing disorders in adults, applying the



relevant evidence-baseEmploy a critical holistic, client-centered approach to assessment, differential diagnosis and treatment.

Medicine 2 – 20

credits

Autumn & Spring

Neurology is taught in the Autumn term and ENT taught in the Spring term.Brain structure, and brain function, with an emphasis on those with specific relevance for conditions seen by speech and language therapists. Neurological treatments for a range of neurological conditions.Structure and function of the ear, nose, sinuses, larynx and pharynx, leading to disorders and treatment by ENT and speech language therapistsBrain anatomy, function and structure; Types and causes of brain injury, including infarction, haemorrhage, contusion, diffuse damage, tumour, atrophy, post pathology; neuroimaging, cortical and subcortical brain functions; white and grey matter; neurons and neural functioning; neurovascular coupling; neurological conditions including motor neuron disease, epilepsy, Huntington’s disease; Parkinson’s diseaseAnatomy and physiology of the ear, nose, sinuses, larynx and pharynx; diseases, disorders and treatment of disorders related to these structures, including head and neck cancer and surgical voice restoration

Understand the different types of stroke and brain tumours and their causesDemonstrate a systematic understanding of gross anatomy of the brain and how brain function and structure can be captured, instrumentally;Understand the nature of neural tissues and neurotransmitters and how they are affected in neurological disorders and diseaseDemonstrate thorough knowledge of the neuropathologies of a range of neurological disorders with a particular focus on those affecting speech and language and swallowing and the neurological treatments of these disordersComprehensive understanding of the anatomy and physiology of the nose and sinus and demonstrate knowledge of the range of conditions relating to ENT structures that can affect voice, articulation and resonanceShow an appreciation of the causes of head and neck cancer and explain the impact of these diseases on speech, voice and swallowing.

Research

methods – 20

credits

Autumn & Spring

Methods appropriate to Speech & Language Therapy including research design, methods of data collection, statistical and qualitative analyses, principles of ethical research and research governance.Teaching is spread across two terms (Autumn and Spring). Autumn focuses on developing knowledge of empirical research, hypothesis testing and statistics. Qualitative research, ethics and research governance is introduced. Lectures in end of Autumn and in Spring focuses on critical analysis

•Accurately deploy established techniques of analysis (statistical

analysis procedures) to provided data sets

Accurately describe, analyse and interpret a set of dataA systematic understanding of the ethical and research governance issues as applied to a specific projectA systematic understanding of how to critically evaluate and comment upon research literature at the forefront of disciplines relevant to SLT

4 MSci Knowledge Skills

Module

Clinical Studies 4 –

40 credits

All terms

Clinical reasoning and critical evaluation to enable flexible reflective practice with ability to identify and determine own CPD.To develop leadership, resilience and time management skills to commence their first post effectively. Changing knowledge base and modes of delivery in the context of health and education.

Synthesise current knowledge, skills and practice to produce individualised assessment and management plans for clients across the lifespan Critically evaluate evidence-based management of clients with speech, language, communication and swallowing disorders Evidence appropriate clinical and professional competencies adhering



to RCSLT standards and HCPC standards of proficiency and CPE Evidence flexible and critically reflective practice and awareness own CPD Demonstrate flexible professional written and spoken communication appropriate across a range of settings Produce personal development plan as preparation for first post

Project– 40 credits Research methods, project design and management, and data analysis. Students apply this knowledge to the planning, execution and writing up of a dissertation. The dissertation allows students to complete an independent research project in a chosen area of Speech and Language Therapy, Cognitive and Language Sciences. The aim of this module is to develop high-level skills in critical evaluation and understanding of current research issues and methodologies within the chosen field of the dissertation project.

Demonstrate knowledge in a specialized area with theoretical and/or clinical implications. Select and complete appropriate analysis of data, able to deal with complexity or contradictions in the knowledge base and in their own data set. Mature use of scientific writing style, correct referencing for evidence-based statements, write a fluent and clearly structured argument with professional presentation of data Autonomy in synthesizing information, problem solving in new or unexpected situations, evaluating own and other’s work Accurately reflect on own and other’s work, evaluate and argue alternative approaches, able to work at the limits of theoretical / research understanding.


Process for Reporting Concerns about a Clinical Placement PE: Placement Educator; CT: Clinical Tutor

Process for Placement FeedbackAt the end of every weekly and mini block placement each student is required to complete

feedback about their learning experience for each placement to ensure the quality of

placements are maintained/ improved. You will be sent a new link with completion

instructions via Blackboard each term. You will submit your form via your individual student

number from a drop-down link.

You should not wait until the end of the placement if you have any concerns about the

placement itself (please see flowchart above for reporting concerns about a clinical

placements). Please also refer to you HCPC guidance on conduct and ethics for students

in which you are advised about your responsibility to:

Promote and protect the interests of service users and carers communicate appropriately and effectively manage risk report concerns about safety be open when things go wrong be honest and trustworthy

The form needs to be completed within one week of the end of your placement end date

You need to ensure you click on the correct provider organisation (this will be on your

placement details form)

You need to use a professional and constructive tone in the free text sections

Your submission will remain anonymous unless:

We have missing feedback forms in which case you will be emailed a reminder with a return date You require a further reminder and are then requested to attend a meeting about why you have failed to submit There is information within the feedback which needs to be followed up with you, for example a concern raised about the placement environment, patient safety, placement opportunities that you have not previously brought to the attention of a clinical tutor. You are unprofessional with your feedback through your choice of language

A clinical tutor meeting will be arranged and an action plan with a review date will be agreed

with you.

Each placement provider organisation receives a collated summary of the feedback from

all students who have been on placement within their organisation. Individual students will

not be identified in this feedback

The University clinical coordinator will follow up any relevant issues or concerns raised on

the feedback with the placement organisation’s clinical coordinator and an action plan with

a review date will be agreed.


Process of Allocating Placements to Students – Factors Taken into Consideration

We aim to give all students a breadth of placements across different placement providers. We aim

to be equitable, where possible, with travel distances. We maintain an up to date placement profile

for each student to facilitate this process

When allocating placements to students we take into consideration the following factors:

The actual number and type of placements made available to us Recommendations from disability regarding reasonable adjustments Car driver essential placements Your placement profile The day(s) and terms the placement is available The location of the placement Additional accommodation accessible to the student The providing organisation The model of service delivery Agreed adjustments relating to location of placement with respect to childcare/carer commitments. This is agreed on a case by case basis Agreed adjustments relating to location of placement for students with financial issues. This is agreed on a case by case basis In conjunction with the personal tutor Placement preferences (4MSci only) Sporting commitments on a Wednesday afternoon on a case by case basis for Wednesday placements The nature of the client group. For some placements we will ask students to express in writing why they would like this placement and students may be required to attend a short interview Availability to attend required preplacement training prior to the commencement of the placement

Process for Reporting Incidences/Near Misses/Accidents

All students are required to provide their educator with an emergency contact number on

the event of illness on placement or if you need to be collected from your placement or

from hospital due to an incident or accident.



All clinical placements have been risk assessed and your placement educator will also be

doing ongoing dynamic risk assessments. However there are occasions when there may

still be an incident, a near miss or an accident. Examples include fainting, slipping, being hit,

being verbally abused etc.

When you are on a clinical placement you are to be treated like a member of the staff in

relation to incident reporting and your educator must adhere to their normal reporting

procedures. In addition the following process should be adhered to:

Your placement educator will contact a member of the clinical tutoring team as soon as possible after the event and advise of the incidence/accident/near miss, to advise on your well-being and the immediate actions taken.

The clinical tutor will pass all relevant information to the clinical coordinator The clinical coordinator will make contact with the student to check on their well-

being and to signpost them to relevant support services at the University as appropriate to the individual circumstances

The clinical coordinator will liaise with the student’s personal tutor The clinical coordinator will make contact with the placement educator to discuss

through the incident and to advise of next steps in the process The placement educator will be required to fill out their service’s incident report

form as per their local guidelines e.g. Datix reporting The placement educator will provide evidence to the clinical coordinator that this

form has been completed. The student will need to complete the University of Reading online incident report

form as soon as possible after the incident. The link to the form is on the School’s Blackboard Welcome Page

http://www.reading.ac.uk/internal/health-and-safety/

IncidentReportingandEmergencyProcedures/emergency-incident-reports.aspx

The University Health and Safety services receives the form, assesses it and forwards it to the School’s Health and Safety Office

The Health and safety office and the clinical coordinator will conduct a joint investigation which will include a meeting with the student and to identify any actions to be taken to prevent similar events happening in the future

Where actions are relevant to the placement the clinical coordinator will discuss with the placement educator (and their line manager as appropriate) and the placemen educator will send an agreed action plan with an agreed review date.

Disclosing a Disability / Mental health / Medical Condition: Clinical placements

Talking about your disability in a positive and constructive way can be of benefit to you, your

placement educator and ultimately to your clients. It can help to raise awareness and enable

placement educators to understand and organise any adjustments you might need on your

placement. We can help you to think this through. It can help the placement coordinator,


http://www.reading.ac.uk/internal/health-and-safety/IncidentReportingandEmergencyProcedures/emergency-incident-reports.aspx

http://www.reading.ac.uk/internal/health-and-safety/IncidentReportingandEmergencyProcedures/emergency-incident-reports.aspx


following recommendations from the disability service, to match you to placements

appropriate to any required placement adjustments, such as travel distance or mobility access

on placement, or frequency of rest breaks.

Please note this is completely separate to Occupational Health clearance where you are

required to disclose information about your health or disability in order to be deemed fit to

practice. You must never withhold information during an Occupational Health clearance.

The HCPC Guidance on Conduct and Ethics for Students section 6(managing risk) provides the

following guidance to students:

You should be aware that you may put your service users or yourself at risk if your performance or judgement is affected by your physical or mental health.

You should ask for appropriate support and adapt your study or stop studying if your performance or judgement is affected by your physical or mental health and could put service users, yourself or others at risk.

You should get advice from a doctor or other appropriate professional if you are worried about your physical or mental health.

http:// www.hcpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf

All students have to demonstrate an ability to succeed against set criteria and the HCPC

competency based assessments – we can’t change this for you. What we can do is enable you

to have the appropriate opportunities to achieve these through the use of reasonable

adjustments for clinical placements. We can only do this if we are aware that reasonable

adjustments may be required

Talking about your requirements and possible adjustments can help you to perform to the very

best of your ability. Sometimes, withholding information about a disability or request for

adjustments, means that you can’t show your true abilities which can disadvantage you and

may impact on the educator’s ability to provide an effective learning environment

Who can you talk to?

You can have an initial conversation in confidence with the speech and language therapy

disability officer to determine if you need to see the disability advisory service to discuss

possible adjustments for clinical placements. You can also go straight to the disability advisory

service who, with your consent, will then liaise with the speech and language therapy disability

officer and agree a plan for reasonable adjustments with you. The speech and language therapy

disability officer will discuss with you also what information may be helpful for you to share with

your placement educator prior to the start of the placement. The main point is that your

educator needs to be aware of any adjustments they need to make during your placement. It

may be that the adjustment itself is the location of the placement rather than a within

placement adjustment, in which case you may not chose to share any information with your

placement educator.





Notes


Documents

UoR Report - reading.ac.uk · Web viewIt is a requirement of the National Health Service that all health professionals and health professional students are vaccinated for Hepatitis