practice education handbook - nui galway...practice education handbook college of medicine, nursing...

PPRRAACCTTIICCEE EEDDUUCCAATTIIOONN HHAANNDDBBOOOOKK

COLLEGE OF MEDICINE, NURSING & HEALTH SCIENCES

B.Sc. in Speech & Language Therapy

Academic Year 2012 – 2013

STUDENT NAME:

B.Sc. in Speech & Language Therapy Practice Education Handbook 2012-2013

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CONTENTS Section Page Section 1: Course Overview ......................................................................................................... 4 1.1 Background and Mission Statement .......................................................................................... 5 1.2 Overview of University Team ..................................................................................................... 6 1.3 Overview of Onsite Clinic Team ................................................................................................. 7 1.4 Overview of Course Content ...................................................................................................... 7 Section 2: Practice Education ..................................................................................................... 15 2.1 Practice Education Structure and Clinical Hours ..................................................................... 16 2.2 Practice Education Programme for 2012-2013 ....................................................................... 18 Section 3: Working with Students .............................................................................................. 19 3.1 Who to Contact in the event of a Problem or Query? ............................................................. 20 3.2 Roles and Responsibilities of the Practice Educator/Tutor ..................................................... 21 3.3 Roles and Responsibilities of the Student ............................................................................... 23 3.4 Roles and Responsibilities of the University ............................................................................ 25 3.5 General Information Relating to the Adult Learner and How This Relates to Learning on

Placement ................................................................................................................................ 26 3.6 Activities Which Students Can Carry Out Independently ........................................................ 28 3.7 Learning Contracts ................................................................................................................... 29 3.8 Devising A Management Plan (Long Term Goals/Short Term Goals) ...................................... 29 3.9 Session Plans ............................................................................................................................ 30 3.10 Reflective Log ........................................................................................................................... 33 3.11 What is Currently Known About Feedback? ............................................................................ 33 Section 4: Practice Education Module and Assessment - Year 1 .................................................. 37 4.1 Year One Module Outline & Assessment (1st Year Placement) ............................................... 38 Section 5: Practice Education Module and Assessment - Year 2 .................................................. 40 5.1 Year Two Module Outline & Assessment (2nd Year Placement) .............................................. 41 5.2 Recommended Client Contact While on Placement at Second Year Level ............................. 43 5.3 Contact with University Staff During the Second Year Placement .......................................... 43 5.4 Assessment Guidelines & Marking Criteria in Second Year ..................................................... 44

Section 6: Practice Education Module and Assessment - Year 3 .................................................. 47 6.1 Year Three Module Outline & Assessment (3rd Year Placement) ............................................ 48 6.2 Recommended Client Contact While on Placement at Third Year Level ................................. 50 6.3 Contact with University Staff During the Third Year Placement.............................................. 51 6.4 Assessment Guidelines & Marking Criteria in Third Year ........................................................ 53 Section 7: Practice Education Module and Assessment - Year 4 .................................................. 63 7.1 Year Four Module Outline & Assessment ................................................................................ 64 7.2 Recommended client contact while on placement at fourth year level ................................. 67 7.3 Contact with University Staff During the Fourth Year Placement ........................................... 67 7.4 Assessment Guidelines & Marking Criteria in Fourth Year ...................................................... 69


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TABLES Table 1: Current staffing in the Discipline of Speech & Language Therapy ...................................... 6 Table 2: Current staffing in the Speech & Language Therapy Clinic ................................................. 7 Table 3: An Overview of the Strands, Modules and Aims of each module for Year 1 ....................... 8 Table 4: An Overview of the Strands, Modules and Aims of each module for Year 2 ..................... 10 Table 5: An Overview of the Strands, Modules and Aims of each module for Year 3 ..................... 12 Table 6: An Overview of the Strands, Modules and Aims of each module for Year 4 ..................... 14 Table 7: Assessment of Practice Education Modules (Years 1 – 4) ................................................. 17 Table 8: Practice Education Programme for 2012-2013 ................................................................. 18 Table 9: Year 2 Assignment Submission Dates ................................................................................ 43 Table 10: PPP Table of Contents and Submission Dates ................................................................... 46 Table 11: Year 3 Assignment Submission Dates ................................................................................ 50 Table 12: Three Way Meeting between University Staff Member, Student and Practice Educator –

Year 3 ................................................................................................................................. 52 Table 13: Case Study Guidelines – Year 3 .......................................................................................... 55 Table 14: Marking Criteria for Case Study – Year 3 .......................................................................... 58 Table 15: Portfolio Table of Contents and Submission Dates – Year 3 .............................................. 62 Table 16: Year 4 Assignment Submission Dates ................................................................................ 66 Table 17: Three Way Meeting between University Staff Member, Student and Practice Educator –

Year 4 ................................................................................................................................. 68 Table 18: Portfolio Table of Contents and Submission Dates – Year 4 .............................................. 70

FIGURES

Figure 1: Practice Educator’s Guide to Accessing Help on Student Placements ............................... 20 Figure 2: Guide for Accessing Help for SLTs in Training .................................................................... 21 Figure 3: Steps involved in Completing Session Plan Form ............................................................... 32

APPENDICES

Appendix 1: Student Clinical Competency Evaluation Form(s) Level 1 Novice Clinician………………………….................................................................... 72 Appendix 2: Student Clinical Competency Evaluation Forms(s) Level 2 Transition Student ........................................................................................... 86 Appendix 3: Student Clinical Competency Evaluation Form Level 3 Entry .............................................................................................................. 100 Appendix 4: Management Plan Format ........................................................................................ 114 Appendix 5: Session Plan Form & Example ................................................................................... 115 Appendix 6: Reflection Log ............................................................................................................ 123 Appendix 7: Questions to Guide You When Evaluating a Session ................................................. 124 Appendix 8: Clinical Hours Form ................................................................................................... 126 Appendix 9: Video Consent Forms ................................................................................................ 129 Appendix 10: Mid-Way Telephone Interview with Practice Educator in Year 2 ............................. 131 Appendix 11: Letter to University Stating That No Visit is Required ............................................... 134 Appendix 12: Checklists for the End of Placements ........................................................................ 135 Appendix 13: Questions and Topics to Guide the Contracting Meeting ......................................... 136 Appendix 14: National University of Ireland Grade Descriptions.................................................... 138 Appendix 15: Speech & Language Therapy Equipment List ............................................................ 142 Appendix 16: References and Suggested Reading Material for Practice Education ....................... 146


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Section 1: Course Overview


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1.1 Background and Mission Statement

The new Discipline of Speech and Language Therapy was established in NUI Galway in 2003, offering a four-year B.Sc. in Speech and Language Therapy. This programme is accredited by the Irish Association of Speech and Language Therapists (IASLT). There is an annual intake of 25 students. We moved into our new purpose-built building, Áras Moyola, in December 2005, which was officially opened in 2006 by the Tánaiste and Minister for Health and Children, Ms. Mary Harney, T.D. We have engaged in a dynamic curriculum design process in partnership with speech and language therapists and academics. We believe that the process by which the programme is developed is as important as the outcomes. We are delighted that you have decided to become a practice educator for NUI Galway. This handbook aims to provide you with the necessary information to manage a placement for our students from this University and to support you through the process. We are grateful to all of the practice educators who have attended our workshops to date and for all of the feedback which we have received so far. We acknowledge that some of the content of this handbook has evolved from the feedback received. We have been very fortunate that Ms. Ann Parker, University College London, has run a number of workshops for practice educators on working with students in recent years. The Discipline of Speech and Language Therapy has developed the following mission statement: “To prepare students to become competent clinicians and independent lifelong learners, by providing a supportive learning environment to explore relevant theory and apply it to clinical practice, with an emphasis on lived experiences.” The Irish practice education system has expanded and evolved over the last few years to incorporate new categories of staff to assist in the provision of practice education for all therapy students. This new practice education team comprises of the following: practice educator, practice tutor, regional placement facilitator and practice education coordinator. “Practice Educator” is the title now given to the individual therapists who supervise students when they are on placement. These practice educators are supported in this role by the other members of this team. The other team members as defined by the National Implementation Group, are listed below: “Practice Tutors” (PT) – these senior grade posts are funded by the HSE and based in practice education (clinical) sites to support practice educators (managers, seniors or basic grade staff who will be clinical staff directly supervising students) These posts will be involved in hands-on teaching and supervision of groups of students in one or two sites. “Regional Placement Facilitator”(RPF) – these senior grade posts are funded by the HSE and based in the HSE/University. These therapists travel to sites offering a supporting role to practice educators and providing some hands-on clinical teaching. “Practice Education Coordinators” (PEC) – these senior grade posts are funded by the HSE and based in the University. These therapists have responsibility for overall co-ordination of placements for the University and allocation of student placements. They are also involved in the integration of theory to practice across the entire programme.

NIG May, 2006


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1.2 Overview of University Team

Table 1: Current staffing in the Discipline of Speech & Language Therapy.

Name Responsibilities Email Phone No.

Rena Lyons Speech and Language Therapy modules

[email protected] (091) 492918

Mary Pat O’ Malley-Keighran

Linguistics and Speech and Language Therapy modules


Maria Logue-Kennedy

Audiology [email protected] (091) 495023

Dr. Irena Yanushevskaya

Phonetics modules [email protected] (091) 495023

Rachel Leonard Acquired Communication Disorders modules and Swallowing


Clare Carroll Speech and Language Therapy modules and Cognitive Impairment


Laura Loftus Practice Education [email protected] (091) 495293

Dr. Molly Byrne Psychology modules (based in Discipline of Psychology)


Dr. Stanislava Antonijevic-Elliott

Psycholinguistics [email protected] (091) 495623

Lorraine Kent Celine Gordon

Administration (Shared with Occupational Therapy)

[email protected] [email protected]

(091) 492957 (091) 495470

mailto:[email protected]






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1.3 Overview of Onsite Clinic Team

Table 2: Current staffing in the Speech & Language Therapy Clinic.

Name Affiliated With Email Ext.

Breda Mullarkey Down Syndrome Ireland (Galway Branch)


Margaret Farrell Down Syndrome Ireland (Galway Branch)


Margaret Rodden (Practice tutor)

HSE West [email protected] (091) 495763

Eileen Murphy (Administration)

HSE West [email protected] (091) 495764

The address for the Onsite Clinic is:

Speech & Language Therapy Clinic Áras Moyola NUI Galway Tel: (091) 495764 1.4 Overview of Course Content

From September 2009, NUI Galway will start implementing the new curriculum for the B.Sc. in Speech and Language Therapy.


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Table 3: An Overview of the Strands, Modules and Aims of each module for Year 1.

Strands in Year 1

Credits for

Strand Modules within

the Strand Aims of the Module Cred

its fo

r M

odul

es

1. Developing Clinician

10 Professional Studies 1

Students will have the opportunity to begin to develop key knowledge, skills, and attitudes for speech and language therapy practice. They will also integrate knowledge, skills and experiences from Strands 2 and 3 through provided cases. Students will be introduced to the concept of research and evidence based practice in SLT and the focus will be on finding, critically appraising and properly citing literature and understanding ethical issues underpinning clinical and research practice. They will be introduced to the potential impact of communication impairments on quality of life across the lifespan. The service model that will be emphasized is universal services.

5

Practice Education 1

To introduce students to observation and reflection as learning and assessment tools. It will provide students with opportunities to study infant and child development and to interact with children in preschools and with people with disabilities at an appropriate level through placements and University-based workshops.

5

2. Human Sciences 25 Human Body Function

To introduce students to the fundamental principles of human body function which underpin speech and language.

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Human Body Structure

To introduce students to the fundamental principles of biological science and basic organization, form and structure of human body. It will develop concepts which have particular relevance in the understanding of the anatomical basis of speech production.

5

Psychology 1 (Developmental, Cognitive and

In Psychology 1: Developmental psychology students are introduced to the main theoretical perspectives in developmental psychology with a focus on the lifespan perspective on development.

10


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the Psychology of Learning) In Psychology 1: Cognitive psychology Students are introduced to the theory and practice of

cognitive psychology, which is an area of psychology that is particularly concerned with explaining how we think and how that thinking affects our behaviour.

In Psychology 1: The Psychology of Learning, theoretical developments in the psychology of learning from a behaviour analytic perspective are examined.

3. Communication & Swallowing Sciences

25 Linguistics 1 To introduce Students to key concepts in linguistics and to the development of communication across the lifespan.

5

Phonetics and Phonology

To equip Students with an understanding of how speech is produced and to provide grounding in the descriptive and transcriptional conventions for transcribing speech sounds. To provide an overview of the procedures in carrying out a basic phonological analysis and to develop listening and transcription skills.

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Communication Impairments & Dysphagia 1

To introduce Students to the classifications, types, nature and causes of developmental and acquired communication and swallowing impairments.

5

Totals 60 60


10


Strands in Year 2

Credits for



its fo

r M

odul

es



To build on the learning of key knowledge, skills and attitudes underpinning speech and language therapy practice from Year One. The aim of this module is that students will learn about personal and professional practice and key knowledge and skills for the identification and management of clients with relatively straight forward communication impairments. Students will integrate knowledge, skills and experiences from Strands 2 and 3 ‘off-line’ through provided cases with guidance and discuss potential impact of communication impairments on quality of life across the lifespan. The service model that will be emphasized is targeted services.

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To orientate students to the professional role of a speech and language therapist. This module will introduce Students to clinical settings and facilitate their active participation in the speech and language therapy process. Students will be facilitated to link theory to practice in clinical setting and will begin to work with clients with relatively straight forward communication impairments.

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Research Methodology 2

To build on the learning about research methodology from Year One. The aim of this module is to develop the student’s knowledge of research to enable them to design their own research project by posing feasible research questions and setting hypotheses. The module introduces students to research methods as a set of multiple systematic strategies derived from both the quantitative and qualitative paradigms. Students will also begin to critically appraise published research.

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Strands in Year 2

Credits for



its fo

r M

odul

es

2. Human Sciences 18 Neuroanatomy To facilitate understanding of the neuroanatomical functions of the body and how components of the central nervous system work together. Through neuroscience tutorials and cases, Students will learn about the role of neuroanatomical functions in communication and swallowing impairments.

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Neurophysiology To facilitate understanding of the neurophysiological functions of the body and how components of the central nervous system work together. Through neuroscience tutorials, Students will learn about the relevance of neurophysiological functions in communication and swallowing impairments.

6

Psychology 2 (Health and Social Psychology)

To introduce students to health psychology, including its theoretical models, evidence base and applications to SLT. To introduce Students to social psychology by conceptualizing and examining important social phenomena related to SLT practice.

6


18 Linguistics 2 To build on knowledge and skills gained from Linguistics 1 and to focus specifically on the morphological, syntactic, semantic and pragmatic analyses of clinical data. This module aims to develop SLT’s in training linguistic analytical skills which they will use in clinical practice.

6


To introduce Students to the core clinical information such as specific aspects of assessment diagnostic features, assessment and treatment of relatively straight-forward cases, with emphasis on the child and family and targeted service provision.

12

Totals 60 60


12


Strands in Year 3

Credits for



its fo

r M

odul

es



To build on the learning of key knowledge, skills and attitudes underpinning speech and language therapy practice from years 1, and 2. SLTs in training will learn about personal and professional practice and key knowledge and skills for the identification and management of clients with ‘complex’ communication and swallowing impairments requiring specialist service provision. SLTs in training will integrate knowledge, skills and experiences from Strands 2 and 3. There is also a service learning component in this module for which students will gain academic credit.

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To prepare SLTs in training for increasingly independent work in clinical contexts. SLTs in training will have clinical placements where they will apply theory to practice in the management of complex cases.

12


To broaden knowledge about research methodology by enabling SLTs in training to understand and critically appraise research and to prepare them to undertake a small-scale research project.

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2. Human Sciences 6 Psychology 3 (Cognitive Neuropsychology)

To introduce students to cognitive neuropsychology and build on their knowledge from previous modules in cognitive psychology and neuroscience. This module prepares students to review neuropsychological models involved in core cognitive (and related) processes including: perception, memory, language and attention and the implications for intervention.

6


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Strands in Year 3

Credits for



its fo

r M

odul

es


18 Linguistics 3 To equip SLTs in training with core knowledge and skills in the areas of theories of bilingualism, narrative analysis and discourse analysis underpinning speech and language therapy practice. This module will also introduce SLTs in training to a variety of instrumental techniques applied in experimental phonetics and speech and language therapy clinical practice with an emphasis on basic skills in use of instrumentation in speech and voice analysis.

6


To develop knowledge of the specific aspects of assessment, diagnostic features, assessment and treatment of complex cases, with emphasis on the wider socio-cultural context and specialist service provision. SLTs in training will be introduced to eating, drinking and swallowing impairments.

12

Totals 60


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Strands in Year 4

Credits for



its fo

r M

odul

es



To further develop personal and professional practice and key knowledge and skills for the identification and management of all clients with communication and swallowing impairments. There will also be an emphasis on organizational structures, service planning and quality systems.

20


To facilitate SLTs in training to consolidate their clinical skills, integrate theory and practice, and apply knowledge and resources to new clinical situations. It will prepare them to enter the workforce and smooth the transition from SLTs in training to professionals in practice.

20


To conduct a semi-independent piece of research under the supervision of a member of staff. To demonstrate ability to disseminate the research findings.

20

Totals 60 60


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Section 2: Practice Education


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2.1 Practice Education Structure and Clinical Hours

In all Practice Education modules, students are required to attend placements and work under the supervision of a practice educator, preschool leader, or other healthcare staff. Prior to the commencement of the placement, students are informed about the importance of vaccinations, professional conduct and adherence to the Code of Ethics of the Irish Association of Speech & Language Therapists (IASLT). Students are advised that a report on their professional conduct will be submitted by the practice educator to the University on completion of each placement. If any aspect of professional conduct is found to be inappropriate, a student will fail their placement. We advise practice educators to contact the University as soon as difficulties arise so that the situation can be addressed promptly with the support of the practice education coordinator. There is a new Code of Conduct for students attending NUI Galway which includes professional behaviour on placement (http://www.nuigalway.ie/codeofconduct/). In cases of reports of breaches of professional conduct, it is the policy of the Discipline to investigate the circumstances. On completion of the investigation in cases of serious breaches of professional misconduct, the matter will be referred to the Dean of the College of Medicine, Nursing and Health Sciences and an appropriate course of action will be agreed. The Irish Association of Speech and language therapists (IASLT) require that students undertake a minimum of 450 hours practice education. 300 of these hours must be with a speech and language therapist and 150 hours can be clinically related. All students on practice education placements must spend the full working day in the clinic (i.e. 7 hours). This time should be a combination of direct work with clients and other liaison/administrative duties. All hours in the clinic need to be counted by the student. Clinically related hours include:

Related experience e.g. visits to preschools, centres for people with disabilities

Focused clinical teaching e.g. discussion of videos of clients with students, simulations and role play, tutorial discussions, and guided practice with clinical resources

Student-directed learning e.g. video/audio analyses, client/case studies and peer tutoring

Administration duties e.g. writing case notes, reports, attending meetings.


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Table 7: Assessment of Practice Education Modules (Years 1 – 4). The Practice Education modules are assessed as follows:

Year 1

Assignment % of overall grade allocated 1. Preschool Report 40% 2. Disability Report 40% 3. Group Presentation 10% 4. Personal Professional Portfolio 10%

Year 2

Assignment % of overall grade allocated 1. Continuous assessment by the practice educator at

the end of Semester 2 Pass/Fail

2. OSCE (Objective, structured clinical examination) 100% 3. Personal Professional Portfolio Must be fully completed.

Failure to do so will result in 10% of the overall grade

being deducted.

Year 3

Assignment % of overall grade allocated 1. Continuous assessment by the practice educator at

the end of the block placement in Semester 2 Pass/Fail

2. Case Study on a client with Dysphagia from the onsite clinic

50%

3. Information Leaflet for parents/carers with rationale 50% 4. Personal Professional Portfolio Must be fully completed.


being deducted.

Year 4

Assignment % of overall grade allocated

1. Continuous assessment by the practice educator at the end of the block placement in Semester 2

Pass/Fail

2. Unseen Client Exam (Paediatric) 50% 3. OSCE (Dysphagia) 50% 4. Personal Professional Portfolio Must be fully completed.


being deducted.


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2.2 Practice Education Programme for 2012-2013

Table 8: Practice Education Programme for 2012-2013.

Year

Semester 1 Semester 2 Total Clinically Related Hours

Hours in SLT Clinic Total Hours

Clinically Related Activity (hours)

Hours SLT Clinic (hours)

Clinically Related Activity (hours)

Hours SLT Clinic (hours)

1 Disability Awareness Workshop (6) Tutorials (6)

Preschool Visits (18) Centre for Disabilities (18) Tutorials (6)

Observation (3) 54 3 57

2 Tutorials (20) Half-day weekly

placement for 10 weeks (50)

Tutorials (20) Twelve day block placement (84)

40 134 174

3 Tutorials (15) One-day weekly

placement in specialist clinic (70)

Tutorials (10) Five-week block (20 days) (140)

25 210 235

4 Tutorials (6)

Dysphagia workshops (35)

Half-day weekly placement for 10 weeks (50)

Tutorials (8) Eight week block (32 days) (224)

49 274 323

Totals 168 621 789


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Section 3: Working with Students


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3.1 Who to Contact in the Event of a Problem or Query?

Should you require advice or assistance prior to, during or after a student is on placement it is advisable that you contact one of the following:

1) the practice Tutor (if there is a tutor in your department); 2) the Practice Education Coordinator at the University, Laura Loftus.

In the event that neither is available, please contact another member of the team who will be more than happy to deal with your query or concern.

If you have concerns about an SLT in training relating to learning objectives, professional behaviour etc.

If you have concerns about an SLT in training relating to learning objectives, professional behaviour etc.

Address any issues as early as possible directly with the SLT in training.If appropriate changes not made or if there serious concerns…..

Address any issues as early as possible directly with the SLT in training.If appropriate changes not made or if there serious concerns…..

Discuss with Practice Tutor / RPF where in place ORDiscuss with Practice Tutor / RPF where in place OR

Contact the Practice Education Coordinator at NUIG on (091) 495293or on the main office number (091) 495470

Contact the Practice Education Coordinator at NUIG on (091) 495293or on the main office number (091) 495470

Practice Education Coordinator or a lecturer from NUIG and the PE will:

• Discuss issues with the SLT in Training, together or separately depending on the situation

• Agree goals and set timescales for achievement

Practice Education Coordinator or a lecturer from NUIG and the PE will:

• Discuss issues with the SLT in Training, together or separately depending on the situation

• Agree goals and set timescales for achievement

Expected Improvement

Expected Improvement If there is no

evidence of improvement

required

If there is noevidence of

improvement required

Continue placementwith appropriate

supervision structures in place

Continue placementwith appropriate

supervision structures in place

If there are further concerns…

If there are further concerns…

• Ongoing contact / support between Practice Educator, HEI and staff member

• Student should be provided with open feedback throughout process

• Further action decided upon jointly

• Ongoing contact / support between Practice Educator, HEI and staff member

• Student should be provided with open feedback throughout process

• Further action decided upon jointly

Practice Educators Guide to Accessing Help on Student PlacementsPractice Educators Guide to Accessing Help on Student Placements

Figure 1: Practice Educator’s Guide to Accessing Help on Student Placements.


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SLT in Training has concerns relating to placement

SLT in Training has concerns relating to placement

Meet with your Practice Educator to discuss concern

Meet with your Practice Educator to discuss concern Try to problem solve by

discussing concerns with peer or tutor. If no improvement or

concern is deemed serious

Try to problem solve by discussing concerns with peer or tutor. If no improvement or

concern is deemed serious

Contact Practice Educator CoordinatorContact Practice Educator Coordinator

At this stage a relevant action plan to address concern will be set out by Practice Education Co-ordinator and SLT intrainin

At this stage a relevant action plan to address concern will be set out by Practice Education Co-ordinator and SLT intrainin

Concern resolvedConcern resolved Concern unresolvedConcern unresolved

Guide for Accessing Help for Guide for Accessing Help for SLTsSLTs in Trainingin Training

Figure 2: Guide for Accessing Help for SLTs in Training. 3.2 Roles and Responsibilities of the Practice Educator/Tutor

The Therapy Project Office (2008) published a document on Guidelines for Good Practice in Practice Education. This document is available as a pdf file on the Speech & Language Therapy website (http://www.nuigalway.ie/faculties_departments/speech_language_therapy/downloads/good_practice_guidelines_for_practice_education_therapy_project_office_2008.pdf). It provides detailed guidelines for each stage of the placement process. In addition, the Therapy Project Office (2008) also produced a document on Practice Educator Competencies, which is also available on the NUI Galway website. In addition to the guidelines set out in the Therapy Project Office document these are some additional requirements for NUI Galway placements.

http://www.nuigalway.ie/faculties_departments/speech_language_therapy/downloads/good_practice_guidelines_for_practice_education_therapy_project_office_2008.pdf



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Prior to Placement

In addition to the Therapy Project Office (2008) guidelines, practice educators/tutors are advised to:

Read the Clinical CV (Long and short available. You need to request which one you wish to receive) and the clinical education pack for specific information on requirements;

Contact University if clinical CV is not received by agreed date as specified in the letter which will be sent in advance of the placement.

Day One of Placement – The Contract


Draw up a contract for the placement with the student which should include the following:

- Clarity around expectations regarding time-keeping, dress-code, session plans, absence and how to address clients etc.;

- Discussion of learning needs and learning opportunities on the placement; - Details of when and in what format session plans should be submitted prior to the

therapy session (we recommend that the practice educator/tutor reviews session plans at least daily);

- Clarify the process of supervision and feedback which will be provided. Set a date for a formal mid-way review using the continuous assessment form in this pack to guide this discussion.

Check that the student is familiar with the clinic induction pack, including health and safety

issues. During the Placement


Continue to review the contract and the process of supervision; Where there are no opportunities for the Students to develop competencies with client

groups, you will need to create other opportunities to facilitate the development of these competencies;

Encourage independent learning by providing clinical reasoning and problem solving opportunities;

Review the continuous assessment form with the student mid-way through the placement; Contact the University if you have concerns about the student as soon as possible; You will be offered a visit or phoned at the mid-point during the placement to discuss the

student’s progress. You do not need to wait for this contact and you are encouraged to email or phone if there is anything which you would like to discuss at any point during the placement.

Assessment of Clinical Competence and End of Placement Tasks

Complete the continuous assessment form with the student; Complete the end of placement checklist (Appendix 12); Ask the student for feedback on what facilitated learning during the placement to assist you

with planning future placements.


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If you have concerns about a student…..

Act early; Are your concerns about the knowledge, skills, attitude or health/well being of the student?; Discuss these concerns with the student, draw up an action plan together and review the

student’s performance at a specified time; Provide learning opportunities for students who need to develop particular skills; If you are still concerned contact the University and a three-way meeting can be organised

at any point during the placement where an action plan will be formulated with agreed goals and timescale;

If the problem is attitude or professionalism, contact the University immediately; If you are concerned about a student’s health discuss it with the student and encourage

and advice them to contact the University in order that an alternative arrangement for placement can be reached.

3.3 Roles and Responsibilities of the Student

The Therapy Project Office (2008) published a document on Guidelines for Good Practice in Practice Education. This document is available as a pdf file on the Speech & Language Therapy website (http://www.nuigalway.ie/faculties_departments/speech_language_therapy/downloads/good_practice_guidelines_for_practice_education_therapy_project_office_2008.pdf). It provides detailed guidelines for each stage of the placement process including the responsibilities of the student. In addition, you will need to follow these guidelines: Prior to Placement

Send CV (Long and short. Ask educator which one they want) to practice educator by the date specified by the University. Failure to do so will result the Head of Discipline being notified and will be noted in your personal file and may be taken into account when writing references;

Give your practice educator your contact details; Find out about your placement i.e. your timetables, the dress-code, clinic locations, how to

get there etc. Failure to notify your therapist by the required date will result the Head of Discipline being notified and will be noted in your personal file and may be taken into account when writing references;

Print off the Practice Education Handbook to bring on placement Organise accommodation if necessary; Read the induction pack from the placement provider; It is your responsibility to be clear about the assessment requirements for the placement; Identify your learning needs and expectations from the placement; If you have an identified disability which may impact on your placement you are advised to

meet the Practice Education Coordinator prior to placement in order to discuss how your learning needs may be accommodated on the upcoming placement.

Day One of Placement – BE PROFESSIONAL – this means……….

You must attend all days of your placement. Absences must be agreed in advance of the placement with the University and the practice educator;

If you are sick you must inform your educator as soon as possible. You must also inform the University as soon as possible. If ill for more than three days (on a block placement) you must submit a medical certificate and forward this medical certificate to the administration office in NUI Galway. Depending on the time missed a decision will be reached regarding the




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placement hours and how they can be achieved. Failure to submit a sick cert, notify your placement site or notify the University will be deemed unprofessional behaviour and may result in your placement being discontinued;

Be on time all of the time!; Bring basics – pen and paper and take notes; Check the dress-code for that clinic and dress appropriately; ALWAYS wear your University identification badge; ALWAYS introduce yourself to clients and carers; If you personally know a client attending for therapy, you must inform your practice

educator and be guided accordingly; Discuss your learning needs, expectations, hopes and concerns with your practice educator; Take responsibility for your learning needs and use the information sources available to you

on the placement e.g. books, therapy materials, journals, staff etc.; Be actively involved and use your initiative; Draw up a contract with your practice educator for the placement. Be proactive and use

your initiative. Avoid “I don’t mind” or “We haven’t covered that” as this conveys a lack of interest and motivation to your practice educator;

Check with your practice educator regarding use of mobile phones; Be respectful and courteous at all times; Respect professional boundaries; You need to be aware of health and safety policies and procedures on your placement e.g.

being alone in the clinic, being alone with children etc.; Make sure that you have a form to record your clinical hours. Record these hours daily and

give to your practice educator to sign daily; Take notes during your placement; You must maintain confidentiality and a professional attitude at all times. A breach of

confidentiality or any area of professionalism will result in failing your placement. During the Placement

Be proactive by discussing your learning needs and any concerns you may have throughout the placement;

Ask for opportunities to meet learning needs; You must submit session plans prior to all your assessments/treatment sessions with clients

and evaluate both your performance and that of the client after the session; You must complete a minimum of one reflection form each day on a client you worked with

during the day and keep a record of this in your PPP; You must prepare for sessions and have a clear rationale for your objectives; Ensure that you complete your mid-way review as agreed at the beginning of the placement. Write up a summary of the meeting and give a copy of this to your educator in order to

ensure it reflects the conversation you had; Receive and act on feedback; Maintain confidentiality at all times. If you are completing coursework for the University DO

NOT INCLUDE ANY IDENTIFYING INFORMATION ON CLIENTS. Failure to comply with this requirement will result in failing this piece of course work;

Use your initiative e.g. if the practice educator is busy or leaves the room, engage with the client, reflect on session plans, familiarise yourself with clinical materials etc.;

Take notes during the placement - it’s easy to forget things!; Take care of all clinic equipment and materials and put files back where you found them. Do

not remove any equipment or files from a placement without permission; Maintain a professional attitude during the placement; Record your clinical hours every day and ask your practice educator to sign these daily;


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Write reports as requested; Liaise with other professionals as appropriate; If for any reason you cannot attend discuss with your practice educator and make sure that

permission has been agreed; If ill while on placement notify your practice educator as soon as possible. You must also

notify the University as soon as possible. If ill for more than three days (on a block placement) you must submit a medical certificate and forward to the administration office in NUI Galway and depending on the time missed a decision will be reached regarding the placement hours.

At the End of the Placement

Return all equipment and files to where you found them; Ask the practice educator to sign your total clinical hours form and return it to the University

by the specified date; Complete the end of placement checklist (Appendix 12); Don’t forget to say thank you!; If you fail coursework or placement it is inappropriate to contact your practice educator

without permission from the University. This is deemed as unprofessional behaviour and action may be taken by the disciplinary office at NUIG.

If You are having Difficulties on your Placement………..

Discuss the difficulties with your practice educator and ask for feedback; Draw up an action plan with your practice educator to address the difficulties; Contact the tutor/practice education coordinator in the University if you have any problems

during your placement and a three-way meeting can be arranged; Ask for time if extra needed e.g. less clients, longer placements; Ask to video tape the sessions you work with clients so that you can review the session

afterwards; Spend time doing formal reflection.

3.4 Roles and Responsibilities of the University

The Therapy Project Office (2008) published a document on Guidelines for Good Practice in Practice Education. This document is available as a pdf file on the Speech & Language Therapy website (http://www.nuigalway.ie/faculties_departments/speech_language_therapy/downloads/good_practice_guidelines_for_practice_education_therapy_project_office_2008.pdf). It provides detailed guidelines for each stage of the placement process including the responsibilities of the student. In addition, you will need to follow these guidelines: During the Placement

Specify the contact which the University will have with the practice educator during the placement. - In second year, there will be phone contact with the practice educator mid way during

the placement - In third year there will be a mid way visit offered during the block placement - In fourth year there will be a mid way visit offered during the block placement




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Practice educators can contact the University at any time during the placement if there are any concerns and site visits/three way meetings can be organized.

Organize and meet the students as a group at the mid-point in their placement in order to

discuss placement and answer questions and queries which may have arisen.

The Practice Education Coordinator, Laura Loftus is the named contact person for practice educators to contact where there is no tutor in your site.

At the End of the Placement

Be available to answer queries on the continuous assessment forms Collect clinical hours forms and assessment forms and prepare grades for the external

If there are concerns about a student

Provide support to the practice educators and students Organize a three-way meeting if required between the student and practice educator to

discuss concerns, draw up an action plan with a timescale and review the action plan if necessary

Provide training to practice educators on assessing clinical competence and in particular working with weak students

Organise repeat clinical placements. 3.5 General Information Relating to the Adult Learner and How This Relates to

Learning on Placement

(Below is general information relating to learning on placement and adult learning theories. More specific detail relating to each year can be found in the year specific sections). There are different theoretical approaches reported in the literature relating to how adults learn. As educators we can remember different teachers and learning experiences we ourselves have encountered over the years both in college and in our continuous professional development. Some were good and some were probably less than helpful. What is always interesting however is that different people have different memories of these learning events and while you might not have found the learning experience helpful your colleague might. Learning and teaching is a complex topic and this section is only intended as an introduction to the topic. Educators are encouraged to attend training events which address these topics in greater detail. Before describing the different approaches to teaching and learning perhaps take some time to jot down what assists you as a learner? Also take some time to consider how you currently facilitate learners who come to your clinic? One of the most influential approaches to teaching and learning originates from the behavioral school of thought. This is what is known as the “traditional teacher led way”. This approach places emphasis on the educator setting objectives, describing how these will be achieved and then assessing to ensure the student has achieved a level of proficiency for that objective before moving on to the next objective. This approach is very similar to what we frequently do with our clients in the clinic. This approach assumes that we know what the students need to learn and as the educator


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we aim to impart this knowledge/skill or attitude. The educator is frequently viewed as the expert and students seen as blank slates. This approach is considered easy to measure and while having many benefits Pepper, Weitzman and McDade (2004) caution that this approach underestimates how people learn and puts unnecessary pressure on the educator for the outcome of learning. The above approach as mentioned is one school of thought however before considering an alternative approach consider your own undergraduate days. Do you remember classes and talks that you did not find interesting or relevant? When this occurred did you have difficulty studying for this subject? It may not have been that the information/knowledge/skill wasn’t something relevant but that you as a student didn’t understand its importance at the time. Therefore as educators we have an important role to motivate our students and join the dots for them in order that they can learn. We need to show them the relevance of why they are been asked to study particular topics therefore motivation is considered an important factor in the learning process. We the educators can see the bigger picture which students often can’t and may become disheartened as a result. This is especially important in relation to practice education where everything is so new. In the early years students don’t always understand the connection between what they are learning at college and what they are seeing in practice. Educators have an important role to bridge this gap. Theorists are now realizing and incorporating the role motivation plays in the teaching and learning process. At this point it would help to engage in another little exercise to remind ourselves of how we learn. By doing this the upcoming points should be easier to understand. Think back to when you learned to use your computer. What inspired you to learn? Maybe you wanted to. Maybe it was as a result of necessity. Maybe you wanted to be part of the latest craze. Maybe it fascinated you. Whatever your personal reason was, you learned. Now consider how you learned to do this complex activity. Did a close friend or family member teach you? Did you teach yourself? Did you use the manual? Also ask yourself why did you learn to do this activity? The answers to these questions vary from individual to individual. This analogy I have used underlines some of the questions faced by adult learners when they approach a new learning task. Malcolm Knowles (1984) developed seven basic principles which help to explain why and how adults learn. These are as follows:

1. Adults need a safe and comfortable environment in which to learn; 2. Learners need to be involved in the learning process both at planning and throughout the

delivery of the course; 3. Learners should be involved in deciding their own learning needs; 4. Learners need to devise their own learning objectives; 5. Learners should identify and find their own learning resources; 6. Learners should be encouraged to carry out their own learning plans; 7. Learners should have a part in evaluating their own learning.

Knowles (1984) appreciated the importance of the learner being involved in the whole learning process and that learning could not be teacher directed as it is in the behavioural school of thought. Remember the example above of how you learned to use a computer. You decided to learn for a variety of reasons not because you were told to. You learned hopefully in an environment which you felt was safe and you evaluated your own learning and developed your skills in line with what you


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needed. These principles are therefore worth considering when planning and working with your student. In addition to the above consider how you may have learned recently in a clinical situation. Consider a client or situation which you didn’t know how to handle. What did you do? Besides perhaps the obvious moment of panic you as a professional got on with it. You possibly relied on some past experience that was similar. You may have bought time so that you could come up with a solution. You may have been brutally honest and admitted your lack of knowledge but agreed to check into it further. Whatever your particular course of action you were beginning what Kolb (1984) refers to as the experiential learning cycle. This theoretical framework has four stags i.e. practice, reflection, theory and rehearsal. Kolb (1984) and other theorists like him stressed that at the core of learning is our experience of reflecting. Whether we reflect there and then or whether we reflect later we need to do so in order to make sense of what happened and modify the changes we will make in the future. Reflection therefore is of great importance when our students are engaged in direct client contact. They require more time to do this than we do as everything is so new. While the above is a brief synopsis of the different theoretical approaches to how students learn as educators we need to be cognizant of how we ourselves view learning as this in turn affects the way we facilitate learning. As each stage of learning varying amounts of observation, guidance and independent practice are required. For more guidance around this please refer to each year specific section. References:

1. Knowles, M. S., & Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco, CA: Jossey-Bass.

2. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

3. Pepper, J., Weitzman, E., & McDade, A. (2004). It takes two to talk leader’s guide. Hanen Early Language Programme.

3.6 Activities Which Students Can Carry Out Independently

As professionals we are expected to work independently when we qualify therefore it is important the students are allowed opportunities to work independently while on placement. This independent work also allows you the educator opportunity to proceed with your own work during a time that is very busy. Some activities which students can carry out independently include:

Review journal articles and give feedback; Contribute information on up-to-date methods of working or approaches; Learn about clinical assessments on-site; Write up file notes following the session; Look at therapy equipment and assessments; Plan a session; Plan their own learning needs; Gather information for the case study; Play with the child while the practice educator gives feedback to a parent; Play with a sibling while the practice educator works with the client; Photocopy material for a session;


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Observe a session; Laminate material; Prepare equipment; Take a case history; Make observations in a classroom or play group; Organize appointments via phone/letter; Write standard letters such as those following initial assessments/DNAs etc.; Liaise with other professionals.

3.7 Learning Contracts

It is useful for the Student and educator to draw up a contract as early as possible in the placement. The contract should be negotiated between both parties and should set out a clear agreement on the following:

The supervision process e.g. frequency of supervision sessions, type of feedback etc.; Expectations around responsibilities e.g. session plans, note taking etc; Joint understanding of learning goals and how the learning goals will be achieved

throughout the placement. The contract should be revisited during the placement and altered as required. Please see Appendix 13 for possible questions to consider when devising a contract. 3.8 Devising a Management Plan (Long-term Goals / Short-term Goals)

Clear guidelines are set out on how to devise management and session plans (including definitions of long and short term aims) in core textbooks e.g. Bray, Ross and Todd (2006) Bunning (2006), Whitworth et al (2001). Every client should have their own individual management plan. A management plan consists of long term and short term goals which you might create for a client over a longer period of time. These goals should be linked and your short term goals should clearly feed into the long term goals. All goals long and short should be SMART and based on clear rationale. Rationale should be based on a mixture of evidence based practice, clinical expertise and clients wishes. Long-term Goals

The time span needs to be defined e.g. When the client is expected to discharged or in a school setting the end of an academic year;

Long Term goals need to be SMART (i.e. Specific, Measurable, Achievable, Realistic and Time bound).

Short-term Goals

Time-span needs to be defined. Typically these would refer to goals at the end of a block of therapy;

Short term goals need to be SMART (i.e. Specific, Measurable, Achievable, Realistic and Time bound);

Short-term goals should be directly related to the long term goals.


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3.9 Session Plans

Before planning a session the student needs to consider the following:

What is the plan for the client? What does the client need to achieve within the session? What steps are needed to meet each objective? Are their cognitive demands on the client? How will the student phrase instructions and explanations for the client?

Is it clear why materials have been chosen? What level of verbal input should be used? How will progress be measured? What feedback is appropriate? What additional factors need to be taken into account?

Each session plan should include:

Objectives; Rationale for each objective; Methods and material to target the objective; Evaluation of the session.

Objectives

Objectives are a careful sequence of steps that will meet the short and long term goals. They are the actual behavior, feelings or attitudes that can be measured to help the student and the client to identify change. They are a carefully analyzed sequence of steps that will guide the client to the outcome. Students need to formulate objectives to achieve a short-term goal by:

Identifying a starting point which is determined by the assessment results and background information

Prioritise the objectives to meet short term goals Writing the objective so that it describes what the client is going to do, where they will do it

(e.g. within the therapy session) and what the criterion for success will be (e.g. target achieved in 80%)

Writing objectives from the client’s perspective, i.e. “the client will”. Ensuring that the objectives are SMART (i.e. Specific, Measurable, Achievable, Realistic and

Timescale). Rationale

You must include theoretical justification, experience and knowledge from clinical work and clients wishes when outlining the rationale for your therapy plan as well as basing your decisions on your observations and findings to date.


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Methods and Materials

This will include:

The activities that the student plans to do and the materials which will be used for the session and/or the information which needs to be discussed or conveyed to an individual/carer or professional;

The facilitation techniques which the student plans to use, whether the therapeutic approach will be informal or highly structured;

A record of how the student will give the client an explanation of what he/she has to achieve. Also make prior decisions about your feedback strategies (i.e. how you will let the client know that the target has been reached successfully or not);

Planned alternative activities to backup or revise the session if the client is having difficulties or finds the tasks too easy;

A planned way to record progress; Prepared programme for home or school practice with guidelines/instructions for the client,

the primary carer or professional colleague; Consideration of the pace of the session/the need for repetition and practice/the number of

opportunities for the client to practice and achieve the targets. Evaluation

The evaluation of the session encourages the student to become a reflective practitioner. If certain parts of the session were less successful think about whether this was due to problems with the original session objectives, the way(s) in which the tasks/activities were introduced, the pace of the session, the level of Student involvement, the amount of support and encouragement given to the client and whether the student adapted the approach sufficiently to meet the client’s needs. This evaluation should lead to positive and constructive evaluation of the session and the SLT’s in training performance and generate changes in the intervention programme or your approach/manner for the next session(s). Students are required to complete an evaluation of each session they have responsibility for. These evaluations should be shown to their practice educator. Failure to do so will be deemed as unprofessional behaviour on behalf of the Student. Where a student is responsible for part or whole of planning a session they must complete session plans prior to seeing the client. These should be shown to their practice educator in advance of the session. Failure to do so will be deemed as unprofessional behavior on behalf of the Student. In Appendix 5 there is an example of a session plan. In Appendix 7 there are questions which you can use to help evaluate your session.


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Figure 3: Steps involved in Completing Session Plan Form.


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3.10 Reflective Log

Keeping a reflective log (Appendix 6) during a clinical experience will assist a student’s ability to self reflect. As life-long learners we need to continuously reflect on our experiences. This begins during the years at University. Keeping a reflective log will highlight what went well, areas that may need further development and specific actions which the student is going to take to address these areas. The student should complete one reflection form a day while on placement and this should be kept as part of their PPP. This is for a student’s own personal learning and they are not expected to have to submit these to an educator. However should difficulties arise on placement students will be asked to produce these reflection forms to assist with creating any future action plans. 3.11 What is Currently Known About Feedback?

(Below is a general introduction to the topic of feedback which is complex and educators are provided with two different approaches regarding how to deliver feedback to students. Educators are recommended to attend training days provided by the University in order to develop skills in this area). Feedback has a long history and is described in the teachings of Hippocrates and other Greek physicians (Aston et al. 2003).. Its importance is recognized for clinical learning situations however no consensual definition exists and there is a general vagueness in the literature regarding the content, amount, type and timing of feedback (Cantillon et al. 2008). Van de Ridder et al (2008) following a detailed literature search proposed the following definition for feedback stating that it was “specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve the trainee’s performance” There are two main theoretical perspectives which can be adopted when considering feedback: a behaviorist framework and a cognitive framework. If using a behaviorist framework to underpin how to deliver feedback the purpose is to either reinforce or modify behaviour. The feedback should be based on observable behaviours. While considered a fair approach to delivering feedback this approach can be problematic as it doesn’t take into account the importance of human relationships, students’ personal reactions to feedback and their motivation to learn which may have been weakened over time. An important study conducted by Kluger and De Nisi (1996) found that in over one third of cases they reviewed feedback interventions actually decreased performance instead of improving it suggesting that the desired effect wasn’t achieved. Students themselves have reported that they require supportive feedback which recognizes the effort they have made irrespective of the grade which again would emphasize the importance of motivation in the feedback process. It has also been found that the relationship a student has with an educator can also influence the feedback discussion; when a student respects an educator and believes that the person is acting in their best interest they are likely to value the information received more and in turn encourage them to seek feedback regularly (Ende 1983)

Educators influenced more by a cognitive theoretical framework view the role of feedback in assisting learners to reconstruct their knowledge against what they already know thus making the necessary changes required for future interactions. Adult learners are considered different to child learners as they already have gained prior knowledge and they have something to hook the experience onto. Adult learners usually arrive at learning therefore with motivation.


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There is much written in relation to how best to provide feedback (Cantillon et al. 2008). The guidelines have arisen from the different theoretical perspectives described above. They include establishing ground rules at the start of the process for providing feedback (contracting), being explicit and specific, basing feedback on observable behaviours, ensuring the timing is close to the event, ensuring feedback is balanced and student led and assisting the student to develop future learning goals. These guidelines appear straightforward and easy to implement however it is recognized in the literature that feedback doesn’t always occur (Cantillon et al. 2008). Reasons given for this include lack of training regarding the importance of feedback, concern on the educators’ behalf about the possibility of damaging their relationship with their students if they provide constructive feedback and time constraints. However if feedback isn’t provided students run the risk of having to rely on faulty interpretations and repeating poor performances at the expense of clients (Cantillon et al. 2008). They also run the risk of comparing themselves with more senior colleagues and this can result in impacting on their self esteem and affecting subsequent practice. Surveys carried out with learners’ show that they value feedback and the opportunity to work on areas which require intervention. The literature emphasizes the need for educators to be trained regarding the importance of feedback in clinical learning. It is not just enough to be an expert in your clinical field to be a clinical teacher you must also possess an understanding of the theory surrounding education and how best to elicit and deliver this knowledge. Among the knowledge, attitudes and skills an educator should posses are the different methods of delivering feedback such as the “sandwich” technique (Dohrenwend 2002), Pendelton model (Pendelton et al. 2003), 3:1 model (Parker et al. 1998) and reflective feedback conversations (Cantillon et al. 2008). . Educators also need to understand the different theoretical perspectives from which feedback can be based and that this will need to be modified when working with students at different levels of training and those with lower self esteem. Educators also need to recognize the possible barriers which can arise in the feedback process and should spend time in formal training themselves self reflecting on their own personal attitudes and biases regarding supervision. Feedback as can be seen is multi factorial and a complex process however if managed correctly it does have a positive impact on performance. Though research has found that the most effective feedback is that provided by credible authoritative sources there is also a role for peer feedback in the learning process. The literature recommends that students also need training regarding the role of feedback, the theory which influences it, the barriers to feedback and the possible emotional responses it may invoke (Cantillon et al. 2008). . Students also need to spend time self reflecting on their own personal attitudes and biases to providing feedback. However the pluses outweigh the extra work required as the literature reports that peer feedback is very valuable in helping to produce independent, self directed future clinicians (Pendelton et al. 2003) and the opportunity to provide peer feedback assisted their own learning and the linking of theory to practice

Two Approaches to Giving Feedback

There are two main approaches which you can consider when giving feedback. The more structured “3:1 model”/ “sandwich technique” or the less structured “conversational model”.


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3:1 Model

The following checklist (Parker and Kersner, 2001) offers some suggestions for participants who wish to adopt this approach to feedback.

Agree ground-rules beforehand; Agree roles e.g. learner/facilitator; Agree scope of feedback e.g. which events are covered – a whole session? Part of a session?

One procedure undertaken in a session?; Agree focus: e.g. open or closed/specific? Factual observation of behaviour only or

interpretation, qualitative judgement, or generating a mark? A structured feedback form can help this part of the process. Be specific about the behaviour and avoid “fluffy feedback”!;

Agree circumstances for feedback, and confidentiality level e.g. one-to-one or in a group tutorial. Note: feedback may or may not be confidential, but it is important that all parties are clear about the level of confidentiality;

Agree the structure of the conversation – usually recommended that the learner comments first on his/her own performance. Students need both positive and constructive comments on their work;

A written record is important to ensure that the balance is remembered, and later progress can be checked;

Useful to be careful about language e.g. X went well because Y… there are 3 ways in which this session could be improved next time;

Be specific and concrete e.g. “it was very good when you provided reinforcement to the child when he correctly produced /s/“rather than saying to the Student “well done!”.

Conversational Method

This approach is less structured and further detail on this approach can be found in the work of (Cantillon and Seargeant 2008). The main points to this approach are as follows:

Students reflect on their own behaviour and actions and discuss whatever they deem as their own relevant learning;

The educator through the use of questions guides them towards deeper learning; There is a shared view of what the agreed improvements will be.

Irrespective of Approach

Students irrespective of the approach adopted should provide feedback on:

Strengths and weaknesses; Evaluation of the client’s performance; Changes which the Student would make following reflection on the session; Plans for the next session.

Practice educators irrespective of the approach adopted should provide feedback on the following areas:

Planning of the session; Organization of the session; Presentation of task and use of materials; Management of the session; Use of materials; Timing;


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Flexibility; Ability to reflect on performance; Measurement of progress in therapy; Verbal and non-verbal communication with client and family; Interaction with other professionals.

Please see Appendix 7 for a list of questions which you can use to help evaluate the session. References

1. Aston, A., & Molassiotis, A. (2003). Supervising and supporting student nurses in clinical placements: The peer support initiative. Nurse Education Today; 23, 202-210.

2. Cantillon, P., & Sargeant, J. (2008). Giving feedback in clinical settings. British Medical Journal,

337, 1292-1294. 3. Dohrenwend, A. (2002). Serving up the feedback sandwich. Family Practice Management, 9(10),

43-49. 4. Ende, J. (1983). Feedback in clinical medical education. JAMA, 250, 777-81. 5. Kluger, A. N., & DeNisis, A. (1996). The effects of feedback interventions on performance: A

historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol Bull 119, 254-84.

6. Parker, A., & Kersner, M. (1998). New approaches to learning on clinical placement. International

Journal of Language and Communication Disorders, 33, 225-260. 7. Pendelton, D., Schofield, T., Tate, P., & Havelock, P. (2003). The consultation: An approach to

learning and teaching. Oxford: Oxford University Press. 8. Van de Ridder, J. M., Stokking, K. M., Mc Gaghie, W. C., & Ten Cate, O.T. (2008). What is

feedback in clinical education? Medical Education, 42(2), 189-197.


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Section 4: Practice Education Module &

Assessment – Year 1


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4.1 Year One Module Outline & Assessment (1st Year Placement)

Strand 1 The Developing Clinician

Module Title Practice Education 1 (SL125)

Year taught 1

ECTS 6

Contact Hours 12

Self-directed and assessment hours 138

Total workload 150

Placement hours 18 hours preschool visits 18 hours visits to centres for people with disabilities 6 hours Disability Awareness Workshop hours observing an SLT

Module Co-ordinator Ms. Maria Logue Kennedy Aims of the Module

In Practice Education 1, SLTs in training will begin to learn about professional behaviour, observation skills, communication and interpersonal skills, the contexts in which SLTs work the role and responsibilities of an SLT, the impact of communication impairments on well-being and attitudes to disability. In year one the focus is on typical development and SLTs in training will attend preschool placements and will study early infant and child development. SLTs in training will also learn about disability, the impact of disability on well-being, attitudes to disability, service provision models and will have a placement in centres for people with disabilities. SLTs in training will be introduced to the roles and responsibilities of an SLT in clinical practice. This will be facilitated through use of recordings and class discussion. They will also have an opportunity to observe a practicing SLT.

Learning Outcomes

On completion of this module SLTs in training will be able to:

• Describe the early developmental progress of children in areas such as posture and large movement, vision and fine movement, hearing, play, speech and language, and to relate theory and practice

• Comment appropriately on the communication skills of a client with a disability • Interact, play, and converse with a pre-school child at an appropriate level • Describe the general policies and procedures of pre-schools • Identify the abilities as well as the disabilities of a person with a disability • Describe and use a range of observation methods • Describe the role and responsibilities of a practicing SLT

Module Content

• Preschool visits • Overview of observation techniques • Reflection as an assessment and learning tool • Visits to centres for people with disabilities


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• Completion of Pragmatics Profile. • Disability awareness • Observation Placement with an SLT • Development of reflective practice through a portfolio and personal development plan.

Teaching and Learning Strategies

• Tutorials - 12 hours tutorials • Observation placements in preschools. • Observation placements in centres for people with disabilities. • Completion of Pragmatics Profile • Workshop on Disability Awareness • Attendance at an SLT clinic

Assessment

Pre-school Report 40% Disability Report 40% Group Presentation 10% Personal and Professional Portfolio (PPP) 10% Core Reading

Bee, H., & Boyd, D. (2010) The developing child (12th ed.). Boston: Pearson Education Inc. Bremner, G., & Slater, A. (2004). Theories of infant development. UK: Blackwell Publishing. Hobart, C., & Frankel, J. (2004). A practical guide to child observation and assessment (3rd ed.). UK: Nelson Thornes. Sheridan, M. (2006). From birth to five years. Cornwall: Routledge. Additional Reading

Harding, J., & Meldon-Smith, M. L. (2000). How to make observations and assessments (2nd ed.). UK: Hodder & Stoughton. Hayes, N., & Kernan, M. (2008). Engaging young children: A nurturing pedagogy. Dublin: Gill & Macmillan Ltd. Hayes, N. (2005). Early childhood - An introductory text (3rd ed.). Dublin: Gill & Macmillan Ltd. Lindon, J. (2005). Understanding child development, linking theory and practice. London: Hodder Arnold. Murray Thomas, R. (2005). Comparing theories of child development (6th ed.). USA: Thomson Wadsworth. Pellegrini, A. D. (2004). Observing children in their natural worlds - A methodological primer (2nd ed.). New Jersey: Lawrence Erlbaum Association. Relevant literature related to client disability group will be given during semester.

National Disability Authority Website: www.nda.ie Talking Point: www.talkingpoint.org.uk

http://www.nda.ie/

http://www.talkingpoint.org.uk/


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Section 5: Practice Education Module

& Assessment – Year 2


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5.1 Year Two Module Outline & Assessment (2nd Year Placement)



Year Taught 2

ECTS 6

Contact Hours 40

Placement Hours 134

Module Co-ordinator Ms. Laura Loftus Aims of the Module

The aim of Practice Education 2 is to orientate students to the professional role of a speech and language therapist. SLTs in training will attend placements where they will begin to actively participate in the management of clients with relatively straight-forward communication disorders with guidance. In particular, SLTs in training will continue to develop their observational and assessment skills, their ability to make a differential diagnosis, plan and implement intervention. They will also continue developing their professional and interpersonal skills. SLTs in training will be prepared for and supported in these placements through practice education tutorials and workshops. There will also be specific workshops provided to target skill development such as report writing, case history taking and assessment practice on peers. SLTs in training are expected to apply theory from other strands to clinical cases. In the psychomotor domain in year two, learning outcomes will focus on the learning of clinical skills through imitation and manipulation. Guidance is required at this stage of their learning. Learning Outcomes

On completion of this module, SLTs in training with specific guidance and/or demonstration from their practice educator will be able to:

1. Select personal strengths and areas for clinical development to target on placement through reflective practice.

2. Demonstrate the ability to work collaboratively with peers and educators. 3. Demonstrate written and verbal communication skills considering legal, ethical and

other obligations for communicating effectively with clients and other members of the team.

4. Demonstrate an understanding of the different roles of the speech and language therapist within the team in the management of straight forward clinical cases.

5. Demonstrate understanding of the general principles of assessment e.g. observation, formal standardized tests and plan further assessment if indicated.

6. Provide clear rationale for clinical hypotheses and tentative diagnoses. 7. Demonstrate the ability to access additional information from a variety of sources

and refer onwards where appropriate.


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8. Demonstrate the principles of intervention, including knowledge of specific approaches and techniques.

9. Select appropriate service delivery models for cases 10. Write management and session plans using SMART objectives with clear rationale

for the intervention approach and techniques chosen. 11. Demonstrate the use of outcome measures. 12. Apply the IASLT guidelines, standards and ethics to straight forward clinical cases.

Module Content

• Placement (Above objectives are mostly targeted while on placement) • Tutorials specifically target:

− Preparation for placement. i.e. professional conduct on placement (e.g. confidentiality/legal obligations/punctuality etc), role of the SLT in training, educator and HEI while on placement, caseload responsibilities, problem solving, conflict management, contracting team work and feedback

− Management/session plan writing. − Pediatric formal standardized tests and procedures workshop. − Note/record keeping and report writing skills workshop. − Case history and interviewing skills workshop. − Feedback to clients/peers workshop. − Preparation for OSCE. − Debriefing following placement regarding what they learnt/difficulties they

overcame etc. Teaching and Learning Strategies

• Semester 1: One half-day per week placement (50 Hours) • A mid-year formative continuous assessment report (Level 1) from a practice

educator in November/December. This report is not marked but will provide the SLT in training with qualitative feedback for developing learning goals for the second semester placement.

• One to one meeting with the Practice Education Coordinator to plan for the block placement e.g. learning objectives/reading.

• Semester 2: 12 day block (84 hours) • 40 hours of tutorials/workshops over semester 1 and 2 to incorporate the topics

above. Assessment

• Continuous assessment report (Level 1) marked by the practice educator in March/April. It is a requirement that students must pass this continuous assessment. If the SLT in training fails, they must repeat the 12 day placement during the summer.

• OSCE. It is a requirement that students must pass this continuous assessment. The mark on this component is worth 100% of the Practice Education module.

• Personal and Professional Portfolio is submitted at the end of the year. The PPP is made up of a number of components relevant to placement and stage of learning. If any components are missing the SLT in training is deducted 10% of their overall grade in Practice Education.


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Speech and language therapists in training must pass the OSCE and continuous assessment report. Table 9: Year 2 Assignment Submission Dates.

Assignment % of overall

grade allocated Submission Date

1. Continuous assessment by the practice educator at the end of Semester 2

2 weeks after placement is completed

2. OSCE (Objective, structured clinical examination)

100% 22nd February 2013

3. Personal Professional Portfolio Random checks will occur throughout the year. If missing components 10% will be deducted from the module grade.

5.2 Recommended Client Contact While on Placement at Second Year

Level

In Semester 1 of Year 2, students work under the guidance of an educator in the onsite clinic. They also receive mentoring from a fourth year student. They see a group of clients presenting with straightforward communication impairments. They have joint responsibility with the fourth year for writing session plans, carrying out therapy, writing case notes and reports. They have responsibility for delivering feedback to clients, parents and other members of the MDT where appropriate. They observe peers working with another group of clients. They are guided in relation to what to observe. They then take part in a group feedback session where they are actively encouraged to give and receive feedback. The remainder of the day is spent reflecting and preparing for the following weeks session. In Semester 2 they are placed with educators for a 12-day block placement. They are expected to have full responsibility for the management of one client/group per day. They are expected to submit a session plan for this client and deliver therapy, write the case note and deliver feedback where appropriate to the client or other members of the MDT. It is recommended that they complete a reflection form based on this session which is for their own records. They can assist the educator with parts of other sessions (e.g. carry out parts of tests, particular activities etc.). It is recommended that they spend parts of the day reflecting on their experiences, preparing for therapy sessions and familiarization of tests and equipment. If a student is observing it is important that the educator sets them specific tasks to do while observing. Students in year 2 do not necessarily know what they should observe and therefore it is recommended that they should be guided in their observations. 5.3 Contact with University Staff During the Second Year Placement

During Semester 1 students will have placement in the onsite clinic. Formative feedback will be given throughout and they will receive an evaluation on the completion of this placement which will not be marked.


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At the midway point in Semester 2 practice educators will be contacted via phone to discuss the student’s progress. Please see Appendix 10 for the format of this telephone call interview. 5.4 Assessment Guidelines & Marking Criteria in Second Year

1. Continuous Assessment by Practice Educator (Pass/Fail) The continuous assessment form and performance indicators for second year can be found in Appendix 1. This form should be used to structure the mid way evaluation. If either the student or the educator has significant concerns at this mid way point they should speak to a tutor (if available in your department) or the PEC at the University. At the end of the second year placement the practice educator is asked to complete the form and return it to the University within two weeks of the placement finishing. You may receive a phone call from the University in order to discuss the placement and you are asked to contact the University if you have any queries regarding the completion of the form. We ask that you give the students general feedback relating to their performance and suggestions for improvement which you would recommend. It is a requirement that students pass this continuous assessment. It is also a requirement that they must pass the professional conduct element also. If they fail the placement, they must repeat the placement. 2. Objective Structured Clinical Examination (OSCE)- 100% This exam involves students being assessed on a series of stations. Each station tests different learning objectives. You will be required to interact with a “patient/client” or demonstrate a specific skill. Each station is short and can last 15 minutes. Closer to the examination you will be given general information relating to the content of each station. This will assist with your preparation. You must pass this examination. Failure to do so will result in you having to redo the examination in the resit period. 3. Personal & Professional Portfolio (PPP) – Year 2 The personal and professional portfolio which you begin in your first year of study will run across the four years of the training programme. You are not required to submit these individual components but a random check of your PPP will occur during the year. If you do not submit all the components in section 1 you will lose 10% of the overall grade. The aims of using the portfolio are as follows:

To identify your own educational/further training needs To evaluate and identify personal strengths and or weaknesses as an adult learner

engaged in becoming a speech and language therapist To devise action plans to continue developing these strengths and address any areas

of weakness To encourage Reflection on Practice and link this with relevant theory

The Portfolio will be made up of common themes which you will complete each year of the course. This will provide you with an opportunity to see your own personal and professional growth as you progress from year to year.


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The common themes you will complete each year are as follows:

a. Clinical CV (Long and short version) b. Practice on a peer 10 tests. The tests for Year 2 are:

• STAP • DEAP • Renfrew Action Picture Test • Renfrew Word Finding Test • Renfrew Bus Story Test • British Picture Vocabulary Scale-2nd Edition • CELF-4 • CELF-Preschool • Reynell 2nd edition • Symbolic Play test

c. Inclusion of a contract drawn up with a practice educator/client/carer (your

decision) Please see Appendix 13 for details relating to questions on contracting d. Written summary of the meeting held with your clinical tutor and the actions

decided upon as a result of the meeting. e. Refection forms completed at the end of each day on block placement.

Guidelines relating to the assignments which you submit for the PPP Clinical CV (Long Version) You are advised to include the following information:

Cover Letter Personal/Biographical Details: Name, contact details etc. Placement(s) to date Relevant Learning experiences from these placements Assessments and specific therapy interventions you are familiar with Relevant certifications i.e. manual handling, first aid, infection control Vaccinations received Specific Learning objectives/goals for pending placement

Clinical CV (Short Version) Similar information to above should be included however it should not exceed 2 pages.


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Table 10: PPP Table of Contents and Submission Dates.

Task Completion Date

1 Clinical CV

23rd November, 2012

2 10 Standardised tests familiarized and practiced on a peer

23rd November, 2012

3 Contract devised at the beginning of your placement with your practice educator (Please see Appendix 13 for topics to address in this contract meeting)

1st March, 2013

4 Daily reflection forms completed while on block placement

1st March, 2013

5 Summary of the meeting regarding your learning experiences to date and your action plan for Semester 2. This meeting will be held with the Practice Education Coordinator (Laura Loftus) or tutor (Margaret Rodden)

23rd November, 2012

These are to be completed by dates above and a random check of PPPs will be carried out. If components are missing 10% will be deducted from your Practice education grade.


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Section 6: Practice Education Module

& Assessment – Year 3


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6.1 Year Three Module Outline & Assessment (3rd year placement)

Strand 1 Developing Clinician


Year Taught 3

ECTS 12

Contact Hours 25

Self-directed and Assessment Hours 65

Total Workload 300

Placement Hours 210


The aim of the Practice Education 3 module is to prepare SLTs in training for working with greater independence. At this point in their training they should require direction in their clinical practice but can do some routine and well practiced tasks independently. SLTs in training will attend specialist placements where they are actively involved in the management of clients with complex communication and swallowing impairments. SLTs in training will continue to develop their observational and assessment skills, their ability to make a differential diagnosis, plan and implement intervention. They will also continue developing their professional and interpersonal skills. SLTs in training will be prepared for and supported in these placements through practice education tutorials and workshops. There will also be specific workshops provided to target advanced skill development such as informal non-standardised tests, intervention techniques, report-writing, team-working, management and session plan writing within teams. SLTs in training will be facilitated to integrate learning from strands 1, 2 and 3 on-line in clinical settings. In the psychomotor domain in year 3, SLTs in training will carry out tasks with fewer errors and their practical skills will become more precise. On completion of this module, students will be able to with direction from an educator to:

1. Select personal strengths and areas for clinical development through reflective practice.

2. Demonstrate the ability to work collaboratively with peers, educators and other members of the clinical team.

3. Demonstrate written and verbal communication skills considering legal, ethical and other obligations for communicating effectively with clients and other members of the team.

4. Work collaboratively as part of team and critique models of team-work 5. Demonstrate and adapt assessment procedures in response to client’s needs. 6. Demonstrate the ability to interpret and access additional information from a variety

of sources and refer onwards where appropriate.


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7. Create clear evidence-based rationales for clinical hypotheses and tentative diagnoses

8. Adapt intervention in response to the client’s needs. 9. Demonstrate use of outcome measures to evaluate goals. 10. Adapt different service delivery models to complex cases 11. Create management and session plans using SMART objectives, clear evidence based

rationale. 12. Implement relevant health and education policies on their clinical practice. 13. Interpret the IASLT guidelines, standards and ethics to complex clinical cases and

evidence based practice. Module Content


− Preparation for placement. i.e. professional conduct on placement (e.g. confidentiality/legal obligations/punctuality etc), role of the SLT in training, educator and HEI while on placement, caseload responsibilities, problem solving, conflict management, contracting team work and feedback .

− Management and session plan writing within teams. − Written and verbal communication skills within the team setting workshop. − Non- standardized assessment workshop. − Adult standardized assessment tool practice workshop. − Preparation for assignments − Debriefing following placement regarding what they learnt/difficulties they

overcame etc. Teaching and Learning Strategies

• Placement semester 1: One day a week for 10 weeks (5 days in a setting for clients with dysphagia; 1-2 days in a stuttering clinic; 1-2 days in a voice clinic; 1-2 days in an early intervention setting). (70 hours)

• One to one meeting with the clinical tutor to plan for the second semester block placement e.g. learning objectives/reading

• Placement semester 2: 20 day placement in a setting with clients who present with more complex SLT needs (140 hours)

• 25 hours of tutorials and workshops to incorporate the topics above. Assessment

• In semester 1 SLTs in training are required to complete a case study on a client with dysphagia. It is a requirement that students must pass this continuous assessment. The mark on this component is worth 70% of the Practice Education module.

• SLTs in training will develop an information leaflet on some aspect of communication impairment for the general public. They are also required to provide a 1,000 word document using evidence based practice detailing the rationale for their inclusion and exclusion of information. It is a requirement that students must pass this continuous assessment. The mark on this component is worth 30% of the Practice Education module.

• Continuous placement assessment mark (Level 2) will be marked by the practice educator in April/May. It is a requirement that the SLTs in training pass this


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continuous assessment. If the SLT in training fails, they must repeat the 20 day placement during the summer.

• Personal and Professional portfolio is submitted at the end of the year. The PPP is made up of a number of components relevant to placement and stage of learning. If any components are missing the SLT in training is deducted 10% of their overall grade in Practice Education.

Speech and language therapists in training must pass all components of the assessment and there is no compensation. Table 11: Year 3 Assignment Submission Dates.



Continuous assessment by the practice educator at the end of the block placement in Semester 2

1 week after placement is completed

Case Study on a client with Dysphagia from Semester 1

70% 7th December 2012

Information Leaflet for parents/carers with rationale

30% 12th October, 2012

Personal Professional Portfolio Random checks. If sections are missing student’s overall practice education grade will be deducted by 10%

6.2 Recommended Client Contact While on Placement at Third Year Level

In Semester 1 of Year 3 students will attend specialist clinics. These clinics will include clients with a stammer, voice impairments, early intervention and dysphagia. Students will be asked to complete specific activities while observing on these placements. They may have some limited opportunity to be actively involved in sessions. In Semester 2 they are placed with educators for a five week block placement. They are expected to have full responsibility for the management of one or two clients/group per day at the start of the block working towards three depending on the student by the end of the block placement. They are expected to submit a session plan for these clients and deliver therapy, write the case notes and deliver feedback where appropriate to the client or other members of the MDT. It is recommended that they complete a reflection form based on these sessions which is for their own records. They can assist the educator with parts of other sessions e.g. carry out parts of tests, particular activities etc. It is recommended that they spend parts of the day reflecting on their experiences, preparing for therapy sessions and familiarization of tests and equipment. If a student is observing it is important that the educator sets them specific tasks to do while observing. Students in year 3 do not necessarily know what they should observe and therefore should be guided.


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6.3 Contact with University Staff during Third Year Placement

University staff will offer to visit the students during the 3rd year block placement. The purpose of this visit is to provide support to students and educators regarding the placement and completion of the mid way evaluation form. It is also an opportunity to answer any questions or queries which the educator or student would like answered. If a visit is not required please complete the letter in Appendix 11 and return to the PEC (Laura Loftus) at the University in order that a record can be maintained in the student’s file. During the visit the mid way evaluation will be completed. It is important however that together an action plan is developed for the remainder of the placement based on this mid way evaluation. If required, by the educator or student the visit can also include watching a session and providing feedback to the student based on this session. The educator will receive a phone call towards the end of the first week in order to set this visit up and allocate the amount of time required for the visit. It is recommended that an hour is allocated to this visit if no session is being observed and altered to accommodate watching a session if required. Proposed plan for the visit:

At the visit a three way meeting will take place to discuss the midway evaluation (the student and the practice educator are recommended to have completed the midway evaluation separately prior to the visit).

At the three way meeting the midway evaluation will be completed together with the support from the University representative. This will allow an opportunity to answer questions which may arise.

Evidence regarding each competency achieved will be discussed at this midway evaluation and if a competency has not yet been achieved ideas for how to achieve this competency will be discussed during the meeting together.

The student is not graded and the completion of the form is to provide formative feedback to the student only.

Any other concerns in relation to the placement may also be discussed (Please see checklist below for possible areas to discuss).

The student will be asked to write up a summary of the meeting which should incorporate an action plan outlining future learning goals and how they will be achieved. A copy of this action plan should be given to the educator.

It is important to note that if either the student or educator would like the college representative to view a therapy session this can be arranged. Feedback can be provided to the student jointly following the session.


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Table 12: Three Way Meeting between University Staff Member, Student and Practice Educator.

Questions which may be asked at the three way meeting: Yes No

1. Was the clinical CV forwarded in adequate time?

2. Was there contact made by student prior to the placement?

3. Are there any issues concerning punctuality?

4. Have you any comments to make with regard to the student’s dress code?

5. Is the student using their identification badge?

6. Were the ground rules for the placement clearly stated for the student at the beginning of the placement?

7. Did the student create a learning contract at the beginning of the placement?

8. Have you found this learning contract useful?

9. Is the student submitting session plans for all clients which they have responsibility for seeing?

10. Is the student completing one reflection form a day?

11. Is the student keeping a record of their clinical hours and showing them to you on a regular basis? (We advise daily)

12. Are you satisfied with the student’s level of record keeping?

13. Is the student proactive regarding their learning?

14. Is there time set aside daily in which feedback is given to the student?

15. Is the student receiving and acting on this feedback?

16. Have you had any concerns regarding the student’s level of confidentiality?

17. Is the student using their initiative?

18. Is the student demonstrating a professional attitude at all times both to staff members and other team members?

19. How many clients daily is the student having direct contact with?

20. Is the student getting adequate time to prepare?


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6.4 Assessment Guidelines & Marking Criteria in Third Year

1. Continuous Assessment by Practice Educator The continuous assessment form and performance indicators for third year students can be found in the clinical education handbook Appendix 2. At the end of the third year block the practice educator are asked to complete and return it to the University within 1 week of the placement finishing. You may receive a phone call from the University in order to discuss the placement and you are asked to contact the University if you have any queries regarding the completion of the form. We ask that you give the students general feedback relating to their performance and suggestions for improvement which you would recommend. It is a requirement that students pass this continuous assessment. It is also a requirement that they must pass the professional conduct element also. If they fail the placement, they must repeat the placement. 2. Dysphagia Case Study in Year Three Students are asked to submit a case study on a client they have observed or worked with during their dysphagia placement in semester 1.The case study is corrected by University staff/tutors and will be graded. Guidelines and Marking Criteria for Dysphagia Case Study

The case study is allocated 70% of your Practice Education mark in third year. Failure to pass the case study will result in you having to resubmit. Students whose grades fall into the borderline score range (45-50%) will be invited to attend a pass/fail viva. This may result in your grade been brought to 50%. It is useful to start thinking about your case study as soon as you start your placement as you will need time to gather the necessary information. Students attending placement simultaneously can choose the same client to submit their study on but students need to work independently and submit original individualized case studies. It is important to remember that the client’s confidentiality must be preserved at all times. This means that any identifying information such as the client’s full name, address, clinic, date of birth, therapist, school, hospital etc. should not be referred to in the course work. (Instead of including date of birth you should state the chronological age only). You should choose a pseudo-name and clearly state this at the beginning of the course work. Failure to comply with this requirement will result in failing this piece of coursework. You need to integrate the following principles when writing your case study:

Use a critical, questioning approach to all aspects of the case study i.e. question what you are doing and why? Is there another approach which would be more effective? Is it benefiting the client? What is happening in the communication environment which may in turn be affecting the swallow?

Your decision-making in the case study should be transparent and clear. Use an evidence-based approach to all aspects of your case study and you must

provide a theoretical framework to support your decisions Consider empowerment of the client and family in the therapy process e.g. how are

you involving clients and families in therapy planning and implementation


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You need to take a broad holistic view of the case and not just report on the impairment e.g. What impact is the swallowing impairment having on the family/significant others? Who else do I need to liaise with in my management of this client?

Consider the role of the SLT in the context of the team. Content

The aims of the case study are to provide the student with an opportunity to:

apply theory to practice work systematically through the therapeutic process in-depth for one client

presenting with dysphagia provide evidence for decision-making which is transparent and explicit at all stages

of the clinical process – this will provide the examiners with evidence of your clinical reasoning skills

The guidelines for the structure and content of the case study are based on clinical reasoning models developed by Whitworth, Franklin & Dodd (2004), Kersner (2001) and Kersner & Parker, 2001). Dodd, Holm, Crosbie & McIntosh, 2006) illustrate this clinical reasoning model through a case study. The clinical problem solving model proposed by Whitworth et al (2004) has seven questions which provides a systematic framework for considering the evidence from the data collected about the client in the context of the evidence base including knowledge and research and the constraints governing speech and language therapy services (Dodd et al, 2006). Gascoigne (2006) also provides a useful framework for services for children and the principles can be applied to other client groups. Kersner & Parker (2001) provide a useful overview on hypotheses testing. You are advised to read these references carefully to support you in carrying out your case study.


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Table 13: Case Study Guidelines – Year 3.

CASE STUDY GUIDELINES – YEAR 3

Information Gathering and Assessment

Section What needs to be included?

Is intervention indicated? Justify why the client needs intervention. Consider factors such as client/team concern, diagnosis, potential for change, what constitutes ‘normal’ swallow etc.

Incorporate all relevant details e.g. social, cognitive, behavioural, environmental, psychological and communication factors contributing to feeding, eating, drinking and swallowing status.

What is the nature of the problem/what are the working hypotheses pre-assessment?

On review of the client’s chart/file you should develop your pre-assessment hypotheses. This should include the nature of the problem, the causes, maintaining/exacerbating factors, severity and impact of the swallowing difficulty. You need to provide evidence for your pre-assessment hypotheses e.g. data from case history, referral source, communication difficulties, other professional involvement etc. If data is missing from the case history you need to state clearly what information is required, why you need it and how you would access it in order that you can develop a robust post assessment hypothesis.

What assessments will provide evidence/ what are the criteria for choosing/rejecting assessments? What are the choices available?

You need to include a summary of relevant informal and formal procedures you plan to use or have used in this section to test the pre-assessment hypotheses. You should include rationale and critique for your choice. You should discuss why the assessment procedure may have been modified. You should evaluate the findings of all assessments and integrate this information with your own findings. You need to outline the risks/benefits of bedside and instrumental assessments. If data is missing from the assessment/investigative procedure section you need to state clearly what information is required and how you would begin to access it. The detail of the assessment results should be included in one of the appendices however you should summarize your results and include in the main body of the case study.

What is the working diagnosis? You must include your post-assessment hypotheses on an analysis of the assessment data. This should include the nature of the problem, the causes,


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maintaining/exacerbating factors, severity and impact of the swallowing difficulty. You need to apply your knowledge of typical/atypical swallowing/feeding patterns to your assessment findings using an evidence based approach. Your hypothesis needs to be linked to the findings made by other members of the team.

Intervention

What service delivery model should be chosen?

The service delivery model chosen needs to be based on your hypothesis, the client’s needs, service resources and evidence based practice.

What are the goals of intervention- long-term and short-term and prognosis

The management plan for the client is based on the integrated view of the case history information, formal and informal assessments and the input of other professionals. Clients/care givers needs and wishes should also be incorporated as part of your plan. The management plan should include long-term goals and short term goals for the client (See Bray, Ross & Todd, 2006). These should be written in SMART form and clearly indicate the time frame in which you hope to achieve them/review them. There should be clear theoretical rationale for why you chose these goals. The management plan should be included in the main body of the case study.

What needs to be done to achieve the goals?

In this section you need to include specific objectives which you will use to achieve your goals in a step-by-step manner. You should also discuss techniques which you use. You should include the proposed/actual session plan in your appendix. The session plan should include objectives, theoretical rationale, methods/materials and evaluated outcomes for each objective. (All objectives must be SMART).

Is therapy working and how will generalisation be aided?

You need to measure the client’s progress throughout therapy to determine if therapy is working. You should also include a plan for generalization to show how changes will be sustained or monitored.

What discharge criteria will be set? You need to provide an overview of what criteria and factors that you might consider when discharging the client from the service.

How will effectiveness be measured?

In this section you discuss an evaluation of the effectiveness of the intervention and include discussion of experimental designs which would allow you to measure progress in a clinically valid way.


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Format

The Case Study should:

Have a contents page and all pages, tables, figures etc. should be numbered in the document. You must state the page and the number of the appendix when you refer to them in the case study.

Must be written in an appropriate academic style Be clearly and neatly presented and easily readable Be no longer than 2,500 words. This excludes references and appendices. Note: only

the following information should be included in the appendices: assessment results and session plan. You will not receive marks for any other additional appendices.

Present a holistic overview of the client and NOT just the impairment Include appropriate referencing conventions (see Policies and Procedures handbook)

*Note: Only the following information should be included in the appendices: assessment results and session plan. You will not be given any additional marks for other information which you include in the appendices as it is important that you learn how to present information succinctly. Submission

Three copies of the report must be submitted by the date arranged. Two copies should be anonymous and one should have the students name on it. A completed coursework cover sheet must be attached to each copy. Marking Criteria for Case Study– Year 3

When marking the case studies examiners are asked to use the University of Ireland Grade Descriptors. These can be found in Appendix 14. Abbreviations are explained below. The overall score is based on the score and weighting allocated. Room is left for an examiner to add specific comments which will show the student where they might have omitted material or information. The comment section is intended as a guide to assist students understand how and what they need to include in future pieces of work in order to continue improving. SUP: Supreme 90-100% EXP: Exceptional 80-89% EXL: Excellent 70-79% VG: Very good 65-69% Good: Good 60-64% SF: Satisfactory 50-59% Fail (BR): Borderline 45-49% Fail: < 45%


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Table 14: Marking Criteria for Case Study – Year 3.

Title of Section Sections Marked Sup Exp Exl VG Good SF Fail (Br) Fail Comments

Information Gathering and Assessment

(60 marks)

Justification for intervention (10 marks)

Clearly outlined Pre Assessment hypothesis (20 marks)

Assessment choice and the suitability of these assessments (formal and informal) (10 marks)

Analysis and interpretation of assessments (formal and informal) leading to post assessment hypothesis

(20 marks)

Subtotal:

Title of Section Sections Marked Comments

Intervention

(40 marks)

Rationale and justification for service delivery model chosen (5 marks)

Management plan with rationale (15 marks)

Outcome measures used and generalization plan (5 marks)

Prognosis and discharge criteria (15 marks)


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Overall Grade (This will be calculated after the examination by Module Coordinator): Additional Comments: Signed: ___________________________________________________ Date:


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3. Information Leaflet for a parent/formation leaflet guardian using the Therapy Project Guidelines (30%)

This assignment has two components:

1. The information leaflet (i.e. A4 double sided) 2. The rationale to support the leaflet.

Please clearly state at the top of the leaflet that it is a college assignment and should not be reproduced without permission from the university. You need to submit two copies of all the paperwork by the specified date with the appropriate cover sheet. One copy should be anonymous and one should be named. Using the Therapy Project Guidelines (available on the Speech and Language Therapy website) you need to develop an information leaflet (i.e. A4 double sided) which you would give to a parent/carer to explain a disorder/approach/intervention etc. which a working SLT might encounter. The language used in the information leaflet should be accessible to the reader and not contain jargon. Information should be selectively chosen keeping in mind the reader’s needs. Therefore you need to be careful not to provide too much or too little information. Use of pictures should be appropriate and inform your reader rather than detract from what you are saying. You can include useful organizations/websites which you might consider appropriate for your target audience. In the contact details section use the address and phone number for the onsite clinic in Aras Moyola. The National University of Ireland grade descriptors as outlined in Appendix 14 will be used to mark both sections of the leaflet. Marks for the leaflet component will be allocated 40% of the overall grade. It is important that you adhere to the guidelines as specified in the Therapy Project Guidelines in relation to document layout, design, font size, use of language etc. In addition to the leaflet you need to attach a 1,000 word theoretical explanation to support the content of your leaflet. You need to clearly indicate why you choose the material you did. The rationale section is worth 60% of the overall grade. It is a requirement that students pass this continuous assessment. 4. Personal Professional Portfolio The personal and professional portfolio which you begin in your first year of study will run across the four years of the training programme. You are not asked to submit these sections individually but a random check of your PPP will occur during the year. If you do not submit all the components you will lose 10% of the marks allocated. . The aims of using the portfolio are as follows:

To identify your own educational/further training needs To evaluate and identify personal strengths and or weaknesses as an adult learner engaged

in becoming a speech and language therapist To devise action plans to continue developing these strengths and address any areas of

weakness To encourage Reflection on Practice and link this with relevant theory


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The common themes are as follows: (a) Clinical CV (b) 6 tests which you will have familiarized and practiced on a peer

• Test for Reception of Grammar (TROG) 2nd Edition • Phonological Awareness Test • Western Aphasia Battery • Frenchay Dysarthia Assessment • PALPA • Vases

(c) Inclusion of a contract drawn up with a practice educator/client/carer (your decision) Please see

Appendix for details relating to questions on contracting (d) Written summary of the meeting held with your clinical tutor and the actions decided upon as a

result of the meeting. (e) Daily reflection forms completed during block placement. Clinical CV (Long Version) You are advised to include the following information:

Cover Letter Personal/Biographical Details: Name, contact details etc. Placement to date Relevant Learning experiences Assessments and specific therapy interventions you are familiar with Relevant certifications i.e. manual handling, first aid, infection control Vaccinations received Specific Learning objectives/goals for pending placement

Clinical CV (Short Version) This should contain the above information but in a shorter two page document.


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Table 15: Portfolio Table of Contents and Submission Dates – Year 3.


1 Clinical CV (Long Version and Short Version) 23rd November, 2012 2 6 tests familiarized and practiced on a peer 23rd November, 2012

3 Contract devised at the beginning of your placement with your practice educator (Please see Appendix 13)

17th May, 2013

4 Summary of the meeting regarding your learning experiences to date and your action plan for Semester 2. This meeting will be held with the Practice Education Coordinator (Laura Loftus) or tutor (Margaret Rodden)

15th March, 2013

5 Daily refection forms completed during the block placement

17th May, 2013

These are to be completed by dates above and a random check of PPPs will be carried out. If components are missing 10% will be deducted from the overall practice education grade.


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Section 7: Practice Education Module &

Assessment – Year 4


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7.1 Year Four Module Outline & Assessment (4th Year Placement)



Year taught 4

ECTS 18

Contact Hours 49

Self-directed and assessment hours 127

Total workload 450

Placement hours 274


This module will serve to create the working foundation for the new professional. It will facilitate the SLTs in training to consolidate their clinical skills, integrate theory and practice, and apply their knowledge to new clinical situations. It will prepare them to enter the workforce and smooth the transition from speech and language therapists in training to professionals in practice. SLTs in training will attend placements where they will be actively involved in the management of clients with communication and FEDS impairments. SLTs in training will continue to develop their observational and assessment skills, their ability to make a differential diagnosis, plan and implement intervention. SLTs in training will apply critical thinking and evidence-based practice in their clinical work. They will also continue developing their professional and interpersonal skills. SLTs in training will be prepared for and supported in these placements through practice education tutorials and workshops. There will also be specific workshops provided to target skill development such as mentoring SLTs in training at an earlier stage, working independently and the safe transition from training to becoming professionals in practice. In Practice Education 4, SLTs in training will attend placements where they manage clients with minimal guidance. In the psychomotor domain in year 4, SLTs in training should demonstrate skills that are well developed and can easily modify their approach when required. Learning Outcomes

Fourth year SLTs in training should attain the following learning outcomes with general guidance from the practice educator. At this point they are expected to be work largely independently especially in relation to routine activities such as record keeping/report writing/session manipulation. In areas where the SLT in training has not had an opportunity to develop skills, learning outcomes will be attained with more specific direction from the practice educator. On completion of this module, speech and language therapists in training should be able to:

1. Appraise personal strengths and areas for continuing professional development through reflective practice e.g. preparation for professional autonomy, leadership and management skills etc.

2. Demonstrate the ability to work collaboratively within teams/peers and educators.


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3. Employ written and verbal communication skills which integrate legal, ethical and risk assessment issues when communicating with clients and team members.

4. Adapt to the different roles of the speech and language therapist within the different teams (multi, inter and trans-disciplinary) in the management of clinical cases.

5. Demonstrate flexibility in the application of principles of prevention, assessment and intervention

6. Demonstrate ability to access additional information from a variety of sources and refer onwards where appropriate.

7. Construct clear evidence based rationale for clinical hypotheses and tentative diagnoses. 8. Demonstrate and appraise the use of outcome measures with clients. 9. Appraise the application of health and education policies on practice. 10. Adapt and develop supportive communication strategies to facilitate conversation for clients

with a communication disability. 11. Discuss the overall organisation and management of speech and language therapy services. 12. Apply the IASLT guidelines, standards, the principles of risk management and evidence based

practice to clinical practice. 13. Demonstrate and appraise the role of Information Communication Technology (ICT) and the

available epidemiological data in the management of cases. 14. Demonstrate an awareness of the transition from SLT in training to professional in practice.

Module Content


− Preparation for placements and working as a mentor. i.e. professional conduct on placement (e.g. confidentiality/legal obligations/punctuality etc), role of the SLT in training, educator and HEI while on placement, caseload responsibilities, problem solving, conflict management, feedback skills, contracting, team work and the role of mentoring.

− Dysphagia workshops

− Preparation for exams i.e. Unseen Examination and OSCE

− Debriefing during and following placement regarding what they are learning/questions they have etc.

Teaching and Learning Strategies

• Semester 1: One day per week (50 Hours) • A mid-year formative continuous assessment report (Level 3) from a practice educator in

November/December. This report is not marked but will provide the SLT in training with qualitative feedback for developing learning goals for the second semester placement

• One to one meeting with the Practice Education Coordinator to plan for the upcoming block placement e.g. learning objectives/reading

• Semester 2: 32 day block (224 hours) • Tutorials and workshops: 49 hours over semester 1 and 2 to incorporate the topics above.

Assessment

• Unseen Child Client examination. The mark for this component is worth 50% of the Practice Education module.

• OSCE. (Dysphagia). The mark on this component is worth 50% of the Practice Education module.


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• Continuous placement assessment mark (Level 3) as marked by practice educator in February/March. It is a requirement that the SLTs in training pass this continuous assessment. If the SLT in training fails, they must repeat the 32 day placement during the summer.

• Personal and Professional portfolio is submitted at the end of the year. The PPP is made up of a number of components relevant to placement and stage of learning. If any components are missing the SLT in training is deducted 10% of their overall grade in Practice Education.

Speech and language therapists in training must pass all components of the assessment and there is no compensation. Table 16: Year 4 Assignment Submission Dates.



1. Continuous assessment by the practice educator at the end of the block placement in Semester 2

2 weeks after placement is completed

2. OSCE (Dysphagia) 50% Week 9 Semester 2 3. Unseen Client Examination 50% Week 10 Semester 2 4. Personal Professional Portfolio Random checks. If sections are

missing student’s overall practice education grade will be deducted by 10%


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7.2 Recommended Client Contact While on Placement at Fourth Year Level

In Semester 1 of Year 4 a student sees a group of clients presenting with less complex communication impairments. They have joint responsibility with the second year for writing session plans, carrying out therapy, writing case notes and reports. They have responsibility for delivering feedback to clients, parents and other members of the MDT where appropriate. They also take on the responsibility to mentor a second year student under the guidance of the educator. They observe peers working with another group of clients. At this stage of their learning they are expected to be able to observe their peers without any specific guidance. They then take part in a group feedback session where they are actively encouraged to give and receive feedback. The remainder of the day is spent reflecting and preparing for the following weeks session. In Semester 2 they are placed with educators for an eight week block placement. They are expected to have full responsibility for the management of two clients/groups per day at the start of the block working towards three or four by the end of the block placement. They are expected to submit a session plan for these clients and deliver therapy, write the case notes and deliver feedback where appropriate to the client or other members of the MDT. It is recommended that they complete a reflection form based on this session which is for their own records. They can assist the educator with parts of other sessions e.g. carry out parts of tests, particular activities etc. It is recommended that they spend parts of the day reflecting on their experiences, preparing for therapy sessions and familiarization of tests and equipment. If a student is observing at this level it is expected that they should be able to observe without specific guidance. Students at this level welcome the opportunity to observe the educator. 7.3 Contact with University Staff during Fourth Year Placement

University staff will offer to visit the students during the 4th year block placement. You will receive a phone call towards the end of the first week in order to set this up if required. If a visit is not required please complete the letter in Appendix 11 and return to the PEC at the University in order that a record can be maintained in the student’s file. The purpose of this visit is to provide support to both the students and to the practice educators and to offer support completing the mid way evaluation. This form should be used to structure the mid way evaluation and it is not expected that the student will be graded at this mid way point. It is important however that the student develops an action plan for the remainder of the placement based on this mid way evaluation. Proposed plan for the visit: At the visit a three way meeting will take place to discuss the midway evaluation (the Student and the practice educator are recommended to complete the midway evaluation separately prior to the visit).

At the three-way meeting the midway evaluation will be completed together with the support from the University representative.

Evidence regarding each competency achieved will be discussed at this midway evaluation and if a competency has not yet been achieved ideas for how to achieve this competency will be discussed during the meeting together.

The student is not graded at this point and the completion of the form is to provide formative feedback to the student only.

Any other concerns in relation to the placement may also be discussed (Please see checklist below for possible areas to discuss).


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The Student will be asked to write up a summary of the meeting which should incorporate an action plan outlining future learning goals and how they

will be achieved. A copy of this action plan should be given to the educator. It is important to note that if either the student or educator would like the college

representative to view a therapy session this can be arranged. Feedback can be provided to the student jointly following the session.

Table 17: Three Way Meeting between University Staff Member, Student and Practice Educator.

Questions which may be asked at the three way meeting: Yes No

1. Was the clinical CV forwarded in adequate time?

2. Was there contact made by the student prior to the placement?

3. Are there any issues concerning punctuality?

4. Have you any comments to make with regard to the student’s dress code?

5. Is the student using their identification badge?

6. Were the ground rules for the placement clearly stated for the student at the beginning of the placement?

7. Did the student create a learning contract at the beginning of the placement?

8. Have you found this learning contract useful?

9. Is the student submitting session plans for all clients which they have responsibility for seeing?

10. Is the student completing one reflection form a day?

11. Is the student keeping a record of their clinical hours and showing them to you on a regular basis? (We advise daily)

12. Are you satisfied with the student’s level of record keeping?

13. Is the student proactive regarding their learning?

14. Is there time set aside daily in which feedback is given to the student?

15. Is the student receiving and acting on this feedback?

16. Have you had any concerns regarding the student’s level of confidentiality?

17. Is the student using their initiative?

18. Is the student demonstrating a professional attitude at all times both to staff members and other team members?

19. How many clients daily is the student having direct contact with?

20. Is the student getting adequate time to prepare?


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7.4 Assessment Guidelines & Marking Criteria in Fourth Year

1. Continuous Assessment by Practice Educator

The continuous assessment form and performance indicators for fourth year Students can be found in the clinical education handbook Appendix 3. This should be returned to the University as soon as the placement is finished. You may then be contacted by a University representative to discuss the placement. It is a requirement that students pass this continuous assessment. It is also a requirement that they must pass the professional conduct element also. If they fail the placement, they must repeat the placement. 2. Objective Structured Clinical Examination (OSCE)- 50%

This exam involves students being assessed on a series of stations. Each station tests different learning objectives. You will be required to interact with a “patient/client” or demonstrate a specific skill. Each station is short and can last 15 minutes. In fourth year the focus of the OSCE will be dysphagia. Closer to the examination you will be given general information relating to the content of each station. This will assist with your preparation. You must pass this examination. Failure to do so will result in you having to redo the examination in the resit period. 3. Unseen Client Exam

This exam accounts for 50% of your clinical education mark. You must pass this component. Failure to do so will result in your having to re-sit this exam. You will be provided with a tutorial to prepare you for this examination. This exam will last 3 hours. On the day of the exam you will be given some details regarding the client at the beginning of the exam. You will be shown a video clip of a client 4 times. You will see the video clip twice at the beginning of the exam and then once towards the middle and again towards the end of the exam. Exact times will be given nearer to the exam date. After watching the video clip you will complete the following steps: Guidelines and Marking Criteria for Unseen Client with Video & Viva – Year 4 Step 1 Describe your initial hypothesis regarding the nature, severity, impact, causal and maintaining / exacerbating factors of the presenting communication impairment. Take all factors into consideration when forming this hypothesis. Step 2 What evidence have you gathered to support this hypothesis? Give details and back up this information with reference to relevant communication disorder theory or any experience you have gained on previous clinical experiences. This section should have detail both from your observations and your theoretical understanding of the presenting condition. Step 3 What steps are required to further test this hypothesis? Clearly outline these steps and your rationale for them. Give details and back up this information with reference to relevant communication disorder theory or any experience you have gained on previous clinical experience.


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4. Personal Professional Portfolio

The personal and professional portfolio which you begin in your first year of study will run across the four years of the training programme. You are not asked to submit these sections but a random check of your PPP will occur during the year. If you do not submit all the components you will lose 10% of the marks allocated to the practice education module. The aims of using the portfolio are as follows:

To identify your own educational/further training needs To evaluate and identify personal strengths and or weaknesses as an adult learner engaged

in becoming a speech and language therapist To devise action plans to continue developing these strengths and address any areas of

weakness To encourage Reflection on Practice and link this with relevant theory To demonstrate skills expected at your particular level of training.

The following components must be included in the PPP:

(a) Clinical CV (Long and short version) (b) CV for interview (c) CPD Log (d) Dysphagia case study (e) Written summary of the meeting held with your clinical tutor (this will either be Margaret

Rodden or Laura Loftus) and the actions decided upon as a result of the meeting. (f) Reflection forms from placement (1 per day)

Table 18: Portfolio Table of Contents and Submission Dates – Year 4.


1 Clinical CV (Long and short Version) 23rd November, 2012 2 Summary of the meeting regarding your learning

experiences to date and your action plan for Semester 2. This meeting will be held with the Practice Education Coordinator (Laura Loftus) or tutor (Margaret Rodden)

23rd November, 2012

3 Dysphagia case study 15th February, 2013 4 CV for interview 12th April, 2013

5 CPD Log 12th April, 2013

6 Reflection forms from placement 12th April, 2013

Failure to complete tasks will result in 10% of marks being deducted in practice education module.


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Appendices


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APPENDIX 1

TRINITY COLLEGE DUBLIN COLÁISTE NA TRÍONÓIDE BAILE ÁTHA CLIATH

Student Clinical Competency Evaluation Form Level 1 Novice Clinician

Student Practice Educator Clinic Location Placement dates From To Number of days completed at mid placement review at end of placement

Caseload mainly (please tick) 0-5 Child Adult Older people

Main client group Acquired communication disorders Autism Spectrum Dev. Speech & Language Craniofacial Conditions Dysfluency Dysphagia Intellectual impairment Mental Health Physical impairment Sensory Impairment Voice Other LEVEL 1: Novice clinicians will require specific direction from the practice educator in all aspects of clinical work. They will also need

• guidance to develop a holistic approach to the client and clinical context. • support to identify problems and solutions within the clinical context. • time to focus on their own performance and reflect on developing competencies • structured feedback on developing competencies from practice educators effort

Rating Descriptor Not Evident This skill was not demonstrated despite learning opportunities, supervision and

support. Emerging

The student has not consistently demonstrated acceptable levels of clinical skills.

Evident The student has consistently demonstrated acceptable levels of clinical skills with an appropriate level of supervision.

Enhanced The student has demonstrated ability in this area that would be expected of a student at level 2.

Developing competencies should be evaluated and forms completed at the mid point and end of each placement by the key practice educator (in collaboration with other educators should there be others involved). The mid-placement evaluation should provide developmental feedback for the student and indicate if opportunities to develop the required competencies are available. If this evaluation indicates significant gaps in learning opportunities or in the ability of the student to avail of these the college should be notified. If opportunities have not arisen in the clinic to observe a student’s competency in a specific area this item may be scored based on responses to a hypothetical clinical scenario presented by the practice educator. If the competency is rated in this manner this should be indicated in the comments section. The final evaluation should provide students with information on their current competency levels and this along with feedback from the practice educator should help the students to set new learning goals and develop a learning plan

Level 1 Rating indicators should be used when completing this form page 1


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Professional Conduct Students are expected to demonstrate a high level of professional conduct throughout their placement. Students should be made aware of any breaches in conduct as soon as they occur. Failure to maintain an acceptable level of professional conduct after one warning should be notified to the college. Persistent failure in any aspect of professional conduct will result in a student failing that placement. Mid placement End of placement Acceptable Unacceptable Acceptable Unacceptable Adheres to IASLT code of ethics Communicates with clients in a professional manner

Obtains client consent in accordance with legal guidelines and the policies and procedures of the host agency

Maintains all aspects of client confidentiality in accordance with legal and professional guidelines

Maintains appropriate professional relationships with clients and carers

Maintains appropriate professional relationships with colleagues

Communicates with colleagues in a professional manner showing respect for their position, views and opinions

Refrains from disparaging or unprofessional comments about the competencies of colleagues

Adheres to the policies and procedures of the host agency e.g. health and safety, administration, record keeping etc.

Shows punctuality in attendance, meeting deadlines and managing clinic time effectively

Presents a professional image adhering to dress code and guidelines of the host agency

Recognises own professional limits and competencies and works within professional boundaries

Participates actively in developing own professional competencies

Comments: Student signature Practice Educator Signature Date: (Mid) (End)



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Clinical Assessment and Planning

Not Evident

Emerging Evident Enhanced Comments

Competency Mid End Mid End Mid End Mid End 1. Collects and collates relevant client-related information

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

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

3. Administers, records and scores a range of assessments accurately

4. Analyses and interprets assessment findings using the professional knowledge base

5. Formulates an appropriate diagnostic hypothesis 6. Evaluates findings in light of client’s needs and service

resources

7. Establishes clear long and short term objectives for intervention

8. Demonstrates knowledge of the need for onward referral End of placement total

Comments



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Intervention

Not Evident Emerging Evident Enhanced Comments

Competency Mid End Mid End Mid End Mid End 9. Reports evaluation findings effectively orally and in writing 10. Maintains precise and concise therapy records 11. Carries out administrative tasks and maintains service

records

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

13. Continuously evaluates intervention and modifies programme as necessary

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

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

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

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

18. Introduces, presents, closes and evaluates session components

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

20. Uses prompts and clarification requests appropriately 21. Provides appropriate verbal and non-verbal feedback on

client performance

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

23. Uses outcome measures to determine efficacy of intervention

End of placement total



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Self Evaluation and Continuous Professional Development

Not Evident

Emerging

Evident

Enhanced

Comments

Competency Mid End Mid End Mid End Mid End 24. Identifies, reflects and reports on own clinical strengths and

learning goals

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

End of placement total Student Signature: Practice Educator Signature:

Date: Students should be provided with formative feedback at mid and end of placement with grades and marks disclosed in accordance with relevant college policy. All marks are subject to ratification by the college courts of examiners. Students who fail to demonstrate consistent competency in any area should be informed of this and a plan to develop that competency should be outlined by the student and practice educator. Scores should be summarized on the tables 1and 2 overleaf before returning the form to the college. Comments:



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Table 1 Scoring Summary Indicate number at each level Competency area Not evident Emerging Evident Enhanced Clinical assessment and planning Intervention Self evaluation and continuous professional development End of placement totals

Select the appropriate grade band from the totals on table 1 and mark grade and percentage under the appropriate college row of table 2 using the proportion of emerging / enhanced as a guide to deriving a percentage mark.

Table 2 Competency Rating Table Five or more competencies

not evident or emerging will result in a failing grade.

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

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

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

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

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

Student grade and percentage UCC Fail Pass 11.2 11.1 First

50-59% 60-64% 65-69% 70- 100% Student

mark

NUIG Fail Pass 11.2 11.1 First 50-54% 55-61% 62-69% 70-100%

Student mark

UL Fail Pass Merit Distinction 40-49 50-60% 61-67% 68%+

Student mark

Trinity F2…….. F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Student mark

Practice Educator Signature Date

Student evaluation forms should be returned to the college within two weeks of placement completion Level 1 Rating indicators should be used when completing this form page 6


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Student Clinical Competency Rating Indicators Level 1 Novice Clinician

LEVEL 1: Novice clinicians will require specific direction from the practice educator in all aspects of clinical work. They will also need

• guidance to develop a holistic approach to the client and clinical context. • support to identify problems and solutions within the clinical context. • time to focus on their own performance and reflect on developing competencies • structured feedback on developing competencies from practice educators effort

Developing competencies should be evaluated and forms completed at the mid point and end of each placement by the key practice educator (in collaboration with other educators should there be others involved). The mid-placement evaluation should provide developmental feedback for the student and indicate if opportunities to develop required competencies are available. If this evaluation indicates significant gaps in learning the college should be notified. If opportunities have not arisen in the clinic to observe a student’s competency in a specific area this item may be scored based on responses to a hypothetical clinical scenario presented by the practice educator. If the competency is rated in this manner this should be indicated in the comments section. The final evaluation should provide students with information on their current competency levels and this along with feedback from the practice educator should help the students to set new learning goals and develop a learning plan The following broad guidelines should be followed in rating

Rating Descriptor Not Evident This skill was not demonstrated despite learning opportunities, supervision

and support. Emerging




Detailed guidelines for marking each area of competency are outlined in following pages. The degree of

supervision, direction, support and guidance required by individual students will vary according to caseload, client needs and stage of placement.

Level 1 Clinical Competency Rating Indicators page 1


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Competency Not evident Emerging Evident Enhanced 1. Collects and

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

Not demonstrated despite learning opportunities, supervision and support

Does not gather adequate information to inform clinical decision

Gathers information from client records and client/significant other

Demonstrates professional interviewing skills and shows awareness of gaps in the available information



Has not demonstrated consistent ability to select assessment protocols

With direction identifies specific areas that need to be assessed and selects appropriate assessments from range of assessments in general use.

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



The student has not demonstrated consistent accuracy in administrating, recording and scoring of assessments

With direction demonstrates ability to administer, record and score assessments accurately.

Demonstrates ability to administer, record and score assessments accurately. Identifies need to change procedures in response to the client / context and modifies with guidance



Has not demonstrated consistent use of professional knowledge in analyses and interpretation

Generates a list of communication strengths and weaknesses from assessment findings

Synthesizes relevant assessment findings to generate a tentative communication profile



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Clinical Assessment and Planning (continued)

Competency Not evident Emerging Evident Enhanced 5. Formulates an

appropriate diagnostic hypothesis


Has not demonstrated consistent ability in formulating diagnostic hypotheses

With direction analyses and interprets information generated by the assessment to identify communication profiles and formulate a diagnostic hypothesis.

With guidance combines assessment data with a holistic profile of the client to formulate a diagnostic hypothesis

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


Has not demonstrated consistent ability to evaluate client needs in context

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

With guidance evaluates assessment findings and diagnostic hypothesis using the professional knowledge base and identifying service resource constraints in conjunction with practice educator



Has not demonstrated consistent ability in establishing intervention objectives

With direction generates long term goals and short term intervention objectives based on assessment findings and professional evidence base.

Generates long term goals and short term intervention objectives based on assessment findings and the professional evidence base

8. Demonstrates knowledge of the need for onward referral


Has not demonstrated consistent knowledge of the need for onward referral

Demonstrates awareness of professional remit and of own competencies but requires direction on appropriate referral.

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



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Intervention

Competency Not evident Emerging Evident Enhanced 9. Reports

evaluation findings effectively orally and in writing


Has not demonstrated consistent ability in reporting

With direction reports orally and in writing in a manner appropriate to all recipients while conforming to legal and professional guidelines

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

10. Maintains precise and concise therapy records


The student has not demonstrated consistent ability in this skill.

With direction writes objective, legible, timely records conforming to legal and professional guidelines.

Writes objective, legible, timely records conforming to legal and professional guidelines with guidance and feedback.

11. Carries out administrative tasks and maintains service records


The student has not demonstrated consistent ability in administrative tasks

With direction completes administrative tasks accurately and in a timely manner

With guidance completes administrative tasks accurately and in a timely manner



The student has not demonstrated consistent ability in implementing therapy

Shows evidence of pre placement preparation relevant to the caseload. With direction selects appropriate therapy materials, techniques and strategies and implements accurately.

Shows evidence of pre placement preparation relevant to the caseload. With guidance and feedback selects appropriate therapy materials, techniques and strategies for clients presenting with common clinical communication profiles and implements therapy accurately.



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Intervention (continued)

Competency Not evident Emerging Evident Enhanced 13. Continuously

evaluates intervention and modifies programme as necessary


The student has not demonstrated consistent ability in evaluating and adapting therapy.

With direction monitors and modifies intervention between sessions in response to client progress.

With guidance and feedback monitors and modifies intervention between sessions in response to client progress



The student has not demonstrated consistent ability in adapting therapy approach

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

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



The student has not demonstrated consistent ability in this skill

With direction devises an appropriate and relevant long term intervention and discharge plan for client

With guidance and feedback devises an appropriate and relevant long term intervention and discharge plan for client



The student has not shown consistent ability to observe / respond to client/ other communication

With direction observes and responds appropriately to client/significant other verbal and non-verbal communication.

With guidance and direction observes and responds appropriately to client /significant other verbal and non-verbal communication.



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Competency Not evident Emerging Evident Enhanced 17. Uses appropriate

vocabulary, syntax, intonation, volume and rate for context


The student has not shown appropriate expressive communication skills consistently

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

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



The student has not shown consistent ability in informing client of session aims, format and content

With direction and modelling can outline purpose, format and content of session components to client/significant other

Consistently outlines purpose, format and content of session components to client/significant other with guidance and feedback

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


The student has not shown consistent ability in instructing client

Facilitates client participation using, appropriate instruction formats with direction/modeling from the practice educator.

Facilitates client participation using appropriate instruction formats with guidance and feedback.

20. Uses prompts and clarification requests appropriately


Has not shown consistent ability in using prompts and clarification requests

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

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



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Competency Not evident Emerging Evident Enhanced 21. Provides

appropriate verbal and non-verbal feedback on client performance


Has not shown consistent ability to provide appropriate feedback to clients

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

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



Has not shown consistent ability in consulting with others on management plan

With direction and modelling seeks and gives appropriate client related information

With guidance seeks and gives appropriate client related information



Has not demonstrated consistent ability in using outcome measures

With direction uses appropriate measures accurately to measure intervention outcomes.

Uses appropriate measures accurately to measure intervention outcomes with guidance



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Competency Not evident Emerging Evident Enhanced 24. Identifies, reflects

and reports on own clinical strengths and learning goals



With specific direction and feedback reviews and identifies developing competencies and develops learning outcomes appropriate to the placement.

With guidance and feedback reviews and identifies developing competencies and develops learning outcomes appropriate to the placement.



The student has not demonstrated consistent ability in setting and achieving own learning objectives.

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

With guidance uses appropriate resources to set and achieve learning goals Demonstrates behavioural changes to meet learning objectives.

Students should be provided with formative feedback at mid and end of placement with grades and marks disclosed in accordance with relevant college policy. All marks are subject to ratification by the college courts of examiners. Students who fail to demonstrate consistent competency in any area should be informed of this and a plan to develop that competency should be outlined by the student and practice educator. Student evaluation forms should be returned to the college within two weeks of placement completion. They are retained in the college for the duration of their clinical education programme in accordance with data protection policies.



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APPENDIX 2


Student Clinical Competency Evaluation Form Level 2 Transition Student

Level 2 Transition Student Practice Educator Clinic Location Placement dates From To Number of days completed at mid placement review at end of placement

Caseload mainly (Please tick) 0-5 Child Adult Older people

Client group (Please indicate main client groups served) Acquired communication disorders Autism Spectrum Dev. Speech & Language Craniofacial Conditions Dysfluency Dysphagia Intellectual impairment Mental Health Physical impairment Sensory Impairment Voice Other

LEVEL 2 Students in transition will require a moderate level of supervision, monitoring and feedback to assess, diagnose, plan and implement therapy programmes. They will also need

• support to identify significant factors for clients with complex needs and to recognize the effects of general and clinical environmental factors on client management.

• guidance in the evaluation of therapy programmes and their impact on the clients and environments. • reflection time, structured feedback and guidance to develop self monitoring of professional

competencies

Rating Descriptor Not Evident This skill was not demonstrated despite learning opportunities, supervision and support. Emerging


Evident The student has consistently demonstrated acceptable levels of clinical skills in this area with an appropriate level of supervision.


Developing competencies should be evaluated and forms completed at the mid point and end of each placement by the key practice educator (in collaboration with other educators should there be others involved). The mid-placement evaluation should provide developmental feedback for the student and indicate if opportunities to develop the required competencies are available. If this evaluation indicates significant gaps in learning opportunities or in the ability of the student to avail of these the college should be notified. If opportunities have not arisen in the clinic to observe a student’s competency in a specific area this item may be scored based on responses to a hypothetical clinical scenario presented by the practice educator. If the competency is rated in this manner this should be indicated in the comments section. The final evaluation should provide students with information on their current competency levels and this along with feedback from the practice educator should help the students to set new learning goals and develop a learning plan



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Professional Conduct Students are expected to demonstrate a high level of professional conduct throughout their placement. Students should be made aware of any breaches in conduct as soon as they occur. Failure to maintain an acceptable level of professional conduct after one warning should be notified to the college. Persistent failure in any aspect of professional conduct will result in a student failing that placement. Mid Placement End of Placement Acceptable Unacceptable Acceptable Unacceptable Adheres to IASLT code of ethics Communicates with clients in a professional manner











Participates actively in developing own professional competencies

Comments: Student signature Practice Educator Signature Date Mid End



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Not Evident

Emerging

Evident

Enhanced

Comments

Competency Mid End Mid End Mid End Mid End 1. Collects and collates relevant client-related information

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




5. Formulates an appropriate diagnostic hypothesis 6. Evaluates findings in light of client’s needs and service

resources


8. Demonstrates knowledge of the need for onward referral End of placement total

Comments



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Intervention

Not Evident Emerging Evident Enhanced Comments Competency Mid End Mid End Mid End Mid End 9. Reports evaluation findings effectively orally and in

writing

10. Maintains precise and concise therapy records 11. Carries out administrative tasks and maintains service

records




15. Evaluates intervention and contributes effectively to client’s long term management and discharge plan




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

20. Uses prompts and clarification requests appropriately 21. Provides appropriate verbal and non-verbal feedback on

client performance






90


Not Evident

Emerging

Evident

Enhanced

Comments

Competency Mid End Mid End Mid End Mid End 24. Identifies, reflects and reports on own clinical strengths

and learning goals


End of placement total Student signature Practice Educator Signature Date Students should be provided with formative feedback at the end of placement with grades and marks disclosed in accordance with relevant college policy. All marks are subject to ratification by the college courts of examiners. Students who fail to demonstrate consistent competency in any area should be informed of this and a plan to develop that competency should be outlined by the student and practice educator. Scores should be summarized on the tables 1and 2 overleaf before returning the form to the college. Comments:



91

Table 1 Scoring Summary Indicate number at each level Competency area Not evident Emerging Evident Enhanced Clinical assessment and planning Intervention Self evaluation and continuous professional development End of placement totals Select the appropriate grade band from the totals on table 1 and mark grade and percentage under the appropriate college row of table 2 using the proportion of emerging / enhanced as a guide to deriving a percentage mark. Table 2 Competency rating table Five or more competencies

not evident or emerging will result in a failing grade.


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




Student grade and percentage UCC Fail Pass 11.2 11.1 First

50-59% 60-64% 65-69% 70- 100% Student

mark

NUIG Fail Pass 11.2 11.1 First 50-54% 55-61% 62-69% 70-100%

Student mark

UL Fail Pass Merit Distinction 40-49 50-60% 61-67% 68%+

Student mark

Trinity F2…….. F1 … 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Student mark


Student evaluation forms should be returned to the college within two weeks of placement completion Level 2 Rating indicators should be used when completing this form page 6


92


Student Clinical Competency Rating Indicators

Level 2 Transition LEVEL 2 Students in transition will require a moderate level of supervision, monitoring and feedback to assess, diagnose, plan and implement therapy programmes. They will also need

• support to identify significant factors for clients with complex needs and to recognize the effects of general and clinical environmental factors on client management.

• guidance in the evaluation of therapy programmes and their impact on the clients and environments.

• reflection time, structured feedback and guidance to develop self monitoring of professional competencies

Developing competencies should be evaluated and forms completed at the mid point and end of each placement by the key practice educator (in collaboration with other educators should there be others involved). The mid-placement evaluation should provide developmental feedback for the student and indicate if opportunities to develop the required competencies are available. If this evaluation indicates significant gaps in learning opportunities or in the ability of the student to avail of these the college should be notified. If opportunities have not arisen in the clinic to observe a student’s competency in a specific area this item may be scored based on responses to a hypothetical clinical scenario presented by the practice educator. If the competency is rated in this manner this should be indicated in the comments section of the evaluation form. The final evaluation should provide students with information on their current competency levels and this along with feedback from the practice educator should help the students to set new learning goals and develop a learning plan. The following broad guidelines should be followed in rating: Rating Descriptor Not Evident This skill was not demonstrated despite learning opportunities, supervision and

support. Emerging

The student has not consistently demonstrated acceptable levels of clinical skills in this area.



Detailed guidelines for marking each area of competency are outlined in following pages. The degree of supervision, direction, support and guidance required by individual students will vary according to caseload, client needs and stage of placement.



93


Competency Not Evident Emerging Evident Enhanced 1. Collects and



Does not gather adequate information to inform clinical decision making

Demonstrates professional interviewing skills and shows awareness of gaps in the available information

Consistently systematically collects and collates complete information from client/ significant other and/or health records and communication environment. Identifies and researches gaps in required information




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

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




Demonstrates ability to administer, record and score assessments accurately. Identifies need for changes to procedures in response to the client / context and modifies with guidance

Administers, records and scores assessments efficiently and makes timely modifications as client profile emerges.



94


Competency Not evident Emerging

Evident

Enhanced



Has not demonstrated consistent ability to use professional knowledge in analyses and interpretation.

Synthesizes relevant assessment findings to generate a tentative communication profile

Analyses, synthesizes and interprets relevant assessment findings and environmental information to generate an accurate communication profile

5. Formulates an appropriate diagnostic hypothesis



With guidance combines assessment data with a holistic profile of the client to formulate a diagnostic hypothesis

Independently analyses and interprets information generated by the assessment and formulates a holistic diagnosis




With guidance evaluates assessment findings and diagnostic hypothesis using the professional knowledge base and identifying service resource constraints in conjunction with practice educator

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



95


Competency Not evident Emerging Evident Enhanced 7. Establishes

clear long and short term objectives for intervention



Generates long term goals and short term intervention objectives based on assessment findings and the professional evidence base

Negotiates and establishes agreed long term goals and short term objectives for intervention with clients / significant other based on evaluation of the holistic client profile




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

Demonstrates awareness of the scope of own professional competencies and suggests appropriate onward referral within current clinical context

9. Reports evaluation findings effectively orally and in writing



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

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



96

Intervention Competency Not evident Emerging Evident Enhanced




Writes objective, legible, timely records conforming to legal and professional guidelines with guidance and feedback.

Independently writes concise objective, legible, timely records conforming to legal and professional guidelines.



Has not demonstrated consistent ability in administrative tasks

With guidance completes administrative tasks accurately and in a timely manner

Independently completes administrative tasks accurately and in a timely manner




Shows evidence of pre placement preparation relevant to the caseload. With guidance selects appropriate therapy materials, techniques and strategies for clients presenting with common clinical communication profiles and implements therapy accurately.

Independently selects appropriate therapy materials, techniques and strategies for clients and carries out the therapy accurately.



The student has not demonstrated consistent ability in evaluating and adapting therapy

With guidance and feedback monitors and modifies intervention between sessions in response to client progress

Monitors and modifies intervention within sessions in response to client progress.



97


Competency Not evident Emerging Evident Enhanced 14. Adapts

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



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

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




With guidance and feedback devises an appropriate and relevant long term intervention and discharge plan for client

Demonstrates an ability to independently develop appropriate long term intervention and discharge plans



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

With guidance and direction observes and responds appropriately to client /significant other verbal and non-verbal communication.

Independently observes and responds appropriately to client/significant other verbal and non-verbal communication



The student has not shown appropriate expressive communication skills consistently

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

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



98


Competency Not evident Emerging Evident Enhanced 18. Introduces,

presents, closes and evaluates session components


Has not shown consistent ability in informing client of session aims, format and content

Consistently outlines purpose, format and content of session components to client/significant other with guidance and feedback

Independently outlines purpose, format and content of session components to client/significant other.



The student has not shown consistent ability in instructing client

Facilitates client participation using appropriate instruction formats with guidance and feedback.

Independently facilitates client participation using appropriate instruction formats

20. Uses prompts and clarification requests appropriately


Has not shown consistent ability in using prompts and clarification requests

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

Independently uses clarification requests and prompts to facilitate the intervention process.

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



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

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



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

With guidance seeks and gives appropriate client related information

Independently seeks and gives appropriate client related information



99


Competency Not evident Emerging Evident Enhanced 23. Uses outcome

measures to determine efficacy of intervention


Has not demonstrated consistent ability in using outcome measures

Uses appropriate measures accurately to measure intervention outcomes with guidance

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

Self evaluation and continuous professional development

Competency Not evident Emerging Evident Enhanced 24. Identifies,

reflects and reports on own clinical strengths and learning goals



With guidance and feedback reviews and identifies developing competencies and develops learning outcomes appropriate to the placement.

Independently reviews own developing competencies, accurately. Develops an action plan to address learning needs.



The student has not demonstrated consistent ability in setting and achieving own learning objectives

With guidance uses appropriate resources to set and achieve learning goals Demonstrates behavioural changes to meet learning objectives.

Independently uses appropriate resources to set and achieve learning goals. Demonstrates behavioural changes to meet learning objectives

Students should be provided with formative feedback at mid and end of placement with grades and marks disclosed in accordance with relevant college policy. All marks are subject to ratification by the college courts of examiners. Students who fail to demonstrate consistent competency in any area should be informed of this and a plan to develop that competency should be outlined by the student and practice educator. Student evaluation forms should be returned to the college within two weeks of placement completion. They are retained in the college for the duration of their clinical education programme in accordance with data protection policies.



100

APPENDIX 3


Student Clinical Competency Evaluation Form Level 3 Entry

Student Practice Educator Clinic Location Placement dates From To Number of days completed at mid placement review at end of placement

Caseload (Please tick) 0-5 Child Adult Older people

Client group (Please indicate main client groups served) Acquired communication disorders Autism Spectrum Dev. Speech & Language Craniofacial Conditions Dysfluency Dysphagia Intellectual impairment Mental Health Physical impairment Sensory Impairment Voice Other

Students at entry level will be able to perform the majority of case and caseload tasks independently and competently following consultations with the practice educator. Guidance, collaboration and supervision may be required where the student has not previously experienced the client group or service setting or where client or service provision features require specific knowledge and skills.

Rating Descriptor Not Evident This skill was not demonstrated despite learning opportunities, supervision and

support. Emerging

The student has not consistently demonstrated acceptable levels of clinical skills despite feedback and supervisory support.


Enhanced The student has demonstrated ability in this area that would be above the expected entry level to the profession. A minority of students would be expected to achieve this level by the end of the final placement.

Developing competencies should be evaluated and forms completed at the mid point and end of each placement by the key practice educator (in collaboration with other educators should there be others involved). The mid-placement evaluation should provide developmental feedback for the student and indicate if opportunities to develop the required competencies are available. If this evaluation indicates significant gaps in learning opportunities or in the ability of the student to avail of these the college should be notified. If opportunities have not arisen in the clinic to observe a student’s competency in a specific area this item may be scored based on responses to a hypothetical clinical scenario presented by the practice educator. If the competency is rated in this manner this should be indicated in the comments section. The final evaluation should provide students with information on their current competency levels and this along with feedback from the practice educator should help the students to set new learning goals and develop a learning plan.



101

Professional Conduct

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

Adheres to IASLT code of ethics Communicates with clients in a professional manner











participates actively in developing own professional competencies

Comments: Student signature Practice Educator Signature Date Mid End



102


Not Evident Emerging Evident Enhanced Comments Competency Mid End Mid End Mid End Mid End

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




5. Formulates an appropriate diagnostic hypothesis 6. Evaluates findings in light of client’s needs and

service resources



End of placement total Comments

Level3 Rating indicators should be used when completing this form page 3


103

Intervention


9. Reports evaluation findings effectively orally and in writing

10. Maintains precise and concise therapy records 11. Carries out administrative tasks and maintains service

records









20. Uses prompts and clarification requests appropriately 21. Provides appropriate verbal and non-verbal feedback

on client performance






104



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


End of placement total Student signature Practice Educator Signature Date Students should be provided with formative feedback at mid and end of placement with grades and marks disclosed in accordance with relevant college policy. All marks are subject to ratification by the college courts of examiners. Students who fail to demonstrate consistent competency in any area should be informed of this and a plan to develop that competency should be outlined by the student and practice educator. Scores should be summarized on the tables 1and 2 overleaf before returning the form to the college. Comments:



105

Table 1 Scoring Summary Indicate number at each level Competency area Not

evident Emerging Evident Enhanced

Clinical assessment and planning Intervention Self evaluation and continuous professional development

End of placement totals Select the appropriate grade band from the totals on table 1 and mark grade and percentage under the appropriate college row of table 2 using the proportion of emerging / enhanced as a guide to deriving a percentage mark. Table 2 Competency rating table Five or more

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


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




Student grade and percentage UCC Fail Pass 11.2 11.1 First 50-59% 60-64% 65-69% 70- 100% Student mark

NUIG Fail Pass 11.2 11.1 First 50-54% 55-61% 62-69% 70-100% Student mark

UL Fail Pass Merit Distinction 40-49 50-60% 61-67% 68%+ Student mark

Trinity F2…….. F1 … 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100% Student mark


Student evaluation forms should be returned to the college within two weeks of placement completion



106


Student Clinical Competency Rating Indicators

Level 3 Entry Level 3 Students at entry level will be able to perform the majority of case and caseload tasks independently and competently following consultations with the practice educator. Guidance, collaboration and supervision may be required where the student has not previously experienced the client group or service setting or where client or service provision features require specific knowledge and skills. Developing competencies should be evaluated and forms completed at the mid point and end of each placement by the key practice educator (in collaboration with other educators should there be others involved). The mid-placement evaluation should provide developmental feedback for the student and indicate if opportunities to develop required competencies are available. If this evaluation indicates significant gaps in learning the college should be notified. If opportunities have not arisen in the clinic to observe a student’s competency in a specific area this item may be scored based on responses to a hypothetical clinical scenario presented by the practice educator. If the competency is rated in this manner this should be indicated in the comments section. The final evaluation should provide students with information on their current competency levels and this along with feedback from the practice educator should help the students to set new learning goals and develop a learning plan. The following broad guidelines should be followed in rating

Rating Descriptor Not Evident This skill was not demonstrated despite learning opportunities, supervision

and support. Emerging



Enhanced The student has demonstrated ability in this area that would be above the expected entry level to the profession. A minority of students would be expected to achieve this level by the end of the final placement.

Detailed guidelines for marking each area of competency are outlined in following pages. The degree of supervision, direction, support and guidance required by individual students will vary according to caseload, client needs and stage of placement.

Level 3 Student Clinical Competency Rating Indicators page 1


107


Competency Not evident Emerging Evident Enhanced 1. Collects and



Does not gather adequate information to inform clinical decision making

Consistently systematically collects and collates complete information from client/ significant other and/or health records and communication environment. Identifies and researches gaps in required information

Identifies all sources of client related information and collects and collates efficiently to gain a complete picture of the client.




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

Adapts and modifies assessment tools for the client while maintaining psycho-metric reliability and validity.




Administers, records and scores assessments efficiently and makes timely modifications as client profile emerges.

Administers, records and scores a number of assessments accurately to identify the range of communication impairments Consults the manual only for scoring instructions



108


Competency Not evident Emerging Evident Enhanced 4. Analyses and

interprets assessment findings using the professional knowledge base


Has not demonstrated consistent ability to use professional knowledge in analyses and interpretation

Analyses, synthesizes and interprets relevant assessment findings and environmental information to generate an accurate communication profile

Analyses, synthesizes and interprets relevant assessment findings and environmental information to generate an accurate communication profiles in all presenting cases

5. Formulates an appropriate diagnostic hypothesis



Independently analyses and interprets information generated by the assessment and formulates a holistic diagnosis

Independently analyses and interprets information generated by the assessment and formulates a holistic diagnosis in cases which require the application of in depth knowledge and specific skills




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

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



109


Competency Not evident Emerging Evident Enhanced 7. Establishes clear

long and short term objectives for intervention



Negotiates and establishes agreed long term goals and short term objectives for intervention with clients / significant other based on evaluation of a holistic client profile

Negotiates and establishes agreed long term goals and short term objectives for intervention with clients / significant other based on evaluation of holistic client profile and available resources




Demonstrates awareness of the scope of own professional competencies and suggests appropriate onward referral within current clinical context

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



110

Intervention

Competency Not evident Emerging Evident Enhanced 9. Reports

evaluation findings effectively orally and in writing



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

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




Independently writes concise objective, legible, timely records conforming to legal and professional guidelines.

Independently writes concise objective, legible records conforming to legal and professional guidelines with a high level of automaticity.



Has not demonstrated consistent ability in administrative tasks

Independently completes administrative tasks accurately and in a timely manner

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




Independently selects appropriate therapy materials, techniques and strategies for clients and implements therapy accurately.

Independently and efficiently selects appropriate therapy materials, techniques and strategies for all clients. implements therapy accurately



111


Competency Not evident Emerging Evident Enhanced 13. Continuously

evaluates intervention and modifies programme as necessary


Has not demonstrated consistent ability in evaluating and adapting therapy

Monitors and modifies intervention within sessions in response to client progress.

Monitors and modifies intervention adapting learning goals within the session as required.




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

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



Has not demonstrated consistent ability to evaluate or plan

Demonstrates an ability to independently develop appropriate long term intervention and discharge plans

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



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

Independently observes and responds appropriately to client/significant other verbal and non-verbal communication

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



Has not shown appropriate expressive communication skills consistently

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

Demonstrates appropriate use of vocabulary, syntax, intonation, volume and rate for client /context at all times. Independently modifies use in cases which require the application of specific knowledge / skills.



112


Competency Not evident Emerging Evident Enhanced 18. Introduces,

presents, closes and evaluates session components


Has not shown consistent ability in informing client of session aims, format and content

Independently outlines purpose, format and content of session components to client/significant other.

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

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


The student has not shown consistent ability in instructing client.

Independently facilitates client participation using appropriate instruction formats

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

20. Uses prompts and clarification requests appropriately.


Has not shown consistent ability in using prompts and clarification requests.

Independently uses clarification requests and prompts to facilitate the intervention process.

Independently uses clarification requests and prompts to facilitate the intervention in cases which require in depth knowledge /specific skills.

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



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

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



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

Independently seeks and gives appropriate client related information

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



113


Competency Not evident Emerging Evident Enhanced 23. Uses outcome

measures to determine efficacy of intervention


Has not demonstrated consistent use of outcome measures

Independently uses appropriate tools accurately to measure intervention outcomes.

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


Competency Not evident Emerging Evident Enhanced 24. Identifies,

reflects and reports on own clinical strengths and learning goals



Independently reviews own developing competencies, accurately and develops an action plan to address learning needs.

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

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


The student has not demonstrated consistent ability in setting and achieving own learning objectives.

Independently uses appropriate resources to set and achieve learning goals. Demonstrates behavioural changes to meet learning objectives

Independently uses appropriate learning resources and demonstrates behavioural changes to meet learning objectives.

Students should be provided with formative feedback at mid and end of placement with grades and marks disclosed in accordance with the relevant college policy. All marks are subject to ratification by the college courts of examiners. Students who fail to demonstrate consistent competency in any area should be informed of this and a plan to develop that competency should be outlined by the student and practice educator. Student evaluation forms should be returned to the college within two weeks of placement completion. They are retained in the college for the duration of their clinical education programme in accordance with data protection policies.



114

Discipline of Speech & Language Therapy, NUI Galway

APPENDIX 4

Management Plan Format

Client: Student: Practice educator: Date: SLT Diagnosis: Long Term Goals (SMART) Rationale for Long Term Goals: Short Term Goals (SMART) Rationale for Short term Goals:


115


APPENDIX 5

Session Plan Form & Example

Plan must be submitted to practice educator prior to session and re-submitted with Evaluation within 24 hours of the session. If you are keeping a copy for yourself, please ensure there are no

identifying details of the client

Client: Student:

Practice educator: Date:

SLT Diagnosis:

No. of Contacts to Date:

Box 1 - Therapy Objectives


116

Box 2 - Rationale

Box 3 - Methods & Materials


117

Box 4 - Evaluation

*SMART: Specific, Measurable, Achievable, Realistic and Time Frame Additional Comments:


118

Example of Session Plan

Name of Group: Phonological Awareness Number of Contacts to Date: 2

Practice Educator: Duration of Session: 45 minutes

Date of Session: 9/11/2011

Name of SLT in Training:

Session Objective One

• C will both identify and produce rhyme with 80% accuracy.

Rationale:

The ability to detect and produce patterns of rhyme across words is a critical entry point in the development of phonological awareness (Bernthal and Bankson, 2004). By five years of age, performance on rhyme detection tasks should reach approximately 50%. By five years of age, children often generate rhymes spontaneously during play and show proficiency in rhyme detection tasks (Bernthal and Bankson, 2004). Sensitivity to rhyme is a prerequisite for phoneme segmentation, which in turn plays an important role in learning to read (Stackhouse and Wells, 1997). It is important to target rhyme detection within this group as it is noted as an area of difficulty for all children participating in therapy. Materials:

• Rhyming cards • Sounds abound rhyming worksheets

Method:

• The SLT in training will use a set of pictures that rhyme with each other. • The SLT in training will use these cards appropriately to assist C in working through the

various steps of rhyme. • The SLT in training will also use some worksheets to work through the step of rhyme with C.

Step Down: The SLT in training will re-model the activity for C and use hand-over-hand guidance

to assist C with the task. Step Up: C will identify rhyme in odd-one-out tasks. Method: The SLT in training will place three cards on the table in front of C. The SLT in training

will tell C what are in the pictures ‘Two of these words rhyme, one does not rhyme. Can you tell me which one does not rhyme with the other?’

Child will engage in rhyme generation tasks


119

Method: The SLT in training will place all cards into one box. The children will take turns pulling one card from the box. The SLT in training will ask the child to tell her a word that rhymes with the picture which he has pulled from the box. The SLT in training will encourage the child to post this card into a postbox when he identifies a word that rhymes with this card.

Session Objective Two

• C will follow a set of three part instructions delivered by the SLT in training with 80% accuracy.

Rationale: The ability to understand, recall and act on spoken directions is pivotal for achieving in all subject areas in the classroom and for internalising rules for appropriate behaviour. These abilities are furthermore required in following directions for activities in the classroom and at home (Semel, Wiig and Secord, 2006). C’s performance on the Concepts and Following Directions subtest of the CELF-4UK (Semel et al., 2006) (Scaled Score = 1) suggests significant difficulties with following spoken directions of increasing length and complexity. Materials:

• Blacksheep press worksheets • Monster activity • Shopping activity • Single and two sentence comprehension worksheets

Method:

• The SLT in training will introduce the activity and pictures by naming the pictures with C and checking his understanding.

• The SLT in training will begin with single object selection. The SLT in training will ask C for a particular picture and instruct him to feed it to the monster.

• The SLT in training will build up the number of items that C has to feed to the monster accordingly.

• A similiar shopping activity will be completed with C. • The SLT in training will also complete a number of single and two sentence comprehension

worksheets with C. In these activities, C will be required to listen to a number of different sentences and then answer some questions about these sentences.

Step Down: C will be asked to select two items to feed to the monster. Step Up: C will be asked to select up to five items to feed to the monster.


120

Session Objective Three

• M, J and K will demonstrate intra-syllable segmentation by identifying sounds at the beginning, ends and middle of words with 80% accuracy.

Rationale: Intra-syllable segmentation is the ability to detect rhyme and alliteration. Phoneme segmentation is the ability to isolate individual sounds in a syllable or word (Bernthal and Bankson, 2004). Analysing phonemic segments requires adequate representation of phonemes as discrete elements of syllables and words (Bernthal and Bankson, 2004). The ability to segment increases gradually between age six and ten. Bryant and Bradley (1985) found intrasyllable segmentation to be a predictor of a child’s reading and spelling skills. Materials:

• Phonological awareness sheets 6, 7 • Homework: Sounds abound sound pairs p. 80-81 (Begin and End)

Level 1: Sound Comparison Task A: Different Sound – Beginning 1. I’m going to say some words. Tell me which doesn’t start with /f/ Vat Fin Fox Vat Fit Dog Fun Dog Fig Fall Vase Vase Pretty Fib Fish Pretty 2. I’m going to say some words. Tell me which doesn’t end with /p/ Club Map Sip Club Tap Blob Slip Blob Sap Tip Kebab Kebab Mob Ship Flap Mob 3. I’m going to say some words. Tell me which doesn’t have a /b/ in the middle Paper Rebel Rubber Paper Robot Slippy Dribble Slippy Always Scribble Slobber Always Babble Monkey bubble Monkey Method:

• Children will be on a team with their parent. • SLT in training will read the aforementioned word lists out and ask children to tell their

parent their answer before shouting it out to the group. Step Down: Child will identify phonemes at the beginning of single-syllable words. Step Down: Repetition of word with extra emphasis on target phoneme.


121

Session Objective Four

• Each child will demonstrate the ability to substitute phonemes with 80% accuracy. Rationale: Phonological awareness refers to the ability to recognise that speech is made up of sentences that can be broken down into words, syllables and phonemes as well as the ability to talk about, reflect upon, and manipulate these components (Johnson and Roseman, 2003). Preschoolers should be able to segment words into syllables and to blend and manipulate syllables with manipulation being the most difficult and latest developing of the three skills (Hodson, 1994 as cited in Johnson and Roseman, 2003).

• A and D will focus on substitution in medial positions • M will target phoneme substitution in word initial position • J and K will target phoneme substitution in all word positions

Materials:

• Phonological Awareness Sheet 18 • Picture worksheets • Homework: Say and glue worksheets, pp. 114-120

Method:

• SLT in training will give children an example of the task by saying “I’m going to make one word into another word by changing one sound. Then, I’ll ask you to do it. The word is paint. Listen while I change the /p/ to /f/. Faint.

Word Manipulation List Final 1. Cut to cup 2. Have to hat 3. Bat to bag 4. Herd to hurl 5. Peg to pen 6. Let to leg 7. car to Cat 8. Cash to car Medial 1. Dock to Duck 2. Fix to Fox 3. Bit to bat 4. Hot to hat 5. Click to clock 6. Bake to bike 7. Shop to ship 8. Bid to bed


122

Session Objective Five

• To provide each child with homework based on progress made throughout the session. Rationale: Change refers to the transfer of skills across settings, communication partners, events and conditions over time. This can be achieved through involving parents/carers and providing homework to complete in non-clinical settings (Bunning, 2004). Methods and Materials:

• Appropriate homework activities will be given to each child. Evaluation:


123


APPENDIX 6

Reflection Log

Client Initials:

Date:

Supervising Therapist:

Things I did well in this session:

1.

2.

3.

Things I would like to change or improve my skills on:

What actions will I take to ensure this change or improvement occurs:


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APPENDIX 7

Questions to Guide You When Evaluating a Session

How did I greet the client?

How did I greet the carer/spouse etc.?

Where did the client sit? Was it appropriate?

Where did the carer/spouse sit? Was it appropriate?

Have I any concerns in relation to the layout/noise in the clinic room. If the answer is yes what could I change?

Was the table/area which I worked in any way cluttered?

Did this affect the client?

If so what modifications could I make?

How did I initially engage with the client/carer?

Did I help to put them at ease in the clinic? If so how did I do that?

Did I get feedback about homework carried out during the week?

Did I deal adequately with any concerns/queries which were raised?

Did I discuss with the client and their carer what we would target in today’s session and give them an indication of how long it would take?

Did I negotiate/contract these targets with the client or their carer?

Objective 1/2/3/4 -

- Did I introduce the objective? - Was my language appropriate? - Was my rate appropriate? - Was my volume appropriate? - Was my intonation appropriate? - Were my facial expressions appropriate? - Did I use gesture? - If not could I have used gesture to benefit the client? - Was the objective appropriate for the client? - Did I give feedback during the task? - What kind of feedback did I give? - Was there other feedback I could have used? - How did I present any material I used? - Was the material suitable which I used? - Did the material lend itself to the objective or did it distract the client? - Was the material interesting to the client?


125

- If it was inappropriate what modifications could I have made? - Did I pick up on nonverbal cues which the client gave me? - Did I include the carer/spouse in the exercise/work at hand? - If not why didn’t I? - Did I monitor the client’s responses? - Did I modify the objective to suit the client’s needs? - Did I use prompting appropriately? - What kind of prompting did I use? - Were there other types of prompting which would have facilitated the client? - Did I scaffold the client’s responses in any way? - Could I use this technique to benefit the client? - Was I primarily teaching or testing? - Was that what I had set out to do in my objective? - If not what could I do differently? - What did the client gain as a result of my intervention? - Did I close the lesson using appropriate language/tone/volume?(objective being targeted)

How was my overall time management during the session?

Was I sufficiently organized for the session?

How did I finish up the session?

Was the client aware that the work for today was completed?

How did I indicate that?

Did the client benefit as a result of today’s session?

If not did anyone benefit?

Did I give work for home?

How did I explain this?

Did I deal with queries/questions appropriately?

Did I check to see that these explanations were understood?

If not how could I check in future?

Did I arrange an appointment for next week?


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APPENDIX 8

Clinical Hours Form

Name of Student: Year: Semester: Please tick the client group you worked with on this placement Adult acute Paediatric learning disability Adult rehabilitation Paediatric acute Adult learning disability General Paediatric community care Other (please specify) Record Number of hours – DO NOT TICK BOXES Preschool Children

Rating Scale Observation

Direct Client Management

(Assessment and Treatment) TOTAL

Language

Phonology

Speech

Oro-motor activities

Fluency

Voice

Dyspraxia

Pragmatics

Dysphagia

Other

Clinically related/indirect hours:


127

School aged Children and Adolescents




Language

Phonology

Speech

Oro-motor activities

Fluency

Voice

Dyspraxia

Pragmatics

Written language

Dysphagia

Other

Total Clinically Related Hours/Indirect Hours: Adults




Dysarthria

Dyspraxia

Aphasia

Voice

Maxillofacial Head and Neck

Fluency

TBI

Laryngectomy

Dysphagia

Other Total Clinically Related/Indirect Hours:


128

OVERALL TOTAL (Preschool + School Age/Adolescent + Adult)

Direct Hours

Indirect Hours

Practice Educator: Date:

Practice Education Coordinator: Date: All hours in the clinic MUST be counted.


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APPENDIX 9(A)

Video Consent Form (1)

I, give permission for to be

videotaped by a student from the National University of Ireland, Galway.

I understand that the videotape will be used solely for the purpose of assessment of the student. I understand that it will be viewed by lecturing staff in the University. In some cases the video may be reviewed by the external examiner. After the completion of the grading of the assignment, NUI Galway will (please tick as appropriate)

Destroy the videotape

Return the tape to your speech and language therapist Student must clearly write on the tape the: 1. Name of the speech and language therapist 2. Their own name 3. What must happen with the tape on completion of the assignment Signed:

Print Name:

Witness:

Relationship to Client: Carer/Spouse/Parent (delete as appropriate)

Date:

The video consent form remains in the client’s file.


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APPENDIX 9(B)

Video / Audio Consent Form (2)

TICK

I agree to being videotaped

I agree to my videotape being watched by lecturers in the University

I understand that my videotape will be (a) returned to my therapist; or (b) destroyed

Student must clearly write on the tape the: 1 Name of the speech and language therapist 2. Their own name 3. What must happen with the tape on completion of the assignment Signed: Print Name: ___________________________________________________________ Witness: Relationship to Client: Carer/Spouse/Parent (delete as appropriate) Date: The video consent form remains in the client’s file.


131


APPENDIX 10

Mid-Way Telephone Interview with Practice Educator in Year 2 Student: Practice Educator: Date: Details of the phone interview: 1. How is the student getting on in this clinical placement?


132

2. Do you have any queries or concerns at this stage about any of the following:

• Professionalism? • Knowledge? • Skills? • Assessment/assignments? • Other?


133

3. What actions will be taken to address these concerns?


134


APPENDIX 11

Letter to University Stating That No Visit Is Required

Dear Practice Education Coordinator,

We received a phone call from _____________________________ (name) on _____________ (date)

to offer a mid way visit. We have discussed the mid way visit which occurs during this placement

and have decided together that a visit is not required. We understand that a visit can be scheduled

at a later date if required by either of us.

Signed:

Student Educator

Date:


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APPENDIX 12

Checklists for the End of Placements

End of Placement Checklist for Practice Educator and Student - Year 2

1. Competency Evaluation form has been completed and signed by the practice educator(s) (2 weeks after placement is completed)

2. Clinical hours form has been completed and signed by practice educator and student


1. Competency Evaluation form has been completed and signed by the practice educator(s) (1 week after placement is completed)



1. Competency Evaluation form has been completed and signed by the practice educator(s) ( 2 weeks after placement is completed)



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APPENDIX 13

Questions and Topics To Guide The Contracting Meeting

General Queries to address prior to placement: Are there departmental policies which the student needs to read up on i.e. fire and safety etc? Are there care pathways which the student needs to familiarize themselves with for this

placement? Are there books/approaches which the student needs to read up on for the placement? Are there particular client groups the student should read up on in advance of the placement? Are there particular assessments which the student needs to familiarize themselves with in

advance of the placement? General Queries to address at the contracting meeting: Should the phone be answered if the therapist is unavailable? Resources-Can the student borrow them/take them from the clinic? Is it appropriate for the student to check the therapist’s diary regarding appointment times etc? Dress code and jewellery -What is suitable to wear? Times to adhere to-start, finish, lunch, break times? Can the student be in the clinic after hours? Is the student allowed to make phone contact with a client if the therapist isn’t present? If the child needs to go to the toilet and the parent isn’t present what is appropriate to do? If the client has an accident while with the student what should they do? If a client needs to leave/return to a ward how is this managed?-i.e. sign them in/let a nurse

know/use a wheelchair to bring them etc. What are the travel arrangements if based in different clinics? What is the policy regarding mobile phones? Is there a timetable for the placement? What does the student do if problems arise and the educator isn’t available-Who do they ask? If there are difficulties getting to clinic how will the student let the educator know? Should the student wear a white coat? How are the notes recorded in files? Is there an opportunity to be involved in group therapy sessions?


137

Specific Questions to ask regarding the management of cases? Are there particular ways in which the client should be addressed? What number of clients will the student see on a daily basis? –How many will they have full

responsibility for? Will time be allocated to observing some sessions? If the client is known to the student how will this be handled? Writing up case notes-When? How? Who? Format to be used? How to deal with mistakes in the

case notes? MDT meetings-Should the student give feedback regarding clients if asked? Will the student have opportunity to feedback to clients? If therapist is going to intervene in a session how will this be managed? If the student needs therapist to intervene how will this be managed? Will the therapist observe all sessions or will there be opportunity for carrying out independent

sessions? Specific Questions to ask relating to student learning? Feedback-What arrangement will be used to give feedback i.e. after every client/at the end of

the morning/at the end of the evening. Will it be individual or with peer. Will there be a format used to give feedback i.e. 3:1 ratio or conversationalist approach.

Can a scheduled meeting once a week be arranged in early weeks to review contract, learning goals.

Asking questions-When is an appropriate time? Session plans-When would the therapist like these to be handed in? Hours form- How often would the therapist like these to be submitted daily/weekly? (We

recommend daily) Setting learning objectives-Will these learning objectives be set collaboratively or should the

student do this independently? What are the educator’s expectations of the student in relation to

assessment/intervention/independent learning? Will the student be given time to prepare sessions for their cases during the day or should they

do this in the evening? Reports-How many will the student be expected to write? Can time be allocated early in the placement to choosing a client for the case study? What days off will be given to work on the case study (Block placement only). Is there access to video equipment or does the student need to arrange this themselves? Can dates be set for the midway review? Does the therapist need any information regarding the midway review from the student?


138


APPENDIX 14

National University of Ireland Grade Descriptors (Proposed by the University Senate)

Explanatory Note: The Grade Descriptors below are offered as indicative descriptors. It is accepted that these indicative descriptors are particularly appropriate for examinations based on essay-type questions but may be found less suitable for examinations in subjects where there are detailed marking schemes. The Senate recommends that these Grade Descriptors be circulated to all Faculties with a view to encouraging those Faculties which may not already have done so, to formulate their own Grade Descriptors, in consultation with their counterparts in the other Constituent Universities, and other Faculties which have already adopted Descriptors, to review these, also in consultation with their counterparts in the other Constituent Universities, thus achieving harmonization of Descriptors for the examination of their subjects.

GRADE MARKS RANGE % GRADE DESCRIPTORS

1st Class Honours

90 – 100

Supreme performance, engaging profoundly, systematically and comprehensively with question set, brilliantly demonstrating:

• a superlative mastery of the subject matter, richly supported by evidence and citation, reflecting deep and broad knowledge and understanding as well as extensive reading

• an outstanding ability to organize, analyse and express ideas and arguments in an original, sophisticated and discriminating manner

• an optimal capacity for critical analysis, the display of rare penetrative insight, originality and creativity

80 – 89 Exceptional performance, engaging deeply and systematically with the question set, with consistently impressive demonstration of:

• a comprehensive mastery of the subject matter; amply supported by evidence and citation

• reflecting deep and broad knowledge and critical insight as well as extensive reading

• an exceptional ability to organize, analyse and present arguments fluently and lucidly with a high level of critical analysis


139

70 – 79

Excellent performance, engaging closely and systematically with the question set, with consistently strong evidence of:

• a comprehensive mastery of the subject matter, amply supported by evidence and relevant citation

• excellent ability to organize, analyse and express arguments fluently and lucidly with a high level of critical analysis

• a highly developed capacity for original, creative and logical thinking

2nd Class Honours

65 – 69

Very Good performance, engaging substantially with the question set, demonstrating strong grasp of the subject matter, well supported by evidence and relevant citation

• well-developed capacity to analyse issues, organize material, present arguments clearly and cogently

• some original insights and capacity for creative and logical thinking

2nd Class Honours

60 – 64

Good performance – intellectually competent answer (i.e. factually sound) with evidence of a reasonable familiarity with the relevant literature and techniques

• acceptable grasp of the subject material • ideas stated rather than developed and

insufficiently supported by evidence and relevant citation

• writing of sufficient quality to convey meaning but some lack of fluency and command of suitable vocabulary

• omission of parts of the subject in question or the appearance of several minor errors

• average critical awareness and analytical qualities • limited evidence of capacity for original and

logical thinking

Pass

50 – 59

Satisfactory performance – intellectually adequate answer with evidence of some familiarity with the relevant literature and techniques

• basic grasp of subject matter, but somewhat lacking in focus and structure

• main points covered in answer, but lacking detail • some effort to engage, but only a basic

understanding of the topic portrayed • some development of argument


140

• only some critical awareness displayed • no evidence or relevant citation supplied • appearance of several minor errors or one major

error • lacking evidence of capacity for original and

logical thinking

Fail

45 – 49

Unacceptable performance – intellectually inadequate answer with limited familiarity with the relevant literature and techniques

• basic grasp of subject matter but limited focus on question asked

• unclear presentation of argument, random layout, with some omissions or inaccuracies in answer

• argument insufficiently developed • no evidence of relevant citation supplied • appearance of one major error and minor errors • inclusion of unsubstantiated statements and/or

irrelevant material • descriptive rather than argumentative or

analytical answer presented • an attempt to solve moderately difficult

problems related to the subject material and an attempt to examine the material in a critical and analytical manner only partially successful

• an incompetent or rushed answer e.g. the use of bullet points through part/all of answer

Fail

35 – 44

Unacceptable performance, with either

• insufficient understanding of the question displayed

• failure to address the question resulting in a largely irrelevant answer

• a display of some knowledge of material relative to the question posed, but with very serious omissions / errors and/or major inaccuracies included in answer

Also

• limited understanding of question displayed • a random layout/under-developed-structure –

not planned sufficiently • poor analytical skills, with an absence of

argument • random and undisciplined development – limited


141

structure • lack of clarity, poor spelling • material of marginal relevance predominating

Fail

> 35

Wholly unacceptable performance, with

• deficient understanding of the question displayed • complete failure to address the question

resulting in an irrelevant answer • inadequate knowledge displayed relative to the

question posed • or answer left incomplete for lack of time

Also

• very poor analytical skills, with an absence of argument

• random and undisciplined development – poorly structured answer

• confused expression, poor spelling • irrelevant material predominating


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APPENDIX 15

Speech & Language Therapy Equipment List

Description Qty Activities & Ideas: a handbook of games for communication groups 1 A Sensory Curriculum for very Special People 1 An Integrated Pathway For Assessment And Support 1 Aphasia Screening Test (2nd Ed.) 1 Apraxia Battery for Adults (2nd Ed.) 1 Apraxia Profile 1 Assessment & Treatment of the Jaw 1 Aston Index 1 Behaviour Assessment Battery for School-Age Children Who Stutter 1 Black Sheep Press 2 Board Maker (Windows) (folder behind desk) 1 BOEHM-3 Preschool Test + Forms (Examiner Manual & Picture Manual) 2 Boston Diagnostic Aphasia Examination (3rd Ed.) BDAE Complete Set 1 BPVS (British Picture Vocabulary Scale - 2nd Ed.) 1 British Picture Vocabulary Test - 3 (BPVS 3) (New) 1 Bracken Basic Concepts SC Complete Kit 1 CELF 3 Complete Test 2 CELF 4 1 CELF 4 (New Edition) 1 CELF Preschool 2 CELF Preschool 2 1 Children’s Communication Checklist (CCC – 2) 1 Children's Phonology Sourcebook 1 Cleft Palate and Speech 1 Color Cards Series: (What’s Wrong; What's Missing; What's Different; What's Added; Everyday Objects; Prepositions; Emotions; Adjectives; Verbs; Odd One Out; What is it; Objects & Owners). (What's Inside)

12

Color Cards Sequencing Sounds + CD (Green Box) 1 Comprehensive Cards (10 boxes) 10 Create a complete range of professional Resources in minutes 1 Cry Wolf - Images of children who stutter (video tape 03/06/11) 1 Derbyshire Language Scheme - Detailed Test of Comprehension Score Sh (2) 1 Derbyshire Language Scheme - Assessment Summary (2) Progress Record (4) 1 Derbyshire Language Scheme - Rapid Screening Test Score Sheet (3) - Class Chart (4) 1 Derbyshire Language Scheme - Comprehension Cards (4 boxes) (action 6 boxes) 1 Derbyshire Language Scheme - Language Picture Tests 1 Derbyshire Language Scheme - Teaching Manual (Vol. 1 & 2) 1 Derbyshire Language Scheme - User Manual 1


143

Description Qty Derbyshire Teddy Bear Family / Furniture 1 Diagnostic Evaluation of Articulation Kit (DEAP) 1 Down Syndrome in Practice - educating children with down syndrome at primary school (03/06/11) DVD

Down Syndrome Issues and Information Early and Primary Years Speech & Literacy Pack

1

Down Syndrome: The first 18 months (DVD) 1 Dysphasia Matters (A Teaching Pack with video) 1 Early Communication Skills (2nd Ed.) 1 Early Listening Skills 2 Early Sensory Skills 1 Early Support for Children with Complex Needs (Peter Limbrick) 1 Expression, Reception, and Recall of Narrative Instrument (ERRNI) 1 Family-Centred Support for Children with Disabilities and Special Needs 1 Fold a Book (Individual Storybooks for Language Development) 1 Frenchay Dysarthria Assessment 1 Functional Communication Profile (Revised) (blue holder large press) Forms (7) 1 Getting Ready to Help 2 Goldman (New) 1 Grammar Analysis Program (GAP) 3 Grammar Analysis For SLT 3 Helping the Handicapped Child with Early Feeding 1 Identification of Motor Speech Disorders (Can only be taken out for 24 hrs) 1 Intervention Strategies - Working with Preschoolers Who Stutter - Intervention Strategies

1

Intonation (book) 1 It Takes Two to Talk (A Parent's Guide to Helping Children Communicate) 1 It Takes Two to Talk (A Practical Guide for Parents of Children with Language Delays) 2 It Takes Two to Talk (The Hanen Program for Parents) Large Binder 1 It’s on the Tip of my Tongue 1 Kiddycat Communication Attitude Test for Preschool and Kindergarten Children Who Stutter

1

Manual of Exercises of Expressive Reasoning 1 Mayo Early Language Screening Test 1 More Clinicians Choice 1 Mount Wilga High Level Language Test (Black Binder) 1 Mouth Madness 1 Nuffield C. Dyspraxia Prog.04 Therapy Manual, Therapy Resources 1,2,3, Assessment Resources

1

Nuffield Centre Dyspraxia Programme '04 Therapy Cards 2 O'Neill Healthcare Limited Management Folder 1 Petal - Phonological Evaluation & Trans 1 Phonetics Ear Training CD 1 (1 MISSING) (5 - 03/06/11) 6 Phonetics Ear Training CD 2 (2 MISSING) (4 - 03/06/11) 6 Phonetics Recordings (Materials & Worksheets) 6 Phonetics Starter CD 6


144

Description Qty Phonetics Substitution CD (1 MISSING) (5 03/06/11) 6 Phonological Awareness Procedure 1 Phonological Awareness Tests (1 Test + 1 Kit) (Primary) 2 Phonological Sampling Sheets 1 Pictographic Communication Resources Manual (Aphasia Institute) 1 PIPA Kit 2 Pragmatic Activities for Language Intervention 1 Preschool Language Scale (PLS-3) Complete Kit UK 1 Rapid Screening Test; Progress; (Score Sheets √ ) 1 Reel 3 1 Renfrew Language Scales (Bus story; action picture; word finding) 2 of each RAPT 2 Reynell Development Language Complete Kit (large case in small press) 2 Reynell Developmental Language Scales Complete Set (New Edition) 1 Right Hemisphere Language Battery (2nd Ed.) 1 Sound Linkage (2nd Ed.) 1 Sourcebook for Assessing & Maintaining Communication 1 Speaking of Courage - Bondarenko, Vladimir - Video 1 Speaking, Listening & Understanding 1 SPPARC (New) (Tape taken out and put in Private & Confidential Box in small press) 1 SPPARC (Supporting Partners of People with Aphasia in Relationships & Conversation) 1 Stap & Stass (Yellow book) 2 Stass Sheets (Blue book) 2 Storycards Adjectives 1 Storycards Prepositions 1 Storycards Verbs 1 Stuttering In The First Years of Life - Cumberland Stuttering Research & Treatment Centre (Video)

1

Stuttering Prediction Instrument for Young Children 1 Symbolic Play Test Complete Set 2 Talkabout Activities 1 Team Around The Child 1 Test of Pragmatic Language (TOPL) 1 Test of Pretend Play Kit (TOPP) Small press 1 Test of Word Finding (TWF-2) Kit ( Large Box) 1 Test of Word Knowledge Complete Kit 1 Test of Written Language (3rd Ed.) (TOWL 3) 1 The Communication Disability Profile 1 The Dysfluency Resource Book 1 The Hanen Teaching Tape (1984) (2 x Teaching Videos Tape + 1 x Introduction Video tape) (it takes two videos)

3

The Rosetti Infant Toddler Language Forms 1 The Rosetti Infant Toddler Language Scale (Book) 1 The Sentence Processing Resource Pack 1 The Team Around The Child 1 Think It Say It - Improving Reasoning & Organization Skills 1 Therapy In Action - The School-Age Child Who Stutters (Video) 1


145

Description Qty Through the Eyes of Aliens 1 Time Timer 8" 2 Test of Adolescence and Adult Language - 4 (TOAL 4) (New) Tracheosophagel Voice Restoration (video) 1 TROG 2 Kit 2 Understanding Ambiguity Complete Set 1 Understanding and Using Spoken Language 1 University of Ulster Year 3 Preparation Block (video tape) 1 Vases (Visual Analogue Self-Esteem Scale) 1 Verbal Motor Production Assessment for Children (VMPAC) 1 Visualising and Verbalising 1 VMPAC (video tape) 1 VMPAC Forms & Book (large blue folder in large NUI press) 1 WAB Complete Test Kit (Western Aphasia Battery) 1 Western Aphasia Battery Test Revised (New) WASSP: Wright & Ayre Stuttering Self-Rating Profile 1 WH Programs (Who, what, when, where and why?) 1 Working with Children’s Language 1 Working with Children’s Phonology 1 Working with Children's Voice Disorders 1 Working with Dysarthrics 1 Working with Dysfluent Children 1 Working with Dysphagia 1 Working with Voice Disorders 1 You Make the Difference (In Helping Your Child Learn) 1


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APPENDIX 16

References and Suggested Reading Material for Practice Education

Bray, M., Ross, A., & Todd, C. (2006). Speech and language therapy: process and practice (2nd ed.). London: Whurr Publishers Ltd. Hedge, M., & Davis, D. (2009). Clinical methods and practicum in speech-language pathology (5th ed.). Clifton Park New York: Thomson Delmar Learning. McAllister, L., & Lincoln, M. (2004). Clinical education in speech and language pathology. London: Whurr Publishers. Paul, R., & Cascella, P. W. (2006). Introduction to clinical methods in communication disorders (2nd ed.). London: Brookes. Roth, F. P., & Worthington, C. K. (2010). Treatment resource manual for speech language pathology (4th ed.). London: Singular Royal College of Speech and Language Therapists, (2006). Communicating quality 3: RCSLT’s guidance on best practice in service organization and provision. London: RCSLT Shipley, K., & McAfee, J. (2008). Assessment in speech and language pathology a resource manual (4th ed.). London: Singular.

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