college of medicine, nursing & health sci ences · college of medicine, nursing & health...

PPRRAACCTTIICCEE EEDDUUCCTTIIOONN HHAANNDDBBOOOOKK

COLLEGE OF MEDICINE, NURSING & HEALTH SCIENCES

B.Sc. in Speech & Language Therapy

Academic Year 2011 – 2012

STUDENT NAME:

B.Sc. in Speech & Language Therapy Practice Education Handbook 2011-2012

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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 2011-2012 ....................................................................... 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 ............................................................................................................................ 29 3.10 Reflective Log ........................................................................................................................... 33 3.11 What is currently known about feedback ................................................................................ 33 Section 4: Practice Education Module and Assessment Year 2 .................................................... 38 4.1 Year Two Module Outline & Assessment ................................................................................ 39 4.2 Recommended client contact while on placement at second year level ............................... .41 4.3 Contact with University staff during the second year placement ........................................... 41 4.4 Assessment of clinical competence ......................................................................................... 45

Section 5: Practice Education Module and Assessment Year 3 .................................................... 58 5.1 Year Three Module Outline & Assessment .............................................................................. 59 5.2 Recommended client contact while on placement at third year level ................................... .61 5.3 Contact with University staff during the third year placement ............................................... 61 5.4 Assessment of clinical competence in third year .................................................................... 64

Section 6: Practice Education Module and Assessment Year 4 .................................................... 68 6.1 Year four Module Outline & Assessment ................................................................................ 69 6.2 Recommended client contact while on placement at fourth year level ................................. 71 6.3 Contact with University staff during the fourth year placement ............................................ 72 6.4 Assessment of clinical competence in fourth year .................................................................. 74


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APPENDICES

Appendix 1: Student Clinical Competency Evaluation Form(s) Level 1 Novice Clinician………………………….................................................................... 88 Appendix 2: Student Clinical Competency Evaluation Forms(s) Level 2 Transition Student ......................................................................................... 102

Appendix 3: Student Clinical Competency Evaluation Form Level 3 Entry .............................................................................................................. 116 Appendix 4: Management Plan & Examples ................................................................................. 130 Appendix 5: Session Plan Form & Examples ................................................................................. 134

Appendix 6: Reflection Form ......................................................................................................... 138 Appendix 7: Questions to guide you when evaluating a session .................................................. 139 Appendix 8: Clinical Hours Form ................................................................................................... 141 Appendix 9: Video Consent Forms ................................................................................................ 144 Appendix 10: Practice Educator Feedback form for Fourth Year Exam .......................................... 146

Appendix 11: Letter to the University stating no visit is required ................................................... 148 Appendix 12: Checklists for the End of Placements ........................................................................ 149 Appendix 13: Questions to Guide the Contracting Meeting ........................................................... 150 Appendix 14: Equipment List........................................................................................................... 152

Appendix 15: References and suggested reading material for Practice Education ........................ 156


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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

The current staffing in the Discipline of Speech & Language Therapy is listed below:

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

The current staffing in the Speech & Language Therapy Clinic is listed below:

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. An overview of the course content for the new Year One, Two and Three and the old Year Four are presented in the tables which follow.


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Table 1: 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

Cont

act

Hour

s

Self-

dire

cted

&

Asse

ssm

ent

Hour

s

Tota

l Hou

rs

1. Developing Clinician

12 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.

6 30 120 150

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.

6 12 138 150

2. Human Sciences 24 Human Body Function

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

6 32 118 150

Anatomy 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.

6 32 118 150


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Strands in Year 1

Credits for



its fo

r M

odul

es

Cont

act

Hour

s

Self-

dire

cted

&

Asse

ssm

ent

Hour

s

Tota

l Hou

rs

2. Human Sciences (contd.)

Psychology 1 (Developmental, Cognitive and the Psychology of Learning)

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.

6 30 120 150

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.

3 12 63 75

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

3 24 51 75

3. Communication & Swallowing Sciences

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

6 30 120 150

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.

12 60 240 300

Communication Impairments 1

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

6 30 120 150

Totals 60 60 1500


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Strands in Year 2

Credits for



its fo

r M

odul

es

Cont

act

Hour

s

Self-

dire

cted

&

Asse

ssm

ent

Hour

s

Tota

l Hou

rs



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.

12 60 240 300


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.

6 12 138 150

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.

6 16 134 150


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Strands in Year 2

Credits for



its fo

r M

odul

es

Cont

act

Hour

s

Self-

dire

cted

&

Asse

ssm

ent

Hour

s

Tota

l Hou

rs

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.

6 24 126 150

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 24 126 150

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 30 120 150


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 30 120 150

Communication Impairments 2

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 60 240 300

Totals 60 60 256 1244 1500


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Strands in Year 3

Credits for



its fo

r M

odul

es

Cont

act

Hour

s

Self-

dire

cted

&

Asse

ssm

ent

Hour

s

Tota

l Hou

rs



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.

18 75 300 375


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 Placement and self-directed learning 300

300

Research Methodology 3

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.

6 18 132 150

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 22 203 225


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Strands in Year 3

Credits for



its fo

r M

odul

es

Cont

act

Hour

s

Self-

dire

cted

&

Asse

ssm

ent

Hour

s

Tota

l Hou

rs


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 30 120 150

Communication & Swallowing Impairments 3

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.

12 100 200 300

Totals 60 2451 9552 15003

1 Contact hours excluding clinical placement hours 2 Self-directed and assessment hours excluding clinical placement hours 3 Total hours including clinical placement hours


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Table 4: An Overview of Year 4

Group Module Code Semester 1 Contact Hours Semester 2 Contact Hours

Psychology/ Sociology

PS260 Social Psychology

18

Linguistics SL403

SL310

Instrumental Analysis of Voice

Discourse Analysis

12

18

Speech, Language, Hearing and Communication Impairments

SL401 Communication Impairment and Mental Health

12

SL402 Research project Research Project

Clinical Education SL404 Clinical Education 4 10


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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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The Practice Education modules are assessed as follows: YEAR 2

Assignment % of overall

grade allocated

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

20%

2. OSCE (Objective, structured clinical examination) 20%

3. Case study 2.3 20%

4. Progress report from onsite clinic in Semester 1 15%

5. Case History Form 15%

6. Personal Professional Portfolio 10%

YEAR 3


grade allocated

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

30%

2. Assessment Report from clinic in Semester 1 20%

3. Informal Assessment for a child or adult with rationale 20%

4. Information Leaflet for parents/carers with rationale 20%


YEAR 4


grade allocated

1. Continuous assessment (Communication and dysphagia) by the practice educator at the end of the block placement in Semester 2

30%

2. Case Presentation Video and viva 30%

3. Unseen Client Exam 30%



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2.2 Practice Education Programme for 2011-2012

Year Semester 1 Semester 2 Total

Clinically Related

Activity

Clinically Related Hours

Hours in SLT Clinic

Clinically Related Activity

Clinically Related Hours

Direct Hours in SLT Clinic

Total Clinically Related Hours

Total Hours in SLT Clinic

2 Tutorials 6 One day weekly

placement - 50 hours Tutorials 6 12 day mini block

placement - 84hours

12 134

3 Tutorials 6 One day weekly

observation of specialist placement sites and

assessment clinics 50 hours

Tutorials 6 Five-week block - 140 hours

51 190

Aphasia Outreach Programme

18 Aphasia outreach Programme

18

Neurology Clinics 3

4 Dysphagia

Workshops

Tutorials

35

6

One day weekly 50 hours

Tutorials 8 12 week block 336 hours

49 386

(Spread over Years 3 and 4)

Total Clinically Related: 112 Total Hours with an SLT: 710


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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


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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

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. 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;

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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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

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

In addition to the Therapy Project Office (2008) guidelines, practice educators/tutors are advised to: 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 time clinical reasoning and problem solving; Review the continuous assessment form with the student mid-way through the placement and

liaise with the University by phone/direct contact; Contact the University if you have concerns about the student as soon as possible; Carry out a mid placement review. You should use the assessment form to guide your discussion

but you are not expected to give the student a grade; 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 independent of the student; At the final stage of the placement you should provide general feedback to students to guide

learning however you should not disclose their grade; Complete the end of placement checklist (Appendix 12); Ask the student for feedback on what facilitated learning during the placement. 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;


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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; 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 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;




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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.

This is not marked and is only to guide learning; 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; 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;


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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

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.




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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 have. 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 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 McDade1 caution that this approach “underestimates how people learn and puts undue onus on you (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


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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. Quinn 2 comments that “Motivation is considered an important factor in the learning process, and one of the key aims of teaching is to increase students’ motivation to learn”. We can see the bigger picture which they 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 so perhaps the upcoming points will 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 Knowles3 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. Knowles3 appreciated the importance of the learner being involved in the whole learning process and not been 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 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


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further. Whatever your particular course of action you were beginning what Kolb4 refers to as the experiential learning cycle. This theoretical framework has four stags i.e. practice, reflection, theory and rehearsal. Kolb4 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. and 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; 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.


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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 and Todd (2006) Bunning (2006), Whitworth et al (2001). Examples of management plans can be found in Appendix 4. 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. 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?


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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 90%)

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 for your therapy plan as well as basing your decisions on your observations and findings to date. Clearly outline why you have chosen to work on the objective.

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.


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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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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 their own personal learning and they are not expected to have to submit this to an educator. 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.1. 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 2-3 Van de Ridder et al3 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 behaviourist framework and a cognitive framework. If using a behaviourist 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 Nisi4 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.5 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.6

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. Criticisms of this theoretical perspective have stated that it is too linked to specific events and that students require much more exposure in order to learn. A study carried out by Careless 7 reported


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that students found general feedback which could be applied to other scenarios as more useful than feedback which was very specific to a particular assignment. There is much written in relation to how best to provide feedback.2,8,9,10. 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.8 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.2 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 8. 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.2 Surveys carried out with learners’ show that they value feedback and the opportunity to work on areas which require intervention.11,12 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 13. Among the knowledge, attitudes and skills an educator should posses are the different methods of delivering feedback such as the “sandwich” technique14, Pendelton model,15 3:1 model and reflective feedback conversations 8. 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.16 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.2 Feedback as can be seen is multi factorial and a complex process however if managed correctly it does have a positive impact on performance 17 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.18,19 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.20,21,22 Students also need to spend time self reflecting on their own personal attitudes and biases to providing feedback.20,21,22 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 18 and the opportunity to provide peer feedback assisted their own learning and the linking of theory to practice 23

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

Aston, A. & Molassiotis, A. (2003). Supervising and supporting student nurses in clinical placements: the peer support initiative. Nurse Education Today; 23, 202-210. Cantillon, P. & Sargeant, J. (2008). Giving feedback in clinical settings. British Medical Journal, 337, 1292-1294. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. Clynes, M.P. & Raftery, S.E.C. (2008). Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice, 8, 405-411. Dohrenwend, A. (2002). Serving up the feedback sandwich. Family Practice Management, 9(10), 43-49. Ende, J. (1983). Feedback in Clinical Medical Education. JAMA, 250, 777-81. Eraut, M. (2006). Feedback. Learning in Health and Social Care, 3, 111-118. Gipps, C.V. (1994). Beyond Testing: Towards a Theory of Educational Assessment. London, UK: Falmer Press. Hewson, M.G. & Little, M.L. (1998). Giving feedback in medical education: verification of recommended techniques. Journal of General Internal Medicine (JGIM), 13(2), 111-116. Irby, D. (1995). Teaching and learning in ambulatory settings. A thematic review of the literature. Acad Med, 70, 898-931. 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. Koh, L.C. (2002). The perceptions of nursing students of practice based teaching. Nurse Education Today, 2, 35–43. Lincoln, M.A. & McAllister, L.L. (1993). Peer learning in clinical education. Medical Teacher, 15(1), 17-25. Lizzio, A. & Wilson, K. (2008). Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33(3), 263-275.


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Morris, D. & Turnball, P. (2004). Using Student Nurses in inquiry based learning. Journal of Advanced Learning, 45(2), 136-144. Neary, M. (2000). Teaching, Assessing and Evaluation for Clinical Competence. Cheltenham, UK: Stanley Thormes. Parker, A. & Kersner, M. (1998). New approaches to learning on clinical placement. International Journal of Language and Communication Disorders, 33, 225-260. Pendelton, D., Schofield, T., Tate, P. & Havelock, P. (2003). The Consultation: An Approach to Learning and Teaching. Oxford: Oxford University Press. Puschmann, T. (1966). A History of Medical Education. New York, USA: Hafner Publishing (Originally published 1891). Shin, E., Wilkins, E. & Ainsworth, J. (2006). The nature and effectiveness of peer feedback during an early clinical experience in an elementary education programme. Action in Teacher Education, 28(4), 40-52. 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. Veloski, J., Boex, J.R., Grasberger, M.J., Evans, A. & Wolfson, D.B. (2006). Systematic review of the literature on assessment, feedback and physicians’ clinical performance. Medical Teacher, 28(2), 117-128. Young, P. (2000). I might as well give up: self esteem and mature students’ feelings about feedback on assignments. Journal of Further and Higher Education, 24(3), 409-418.


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Section 4: Practice Education Module &

Assessment – Year 2


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

Strand 1 Developing Clinician Module Title Practice Education 2 Year taught 2 ECTS 6 Contact Hours 12 Self-directed and assessment hours 138 Total workload 150 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. Students will attend placements where they will begin to actively participate in the management of clients with relatively straight-forward communication disorders with guidance. In the psychomotor domain in year two, the learning outcomes in this domain will be the learning of clinical skills through imitation and manipulation. In particular, Students will further develop their observational and assessment skills, their ability to make a differential diagnosis, plan and implement intervention with relatively straight-forward cases. Students will also further develop their professional and interpersonal skills. Learning Outcomes

On completion of this module, Students with specific guidance and/or demonstration from their practice educator will be able to: (a) Apply the IASLT guidelines, standards and ethics to clinical cases using professional

terminology, the principles of risk management and evidence based practice; (b) Select personal strengths and areas for clinical development through reflective practice e.g.

learning styles, team roles etc.; (c) Develop written and verbal communication skills considering legal, ethical and other

obligations for communicating effectively with clients and other members of the team; (d) Describe the roles of the speech and language therapist and the team (multi, inter and trans-

disciplinary) in the management of clinical cases; (e) Demonstrate the ability to work collaboratively, access additional information from a variety

of sources and refer onwards where appropriate; (f) Select service delivery models to cases considering the impact of the communication disability

on the persons’ quality of life; (g) Identify the general principles of assessment e.g. observation, formal and informal assessment

and plan further assessment as necessary under direction of the clinical supervisor; (h) Provide clear rationale for clinical hypotheses, tentative diagnoses, assessment and

intervention approaches and outcome measures in the management of cases; (i) Describe the principles of intervention and write management plans including long term and

short-term goals using SMART objectives; (j) Describe the role and use of Information Communication Technology (ICT) in the management

of cases.


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Active Participation in the Learning Process

Active Involvement in the self-learning process; Give and receive feedback to/from peers; Reflect on feedback and translate the feedback into clearly worded targets for personal and

professional development. Module Content

Clinical Placement takes place for one day per week in the onsite clinic in Semester 1 and for 12 days of a mini block in Semester 2. Semester 2 placement takes place off site;

Familiarisation with assessment tools and procedures; Giving specific, focused and balanced feedback on assessment results and intervention which

they have carried out; Record keeping and report writing; Self evaluation and self awareness; Empathy and listening skills; Interview skills/case history review; Assertiveness/problem solving; Receiving and giving feedback; The role of contracting in the therapy process. Teaching and Learning Strategies

Clinical Placement a day a week in Semester 1 (half day in the onsite clinic and a half day preparation) and a 12 day mini block in Semester 2;

Clinical Tutorials – 6 hours tutorials in each Semester. Assessment

There will be a mid-year (December) continuous assessment report from a practice educator. This report is not marked but will provide the Student with qualitative feedback for developing learning goals for the second half of the placement;

Continuous assessment mark by the practice educator at the end of the placement (20%). It is a requirement that students must pass this continuous assessment;

Case Study 2.3. Students will submit a case study on a client whom they select while on placement. Guidelines are provided below. (20%) It is a requirement that students must pass this continuous assessment;

OSCE (20%) It is a requirement that students must pass this continuous assessment; Progress report from clinic in Semester 1 (15%); Case History Form with rationale (15%); Personal and Professional portfolio (10%). References

Bray, M., Ross, A. & Todd, C. (2006). Speech and Language Therapy: Process and Practice. London: Whurr Publishers Ltd. Enderby, P. & Emerson, J. (1995). Does Speech and Language Therapy Work? London: Whurr Publishers Ltd. Goldberg, S. (1997). Clinical Skills for Speech and Language Pathologists. San Diego, CA: Singular Publishing Ltd.


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Hedge, M. (2005). Clinical Methods and Practicum in Speech-Language Pathology. Clifton Park, NY: Thomson Delmar Learning. McAllister, (2005). Clinical Education in Speech and Language Pathology. London: Whurr Publishers. Paul, R. (2002). Introduction to Clinical Methods in Communication Disorders. London: Brookes. Shipley, K. & McAfee, J. (1998). Assessment in Speech and Language Pathology. London: Singular. 4.2 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 mini 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. 4.3 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. At the midway point in Semester 2 practice educators will be contacted via phone to discuss the student’s progress. Please see below for the format of this telephone call interview.


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MID-WAY TELEPHONE INTERVIEW TO 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?


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2. Do you have any queries or concerns at this stage about any of the following:

• Professionalism? • Knowledge? • Skills? • Assessment/assignments? • Other?


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3. What actions will be taken to address these concerns?


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4.4 Assessment of Clinical Competence in Second Year

There are six components to the assessment of clinical competence in second year: 1. Continuous Assessment in Semester 2 by the Practice Educator (20%) 2. Case Study 2.3 (20%) 3. OSCE (20%) 4. Progress Report (15%) 5. Case History Form with Rationale (15%) 6. Personal Professional Portfolio (10%) Students must pass the following components of practice education (continuous assessment, case study and OSCE). Failure to do so will result in redoing the assignment/placement or examination. 1. Continuous Assessment by Practice Educator (20%)

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. While you are not expected to grade the student at this mid way point it is important that the student develops an action plan for the remainder of the placement based on this 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 independently and return it to the University within two weeks of the placement finishing. The actual grade will be allocated on its return in order to ensure conformity among all students. You may receive a phone call from the University in order to discuss the grade 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. The continuous assessment mark is allocated 20% of the Practice Education grade in Year 2. 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. Case Study 2.3 (20%)

Students are asked to submit a case study on a client they have assessed or worked with during their placement. In second year we recommend that students do not choose a client with a complex presentation. The case study is corrected by University staff/tutors and will be graded. It is a requirement that students pass the case study. If they fail the case study, they must repeat the case study.


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GUIDELINES AND MARKING CRITERIA FOR CASE STUDY 2.3

The case study is allocated 20% of your Practice Education mark in second 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 soon after you start your clinical placement as you will need to time to gather the necessary information and plan your assessment/intervention. 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, teacher etc. should not be referred to in the course work. (Instead of including date of birth you can state the chronological age). 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. Students are asked to submit a case study on a client they have assessed or worked with during their placement. They do not need to have seen this client for their whole placement but should clearly detail which parts they were involved with and which parts were carried out by their educator. We advice that students in year 2, carry out a case study on a client who is presenting with simple/straightforward communication difficulty i.e. stammering/ phonology/language disorder etc. Cases should not be multifaceted at this level as it is students first time to present a case study. Therefore it is recommended that students choose a client with a more straightforward presentation to do their case study on. 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?

Your decision-making in the case study should be transparent and clear and your intervention approach must be informed and supported by your assessment findings and theoretical underpinnings e.g. consider how linguistic, psychological, psycholinguistic and biological sciences theory might apply to your case;

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;

You need to take a broad holistic view of the case and not just report on the impairment e.g. how is the client engaging in activities and participating in society? What impact is the communication impairment impacting on the family? 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 e.g. health and education.


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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; 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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GUIDELINES FOR CASE STUDY - YEAR 2

Information Gathering and Assessment

Section What needs to be included? Is intervention indicated?

Justify why the client needs intervention. Consider factors such as child and carer concern, diagnosis, potential for change, what constitutes ‘normal’ communication etc.

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

Pre-assessment hypotheses about the nature of the problem, the causes, maintaining/exacerbating factors, severity and impact of the communication/swallowing difficulty. You need to provide evidence for your pre-assessment hypotheses e.g. data from case history, referral source etc. You are required to summarise previous speech and language therapy, including your involvement to date. This summary places your involvement in context. In this section, you should include information on the family system, case history data, other professional involvement etc. If data is missing from the case history you need to state clearly what information is required and how you would access it.

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

A summary of relevant informal and formal procedures should be included in this section to test the pre-assessment hypotheses. You should include a rational and critique for your choice. This summary should indicate the client’s strengths and areas of need which will be targeted as part of your management plan for the client. The detail of the assessment results should be included in the appendix. You should include a five minute language/communication sample (approximately 200 utterances/communication intent) in the appendix with referenced transcription conventions and a full analysis. This language/communication sample should be part of your overall assessment. You may not have been directly responsible for implementing all the assessments and you need to clearly state which ones you were responsible for. You should however evaluate the findings of all assessments and integrate this information with your own findings. 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 and discuss the need for on-ward referral.

What is the working diagnosis?

You must include your post-assessment hypotheses on an analysis of the assessment data. You must provide evidence to support the post-assessment hypotheses.


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Intervention

What service delivery model should be chosen?

Service delivery issues need to be discussed e.g. type of service, who will be the agent of therapy, group or individual, setting of therapy, frequency and duration, prioritisation, approach to intervention (e.g. social/impairment approaches, client or clinician-directed etc)

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 the client/carer and other professionals. It should include long-term goals and short term goals for the client (See Bray & 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.

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. In the appendix you should include session plans The session plan should include objectives, theoretical rationale, methods/materials and evaluated outcomes for each objective. (All objectives must be SMART). You should also include a reflection forms for all of the sessions.

Is therapy working and how will generalisation be aided?

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

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.

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, the


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language/communication sample and analysis and relevant management and session plans. 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, the language/communication sample and analysis, management and session plans. Remember you must include the key points from these in the main body of the study.

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 (which is available on Blackboard) must be attached to each copy.


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MARKING CRITERIA FOR CASE STUDY – YEAR 2

Key to Definitions

When marking the case studies examiners are asked to use the definitions below to determine in each section how the student rates. Room is left 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.

Excellent (1st): Work is considered excellent and holistic.

Very good (2:1): Work is considered very good and above average but some very minor points are omitted hence resulting in the grade being classified as very good as opposed to excellent.

Good (2:2): Work is considered to be good. All major points are considered but there is an omission of some key relevant points. The absence of these points while not detrimental to the case are considered important enough that the grade should be reduced from a very good to a good to reflect their absence.

Acceptable (Pass): Work is deemed acceptable. All main points are considered and sufficient detail has been added to ensure it is a pass grade. However there are significant gaps and these gaps relate to points considered important to the case. Much greater attention to detail is required in order to achieve a higher grade.

Unsatisfactory (Borderline):

Work is deemed unsatisfactory with major omissions and gaps which are considered fundamental to the case for that section.

Very unsatisfactory (Fail):

Work is seriously flawed with major omissions and gaps fundamental to the case in this section. The omissions and work is deemed detrimental in relation to the case management.

The overall presentation mark is allocated using the above definitions but instead of case specific information the work being marked includes spelling, grammar and referencing.


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Title of Section Sections Marked Excellent

(8-10) Very Good

(6-7) Good (5.5)

Acceptable (5)

Unsatisfactory (4)

Very Unsatisfactory

(0-3) Comments Information gathering and assessment (40 marks)

Justification for intervention (10 marks)

Clearly outlined Pre Assessment hypothesis (10 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 (10 marks)

Intervention (40 marks)

Rationale and justification for service delivery model chosen (10 marks)

Management plan with rationale (10 marks)

Outcome measures used and generalization plan (10 marks)


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(8-10) Very Good

(6-7) Good (5.5)

Acceptable (5)

Unsatisfactory (4)

Very Unsatisfactory

(0-3) Comments Intervention (Contd.) (40 marks)

Prognosis and discharge criteria (10 marks)

Overall Presentation (Spelling, grammar etc) (10 marks)

Referencing and citation (10 marks)

Overall Grade: Additional Comments: Signed: Date:


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3. Objective Structured Clinical Examination (OSCE)- 20%

This exam involves students being assessed on a series of stations. Each station tests a different learning objective. You will be required to interact with a “patient/client” or demonstrate a specific skill. Each station is short and lasts 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. 4. Progress report from Semester 1 Clinic- (15%)

On completion of Semester 1 you are expected to submit progress reports on all the clients you saw in your group. This is the responsibility of the second years to ensure this is completed. You will receive lectures and tutorials which will prepare you to do this assignment. Please attach course cover sheets when submitting this work. You are required to submit one anonymous copy and one named copy. Copies of assessment reports are available in the onsite clinic to help guide you. You need to submit two copies of the paperwork with the appropriate cover sheet. One copy should be anonymous and one should be named. As with all course work confidentiality of the client or therapist should not be breached. Failure to do so will result in the course work being failed and you will be required to re-submit the work along with writing a 2,000 word essay on confidentiality. 5. Case History Form with Rationale- (15%)

For this assignment you are asked to include all relevant questions which you would ask a client/caregiver during a case history taking supported by rationale for each question. You can choose to develop a case history form for a child or adult client. There is no word count associated with this assignment. You are advised to divide your page into two columns with the question on one side of the page and the rationale to support on the opposite. This rationale should be evidenced based. You also need to include a case history form which you can use on placement. Please attach course cover sheets when submitting this work. You are required to submit one anonymous copy and one named copy. Samples of this assignment can be viewed in the PEC office. 6. Personal & Professional Portfolio (PPP) – Year 2 (10%)

The personal and professional portfolio which you begin in your first year of study will run across the four years of the training programme. In second year the PPP will account for 10% of the overall marks given to practice education. In order to get the 10% of marks allocated you must complete all the components required. You are not required to submit these 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 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


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

a. Clinical CV (Long and short version) b. Inclusion of your achieved certificate in infection control (You will not be permitted to go on

placement without this completed certificate) c. Practice on a peer 10 standardized tests. The tests for Year 2 are:

• STAP and STASS • DEAP • Goldman Fristoe 2 • Renfrew Action Picture Test, Renfrew Word Finding Test, Renfrew Bus Story Test • British Picture Vocabulary Scale-2nd Edition • CELF-4 • CELF-Preschool • Western Aphasia Battery • Boston Diagnostic Aphasia Examination • Frenchay Dysarthia Assessment

d. 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 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. 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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Year 2 Assignment Summary and Submission Dates


grade allocated Submission Date

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

20% 2 weeks after placement is completed

2. OSCE (Objective, structured clinical examination)

20% Will take place after block placement. Date TBD

3. Case study 2.3 20% 2 weeks after placement is completed

4. Progress report from onsite clinic in Semester 1

15% 23rd November, 2011

5. Case History Form 15% 23rd November, 2011

6. Personal Professional Portfolio 10% Random checks will occur throughout the year


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Portfolio Table of Contents and Submission Dates

Task Completion Date

1 Clinical CV

Random sample of PPPs will be collected on 23rd November. This task needs to be included.

2 Completed certificate in infection control which will be organized by the University

TBD

3 10 Standardised tests familiarized and practiced on a peer


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

Random sample of PPPs will be collected on the 28th March and this needs to be included.

5 Daily reflection forms completed while on block placement

Random sample of PPPs will be collected on the 28th March and this needs to be included.

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)


If all tasks are completed 10% will be awarded. These are to be completed by dates above and a random check of PPPs will be carried out.


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5.1 Year Three Module Outline and Assessment (3rd year placement)

Strand 1 Developing Clinician Module Title Practice Education 3 Year Taught 3 ECTS 12 Contact Hours 12 Self-directed and Assessment Hours 88 Total Workload 300 Placement Hours 200 Module Co-ordinator Ms. Laura Loftus Aims of the Module

The aim of the Practice Education 3 module is to prepare students for increasingly independent work in clinical contexts. Students will attend placements where they are actively involved in the management of clients with complex communication and swallowing impairments. Third year students should attain the following learning outcomes with general guidance from the practice educator. In areas where the student has not had an opportunity to develop skills, learning outcomes will be attained under direct supervision with demonstration from the practice educator. On completion of this module, with a moderate level of supervision, monitoring and feedback students will be able to:

1. Apply the IASLT guidelines, standards and ethics to clinical cases using professional terminology, the principles of risk management and evidence based practice.

2. Identify personal strengths and areas for clinical development through reflective practice e.g. role of counseling, supportive communication strategies, problem solving etc.

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

4. Apply and consider the roles of the speech and language therapist and the team (multi, inter and trans-disciplinary) in the management of clinical cases

5. Demonstrate the ability to work collaboratively, access additional information from a variety of sources and refer onwards where appropriate

6. Apply service delivery models to cases illustrating the impact of the communication disability on the persons’ quality of life

7. Demonstrate supportive communication strategies including the use of AAC to facilitate conversation for clients with a communication disability and consider how disability is viewed in society.

8. Apply the principles of prevention, assessment and intervention to the management of cases including long term and short-term goals and SMART objectives

9. Provide clear rationale for clinical hypotheses, tentative diagnoses, assessment and intervention approaches and outcome measures in the management of cases

10. Assess the use of Information Communication Technology (ICT) in the management of cases considering the available epidemiological data

11. Describe the impact of health and education policies on practice

Active Participation in the Learning Process

• Initiate self-evaluation and self-learning through reflecting on sessions • Develop an appropriate action plan on the basis of their reflections


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Module Content

• Interdisciplinary workshops on infection control • Workshops to facilitate clinical decision-making and links from theory to practice • Clinical placements in Semester 1 and 2

Teaching and Learning Strategies

Placements – Semester 1 one day a week and Semester 2 five week block placement Clinical tutorials- 6 hours in each semester. Assessment

• Continuous assessment mark by practice educator in April/May. It is a requirement that the speech and language therapists in training pass this continuous assessment. If they fail the block placement, they must repeat the block placement. (30%)

• Information Leaflet for parents/carers with rationale using the Therapy Project Guidelines (20%)

• Assessment Report in Semester 1 (20%) • Informal assessment for a child or adult (20%) • Personal and Professional Portfolio (10%).

Reference List

Bray, M., Ross, A. & Todd, C. (2006). Speech and Language Therapy: Process and Practice. London: Whurr Publishers Ltd. Enderby, P. & Emerson, J. (1995). Does Speech and Language Therapy Work? London: Whurr Publishers Ltd. Goldberg, S. (1997). Clinical Skills for Speech and Language Pathologists. San Diego, CA: Singular Publishing Ltd. Hedge, M. (2005). Clinical Methods and Practicum in Speech-Language Pathology. Clifton Park New York: Thomson Delmar Learning. McAllister, (2005). Clinical Education in Speech and Language Pathology. London: Whurr Publishers. Paul, R. (2002). Introduction to Clinical Methods in Communication Disorders. London: Brookes. Shipley, K. & McAfee, J. (1998). Assessment in Speech and Language Pathology


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5.2 Recommended Client Contact while on placement at Third Year Level

In Semester 1 of Year 3 students will attend specialist clinics in the onsite clinic. These clinics will include clients with a stammer, voice impairments, assessment clinics and dysphagia etc. 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 (i.e. assessment clinics). 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. 5.3 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 filled in during this three way meeting. While the mid way evaluation is intended to structure the discussion you are not expected to grade the student at this mid way point as it is recognized that the placement is still incomplete. 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.


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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).

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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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?

21. Has the student identified a client for their case study?


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5.4 Assessment of Clinical Competence in Third Year

There are five components to the assessment of clinical competence in third year: 1. Continuous assessment at the end of the block placement by the practice educator (30%) 2. Information Leaflet for carer/parent with rationale using the TPO guidelines. (20%) 3. Assessment report completed in Semester 1 (20%) 4. Informal assessment for a child or adult (20%) 5. Personal Professional Portfolio. (10%) Students must pass the continuous assessment component of practice education. Failure to do so will result in the student redoing the block placement. 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 the form independently and return it to the University within 1 week of the placement finishing. The actual grade will be allocated on its return in order to ensure conformity among all students. You may receive a phone call from the University in order to discuss the grade 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. Information Leaflet for a parent/formation leaflet guardian using the Therapy Project

Guidelines (20%)

Using the Therapy Project Guidelines (available on the website) you need to develop an information leaflet 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. Attached to your leaflet submission you should write a 1,000 word theoretical explanation to support the content of your leaflet. You need to submit two copies of the paperwork with the appropriate cover sheet. One copy should be anonymous and one should be named. 3. Assessment Report (20%)

In Semester 1 you will attend an assessment clinic. You will be required to complete reports on all the children you assess during these clinics. You will receive tutorials to prepare you for this work. For this assignment however you need to choose one assessment report and submit this for grading. Copies of assessment reports are available in the onsite clinic to help guide you. You need to submit two copies of the paperwork with the appropriate cover sheet. One copy should be anonymous and one should be named. As with all course work confidentiality of the client or therapist should not be breached. Failure to do so will result in the course work being failed and you will be required to submit the work along with writing a 2,000 word essay on confidentiality.


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4. Informal Assessment for a Child or Adult with rationale (20%)

For this assignment you need to devise an informal assessment you would use with either a child or an adult. You should divide your page listing the activities you would carry out and the theoretical rationale for doing each activity. There is no word count attached to this assignment. You should also include a summary sheet you would use when on placement. You need to submit two copies of the paperwork with the appropriate cover sheet. One copy should be anonymous and one should be named. 5. Personal Professional Portfolio (10%)

The personal and professional portfolio which you begin in your first year of study will run across the four years of the training programme. In third year the PPP will account for 10%% of the overall marks given to practice education. In order to get the 10% of marks allocated you must complete all the components required. 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 in section 1 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 The common themes are as follows: (a) Clinical CV (b) 10 standardized tests which you will have familiarized and practiced on a peer

• Test for Reception of Grammar (TROG) 2nd Edition • Phonological Awareness Test • Reynell Development Language Test • Symbolic Play Test • Test of Word Knowledge • BOEHM 3 Preschool Test • PALPA • Vases • Reel 3 • Preschool Language Scale 3

(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 (this will either be Margaret

Rodden or Laura Loftus) and the actions decided upon as a result of the meeting. (e) Daily reflection forms completed during block placement.


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Third Year Specific Task Devise an informal assessment which can be used in a specialist clinical environment e.g. stammering, voice, early intervention etc. (20%) 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. Year 3 Assignments and Submission Dates


grade allocated Submission Date

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

30% 1 week after placement is completed

Assessment Report from clinic in Semester 1

20% 23rd November 2011

Informal Assessment for a child or adult with rationale


Information Leaflet for parents/carers with rationale


Personal Professional Portfolio 10% Random checks


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Portfolio Table of Contents and Submission Dates


1 Clinical CV (Long Version and Short Version) Random check on the 23rd November. This needs to be included at this point.

2 10 Standardised tests familiarized and practiced on a peer

Random check on the 23rd November. This needs to be included at this point.

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

Random check on the 23rd May. This needs to be included.

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)


5 Daily refection forms completed during the block placement


If all tasks are completed 10% will be awarded for this section These are to be completed by dates above and a random check of PPPs will be carried out.


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6.1 Year Four Module Outline and Assessment (4th Year Placement)

Module Title: Practice Education 4 Module Code: SL404 Credit Weighting: 18 Contact Hours: One half day a week (10 weeks) placement in the onsite

clinic in Semester 1, and an eight -week block placement in Semester 2

10 hours of Tutorials Teaching Period: Semester 2 Module Co-ordinator Ms. Laura Loftus, Practice Education Co-ordinator Module Description

This module will serve to create the working foundation for the new professional. It will facilitate the students 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 students to professionals in practice. Aims

To finalise preparation of the students for independent work in clinical contexts To increase the skills of differential diagnosis To provide opportunities to use problem solving skills in workplace situations To produce professional documents that use appropriately representative language Be aware of the diverse populations of people with communicative disorders and be able to

discuss how approaches and applications would differ in counselling, assessment, family dynamics and prognosis

To establish “contracting” as part of the therapy process To understand and demonstrate proficiency in the professional requirements of the IASLT, the

Health Services Executive and the Discipline of Education To become knowledgeable of the skills needed to write, implement and evaluate session plans. Learning Outcomes

Fourth year students should attain the following learning outcomes with guidance and supervision where necessary. At this point they are expected to be working largely independently. In areas where the student has not had an opportunity to develop skills, learning outcomes will be attained with general guidance from the practice educator. On completion of this module, students will be able to: Identification of Client’s Needs Apply theoretical knowledge to the prevention, identification, assessment, and differential

diagnosis of communication/swallowing disorders Select appropriate assessment procedures to a range of client groups Administer, record, score and interpret a range of published and self-generated assessment

tools Use formal and informal assessment procedures, including analysis of speech and language

samples according to the clients’ needs Plan further assessment as necessary


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Give feedback on assessment results to clients, carers and others involved Evaluate the effect of a communication/swallowing difficulty on the psychosocial well-being of

client and relevant others Identify the opportunities and challenges of the individual’s context on social participation Write a speech and language therapy assessment report Develop deductive thinking and reflection leading to basic differential diagnostic abilities. Therapy Generate hypotheses from the analysis and integration of case-history and assessment findings Be able to set appropriate intervention goals (long and short-term) and to plan and carry out

intervention with the support of an appropriate theoretical rationale Be able to write a session plan for each session with SMART objectives, rationales, procedures

and strategies for measuring attainment of objectives Involve the client and important others in clinical decision-making Monitor and review the ongoing effectiveness of planned activity and modify it accordingly and

consider future management needs Have an understanding of a range of communication/swallowing disorders, or an in-depth

understanding of a specific type of communication/swallowing disorder appropriate to their placement

Select the appropriate role for implementing management such as assessor, educator, counsellor, advocate, facilitator, trainer

Knowing when to make onward appropriate referrals accompanied by relevant reports and feedback.

Active Participation in the Learning Process Initiate self-evaluation and self-learning through reflecting on sessions Develop an appropriate action plan on the basis of their reflections. Interpersonal Skills Reflect on inter-personal skills and create an action plan that facilitates the development of

these skills Establish appropriate professional relationships with clients, their families and others involved in

client management. Practice Be responsible for effective note and record keeping skills Be responsible for client centred report writing Apply best practice in health and safety in the work place Identify and implement strategies aimed at dismantling any barriers to communication Be aware of the role of audit and review in quality management and how that contributes to

evidence based practice. Professional Attributes and Relationships Describe the current legislation and policies affecting the delivery of speech and language

services Discuss current evidence-based guidelines related to assessment and intervention Have an understanding of the professional decisions that surround clients, contracts, discharge,

review, and referral to others


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Participate in a range of multi- and inter-professional teams, keeping the needs of the client central to such participation

Maintain appropriate professional relationships with clients and their families respecting their rights and dignity.

Personal and Professional Skills Demonstrate awareness of personal attitudes and bias that may impact on the clinical context Recognise personal and emotional needs Demonstrate an emerging commitment to continuous professional development Recognising the support systems available in the workplace Conform to the standards of the Irish Association of the Speech and Language Therapists

(I.A.S.L.T.). Professional and Employer Context Contribute to a safe working environment including compliance with infection control

procedures Be able to describe the structure and function of the employing agency and other relevant

bodies. Module Content Consolidation of professional standards and behaviour Quality management systems Service delivery issues related directly to clinical practice e.g. caseload management,

prioritisation etc. Evolving structures in the Health Sector Needs assessment leading to emerging areas of practice in speech and language therapy Preparation for the workplace e.g. interviews, curriculum vitae preparation and knowledge of

support structures for new graduates. Teaching and Learning Strategies This will occur as a result of placements (half a day a week in the onsite clinic, dysphagia specific placement and six week block) and 10 hours of tutorials. 6.2 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 a six 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


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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. 6.3 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).

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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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?

21. Has the student identified a client for their case study?

22. Have they obtained written consent?

23. Are there any difficulties in relation to video equipment?


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6.4 Assessment of Clinical Competence in Fourth Year

There are four components to the assessment of clinical competence in fourth year: 1. Continuous assessment at the end of the block placement by the practice educator (30%) 2. Case presentation, video and viva voce which is marked by University staff/tutors (30%) 3. Unseen Client Exam (30%) 4. Personal Professional Portfolio (10%) Students must pass all components of practice education. There is no compensation between components of the clinical education modules. 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. The continuous assessment report is completed independently by the practice educator at the end of the placement. This should be returned to the University as soon as the placement is finished. You will then be contacted by a University representative to agree a mark. 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. Case Presentation/ Video and Viva Voice Examination Guidelines and Marking Criteria

The case presentation, video and viva will be allocated 30% of your clinical education mark in fourth year. You must pass this component of the clinical education module. Failure to do so will result in you having to redo the case presentation and viva and do an in-depth critique of your video session. (If you pass the video component you may be exempt from having to do the critique. Detailed feedback will be given at the time.) It is useful to start thinking about your case presentation soon after you start your clinical placement as you will need time to gather the necessary information and plan your assessment/intervention. 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, teacher etc. should not be referred to in the course work. (Instead of including date of birth you can state the chronological age). 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. In some settings ongoing contact with the client may not be possible. The number of times a student has seen a client will be taken into account and should be clearly stated. However, evidence of a hypothesis-testing approach will be expected, irrespective of the number of times the client has been seen.


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You need to integrate the following principles when preparing your presentation: (a) Use a critical, questioning approach to all aspects of the presentation 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?

(b) Your decision-making in the presentation should be transparent and clear and your intervention approach must be informed and supported by your assessment findings and theoretical underpinnings e.g. consider how linguistic, psychological, psycholinguistic and biological sciences theory might apply to your case

(c) Use an evidence-based approach to all aspects of your case presentation (d) 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 (e) You need to take a broad holistic view of the case and not just report on the impairment e.g.

how is the client engaging in activities and participating in society? What impact is the communication impairment impacting on the family? Who else do I need to liaise with in my management of this client?

(f) Consider the role of the SLT in the context of the team e.g. health and education. Content The aims of the presentation are to provide the Student with an opportunity to: (a) apply theory to practice (b) work systematically through the therapeutic process in-depth for one client (c) 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 presentation 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 presentation.


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GUIDELINES FOR CASE PRESENTATION - YEAR 4

Information Gathering and Assessment

Section What needs to be included? Is intervention indicated? Justify why the client needs intervention. Consider

factors such as child and carer concern, diagnosis, potential for change, what constitutes ‘normal’ communication etc.

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

Pre-assessment hypotheses about the nature of the problem, the causes, maintaining/exacerbating factors, severity and impact of the communication/swallowing difficulty. You need to provide evidence for your pre-assessment hypotheses e.g. data from case history, referral source etc. You are required to summarise previous speech and language therapy, including your involvement to date. This summary places your involvement in context. In this section, you should include information on the family system, case history data, other professional involvement etc. If data is missing from the case history you need to state clearly what information is required and how you would access it.

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

A summary of relevant informal and formal procedures should be included in this section to test the pre-assessment hypotheses. You should include a rational and critique for your choice. This summary should indicate the client’s strengths and areas of need which will be targeted as part of your management plan for the client. The detail of the assessment results should be included in the appendix. You should include a three minute language/communication sample in the appendix with referenced transcription conventions and a full analysis. This language/communication sample should be part of your overall assessment. You may not have been directly responsible for implementing all the assessments and you need to clearly state which ones you were responsible for. You should however evaluate the findings of all assessments and integrate this information with your own findings. 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 and discuss the need for on-ward referral.

What is the working diagnosis?

You must include your post-assessment hypotheses on an analysis of the assessment data. You must provide evidence to support the post-assessment hypotheses.


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Intervention

What service delivery model should be chosen?

Service delivery issues need to be discussed e.g. type of service, who will be the agent of therapy, group or individual, setting of therapy, frequency and duration, prioritisation, approach to intervention (e.g. social/impairment approaches, client or clinician-directed etc)

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 the client/carer and other professionals. It should include long-term goals and short term goals for the client (See Bray & 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.

What needs to be done to achieve this?

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. In the appendix you should include session plans The session plan should include objectives, theoretical rationale, methods/materials and evaluated outcomes for each objective. (All objectives must be SMART). You should also include a reflection forms for all of the sessions.

Is therapy working and how will generalisation be aided?

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

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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There are two components to the case presentation, video and viva assessment: Submission Requirements for the Case presentation Video and viva.

Two copies of all the paperwork and presentation slides must be submitted by the date arranged. Changes to paperwork will not be accepted after this specified date. A completed coursework cover sheet must be attached to each copy. *Note: only the following information should be included in the appendices: assessment results, the language/communication sample and analysis, management plan and session plans and the reflection form for the videoed session. 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. You need to submit the original video clip in a sealed envelope along with the educators feedback form on the agreed date also. Students must clearly label the tape with the name of the practice educator, their own name, what is to happen to the tape following the assessment and the time at which the tape is to be viewed. Presentation and Viva

The case presentation, video and viva will be assessed by two examiners. The assessment will take an hour and a half per student and the assessment will take place a few weeks after the fourth year block placement finishes. There will then be a 30 minute presentation by the student including a self-selected 10 minute video clip which the student and examiners will watch together. The 10 minute video-clip can be shown at any time the student wishes to do so. After the presentation, the examiners will then spend 15-20 minutes reviewing the paperwork and setting questions. The student will leave the room during this time. There will then be 15 minutes for the viva. The presentation and the viva are video-recorded so that they can be moderated and viewed by the external examiner if required. The viva should be handled as a professional interaction, with appropriate clinical language and terminology used. Following the viva the examiners will have 15-20 minutes to write notes and decide on marks. Please note that: (a) Examiners reserve the right to watch the whole video following the viva and marking will be

delayed until the video has been viewed. The student will leave their complete video with the examiners after their presentation.

(b) Practice educators will not be contacted re the student’s presentation. Guidelines for the Presentation

Ensure that the content can be presented in 20 minutes. (It is more common for presenters to prepare too much information rather than too little)

Prepare PowerPoint slides to illustrate the presentation Ensure the presentation slides are easy to read Try not to write more than FIVE short lines on each slide Make sure that the script is large, clear and well spaced Use headings and bullet points on slides and expand on these verbally rather than writing

explanations on slides Make 2 sets of photocopies to be submitted on the required date (Changes to the slides after

the submission date will not be accepted) It is a good idea to rehearse with audio-visual aids before the presentation Engage with the audience when giving the presentation Speak clearly and use appropriate volume, rate, and intonation


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Use a “speaking” rather than “reading” style when presenting. Speak from headings or brief notes, but do not read a prepared script

Listen carefully to questions asked and answer them carefully and succinctly All assessments and references within the text should be listed in a reference section and

guidelines for referencing must be followed. Guidelines for Video

As part of the case presentation the 4th year students are required to make a video recording of a session in which they are working either with a client / carer or group of clients. Informed Consent and Confidentiality

Students should ensure that informed consent is obtained from the relevant parties prior to recording the session. You must gain informed consent by explaining the reason you are making the video and having the client/carer complete and sign relevant consent forms. See the University consent form (Appendix 9). Students are reminded that this form remains in the client’s clinical record file. If returned to the University this will result in the client’s confidentiality being breached and result in the coursework being failed. Protocol for Submitting Videos

When the session has been recorded the student should review the tape no more than twice in order to evaluate the session. This viewing should take place as soon as possible after the video has been made. Students will be provided with an opportunity to view the recording when they return to University. Students are not permitted to seek advice or feedback on the video from their practice educators. Practice educators are required to complete a separate practice educator feedback form (see Appendix 10) and included in the sealed envelope with the video. The seal should be signed and dated by both the practice educator and the Student. The Student is responsible for ensuring that the envelope is delivered to the speech and language therapy Discipline at NUI Galway by the required date. Students should NOT remove the video from the clinic/hospital before it is inserted into the sealed and signed envelope. If this occurs the student will automatically fail this assignment. If the planned session is cancelled, it may be re-arranged. A second video cannot be carried out if the student is not happy with the session. If the student is not happy with the session, this should be reflected in the evaluation of the session and the reflection form with details of what changes that the student would make. The video should be clearly identified with ONLY:

1. the practice educators name 2. student’s name and ID number 3. related module reference code 4. what should happen the tape on completion of the assessment. 5. The time at which the 10 minute video clip is to be viewed

The practice education coordinator in the University will take responsibility for either returning the tapes to practice educators or ensuring they are destroyed.


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Practicalities for Making Video Recordings

Video recording equipment varies from placement to placement. The University has the capacity to play back specific video formats and students must ensure that they use ONLY these formats. The University is asking that all students use DVD cameras to record their sessions. There are a number of cameras available in the University for loan. No other format can be played back on University equipment. Students are advised to discuss this with their practice educator early in the placement. It is essential that you finalise your disc. Students will receive a lecture on how to use the DVD cameras prior to placement so that they will be familiar with their use. Students must purchase their own dvds which are re-usable. These tapes should be completely blank except for the session with the client. The University will provide an opportunity for you to check equipment prior to the presentation. However be aware that it will be too late to make another video if your recording has not worked! Students who are unfamiliar with video equipment should arrange a practice session before recording the session they wish to use.


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CASE PRESENTATION & VIDEO MARKING CRITERIA – YEAR 4

Key to Definitions

When marking the case presentations, videos and vivas examiners are asked to use the definitions below to determine in each section how the student rates. Room is left to add specific comments which will show the student where they have omitted material or information and is intended as a guide to assist them in future pieces of work. Excellent (1st): Work is considered excellent and holistic.

Very good (2:1): Work is considered very good and above average but some

very minor points are omitted hence resulting in the grade being classified as very good as opposed to excellent.

Good (2:2): Work is considered to be good. All major points are considered but there is an omission of some relevant points. The absences of these points while not detrimental to the case are considered important enough that the grade should be reduced from a very good to a good to reflect their absence.

Acceptable (Pass): Work is deemed acceptable. All main points are considered and sufficient detail has been added to ensure it is a pass grade. However there are significant gaps and these gaps relate to points considered important to the case. Much greater attention to detail is required in order to achieve a higher grade.

Unsatisfactory (Borderline):

Work is deemed unsatisfactory with major omissions and gaps which are considered fundamental to the case for that section.

Very unsatisfactory (Fail):

Work is seriously flawed with major omissions and gaps fundamental to the case in this section. The omissions and work is deemed detrimental in relation to the case management.


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(8-10) Very Good

(6-7) Good (5.5)

Acceptable (5)

Unsatisfactory (4)

Very Unsatisfactory

(0-3) Comments Information Gathering and Assessment (40 marks)

Justification for intervention leading to clearly outlined pre assessment hypothesis (10 marks)

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

Analysis and interpretation of assessments (formal and informal) (10 marks)

Post assessment hypothesis (10 marks)

Intervention (40 marks)

Rationale and justification for service delivery model chosen (10 marks)

Management plan with rationale (10 marks)

Outcome measures used and generalization plan (10 marks)


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(8-10) Very Good

(6-7) Good (5.5)

Acceptable (5)

Unsatisfactory (4)

Very Unsatisfactory

(0-3) Comments Intervention (Contd.) (40 marks)

Prognosis and discharge criteria (10 marks)

Overall presentation (20 Marks)

Video Clip (10 Marks)

Reflection on Practice (10 marks)

Overall Grade: Additional Comments: Signed: Date:


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3. Unseen Client Exam

This exam accounts for 30% of your clinical education mark. You must pass this component. Failure to do so will result in your having to re-sit this exam. This exam will last 3 hours. The day before you will be told whether the client is a child or an adult. 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. Breakdown of Scores for the Unseen Client Examination Initial Hypothesis (max 20 marks)

Score Description

14-20 Very clear holistic view of the client presented under each of the categories: nature, severity, impact, causal, maintaining and exacerbating factors.

12-13 Clear and relevant picture of the client presented under each of the categories: nature, severity, impact, causal, maintaining and exacerbating factors. Only minor points omitted.

10-11 Slightly unclear picture of the client presented under each of the categories: nature, severity, impact, causal, maintaining and exacerbating factors. Main points considered but some omissions are considered significant and therefore grade is reduced.

8-9 An introduction is attempted but the picture of the client is confused and unclear and some of the information provided irrelevant. The basic points are included.

0-7 No clear picture of the client presented. Major omissions and inaccuracies are evident.


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Evidence to support this hypothesis (max 40 marks)

Score Description

28-40 Shows an excellent understanding both of their roles generally with this client group and of how their role as an SLT fits into this specific client’s life. Excellent integration of information across several features of speech, language, communication and swallowing. Makes sound deductions from observations basing it on theory and client’s needs.

24-27 Shows a good understanding both of their roles generally with this client group and of how their role as an SLT fits into this specific client’s life. Good integration of information across several features of speech, language, communication and swallowing. Makes sound deductions from observations basing it on theory and client’s needs but misses some less obvious points.

20-23 Shows a basic understanding both of their roles generally with this client group and of how their role as an SLT fits into this specific client’s life. Able to describe the client’s speech, language, communication and swallowing. Makes some deductions from observations basing it on limited theory and client’s needs. Information however is accurate.

16-19 Limited understanding of the SLT role. Able to comment on individual areas of the client’s profile but integration and interpretation are weak. Deductions from observations include inaccuracies and omissions of key pieces of information may be evident. Theoretical knowledge is general and unspecific.

0-15 Major omissions and inaccuracies are evident. Weak /non existent understanding of the SLTs role with this client group. Unable to interpret observations accurately and consistently or integrate them with other information. Student has failed to apply theoretical rationale.

Further testing of the hypothesis (max 40 marks)

Score Description

28-40 Excellent comprehensive plans to further test the hypothesis taking all factors into consideration. Plan is based on theory and client’s needs.

24-27 Above average plans to further test the hypothesis. Some minor omissions or inaccuracies. Plan is based on theory and client’s needs but misses some less obvious points.

20-23 Clear adequate plans to further test the hypothesis but some inaccuracies or omissions. Plan is based on limited theory and client’s needs are not fully considered.

16-19 Plans are limited and lacking in detail. Some significant points are omitted. Theoretical knowledge is general and unspecific.

0-15 Plan is poor with significant weaknesses throughout, inaccuracies and omissions. Student has failed to apply theoretical rationale.


- 86 -

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. In fourth year the PPP will account for 10% of the overall marks given to practice education. There are two parts to the PPP. In section 1 you must complete all the components required. 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 in section 1 you will lose 10% of the marks allocated. In section 2 there are a number of assignments relating to dysphagia which are worth 10%. You must pass this component of the PPP. If you do not, you will have to resubmit the PPP. 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. In section 1 there are two components which are as follows: (a) Clinical CV (b) 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. In section 2 there will be dysphagia assignments to complete. These will be given to you in class. This section will be allocated 10% of the clinical education marks. These must be submitted for marking on the agreed date. If a student fails the PPP, they will be given detailed qualitative feedback and they will be required to resubmit the PPP. Portfolio Table of Contents and submission dates


1 Clinical CV (Long and short Version) 5th October 2011 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)

9th November 2011

3 Dysphagia specific assignments which will be given in class

On completion of placement

Section 1-2 are to be completed by dates above and a random check of PPPs will be carried out. Failure to complete tasks will result in 10% of marks being deducted in practice education. Section 3 is to be completed by the date above and 2 copies submitted to the administration office with appropriate cover sheets.


- 87 -

Appendices


- 88 -

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:



- 93 -

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


- 94 -


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


- 95 -


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



- 96 -

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

7. Establishes clear long and short term objectives for intervention


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.



- 97 -

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.



- 98 -

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.



- 99 -


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



- 100 -


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



- 101 -


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.



- 102 -

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



- 103 -

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



- 104 -


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



- 105 -

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






- 106 -


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:



- 107 -

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


- 108 -


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.



- 109 -


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.



- 110 -


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



- 111 -


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.



- 112 -

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.



- 113 -


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.



- 114 -

Intervention (continued) Competency Not evident Emerging Evident Enhanced



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



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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


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.



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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.



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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



End of placement total Comments

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


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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






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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:



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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 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 3 Rating indicators should be used when completing this form page 6


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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


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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



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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



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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



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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



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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.



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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.



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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.



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Discipline of Speech & Language Therapy, NUI Galway

APPENDIX 4

Management Plan and Examples

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 :


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Example of a Management Plan (Taken from the case study of a former Student with permission) J.B. is an eight year old boy with SLI. Long-term Goal 1:

Increase J.B.’s ability to carry out syllable level phonological awareness tasks such as syllable segmentation, substitution, manipulation and deletion. Rationale:

Stackhouse & Wells (2001:12) find that “any difficulty children have with their basic speech processing system will result not only in spoken difficulties but also in problematic phonological awareness development which impacts on their literacy development. Therefore there is a need to work on phonological awareness with children with DVD. The most recent CELF 4 UK (Semel, Wiig & Secord, 2003) results indicated that J. B. had difficulties at the level of the syllable and the phoneme from a phonological awareness perspective. Therefore, he needs structured input at the level of the syllable before work at the level of the phoneme can begin (Stackhouse & Wells, 1997). In order for literacy skills to develop and be encouraged he will need to learn to manipulate syllable level phonological awareness tasks (Stackhouse & Wells, 1997). Targeting phonological awareness skills is a priority for therapy because a significant evidence base exists (for example, Snowling, Bishop, Adams & Stohard, 1995) illustrating that literacy development is very important for educational attainment. Short-term goal to achieve long term goal 1:

J.B. will complete syllable level tasks as above with ninety percent accuracy. Rationale:

Syllable level tasks enhance the brain’s knowledge of phonological awareness rules at this level. The ability to identify and manipulate syllables is a pre-requisite skill for literacy development (Stackhouse & Wells, 1997). Long-term Goal 2

Develop J.B.’s ability to associate related words and see relationships among words using meanings. Rationale:

The CELF 4 (Semel, Wiig & Secord, 2003) results indicated that J.B.’s ability to relate semantically related words is moderately impaired (Word Classes SS 5). He needs to be able to perceive relationships in the meaning of words and then form associations to enable him to process and comprehend both oral and written language (Stackhouse & Wells 2001). Being unable to recognise and use word associations can influence the ability to make predictions, create meaning and analogically reason in order to problem solve (Semel, Wiig and Secord, 2004).


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Short-term goals to achieve long-term goal 2

(a) J.B. will classify pictures of objects by characteristics, attribute (colour, size, shape) and function with ninety percent accuracy.

(b) J.B. will generate his own cues of classifying by class, characteristics, attributes, function, similarities and differences in order to identify items that ‘go together’ (see session plan).

Rationale:

Classification by class, characteristics, attributes and function is a non-verbal classification strategy. He must be able to apply semantic knowledge to non-verbal tasks before he is able to associate through verbal tasks (Dwight, 2005). Being able to classify according to the above features develops a child’s ability to associate and see the relationships among words (Dwight, 2005). Long-term Goal 3

Develop J.B.’s oromotor skills more specifically to strengthen lips and jaw. Rationale:

The aim is to increase the strength of the musculature of J.B.’s lips and jaw, important for execution of intelligible speech (Chapman & Hillis, 2001). Short-term goals to achieve long term goal 3

(a) That J.B. will achieve ninety percent accuracy (25 consecutive blows represents 100 percent accuracy) with the final blower/whistle in the talk tools programme. Straws will then be introduced.

Rationale:

Develop the strength of the lip musculature (Chapman & Hillis, 2001). (b) That J.B. will produce 25 consecutive chews on each side using the green chewy tube

(grade 2). Rationale:

Develop jaw strength (Roosevelt-Johnson, 2006). Long-term Goal 4

J.B. will establish consistent /S/ production at CV level with ninety percent accuracy. Rationale:

Informal observation and recent EAT (Bogle, Ingram & McIssac, 1971) results indicates that palatal fronting, (/S/ is being realised as /s/) is occurring in J.B.’s speech. According to Bowen (2004) this phonological process should be eliminated by 3 years 6 months. Therefore, this goal is important for the development of age appropriate speech.


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Short-term goals to achieve long term goal 4

(a) That J.B. will be able to discriminate between /s/ and /S/ with one hundred percent accuracy

(b) That J.B. will be able to produce /S/ at the sound level before introducing the CV level with ninety percent accuracy

(c) That J.B. will be able to produce /S/ at the CV level with ninety percent accuracy.


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APPENDIX 5

Session Plan Form & Examples

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


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Box 2 - Rationale

Box 3 - Methods & Materials


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Box 4 - Evaluation

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


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Example of Session Plan Form Client: Mary Diagnosis: Phonological Disorder Session Objective:

• For Mary to produce with 80% accuracy, /s/ in word initial position at phrase level. • For Mary to begin to self-correct her errors in 60% of the mistakes which she makes. Rationale:

• The RCSLT Guidelines, 2005 inform us as to the importance of intelligible speech and its role in everyone’s life. By working on John’s fricative production, this will facilitate phonological abilities to develop, thus aiding his overall intelligibility.

• Also, it is important that Mary ‘hears’ the errors which she makes – mistakes are ok, as long as she can then attempt to fix them.

Materials & Method:

• Monkey game as reward; Super Duper /s/ picture words in word initial position cut into separate squares; pen and paper to track session progress.

- Begin session by reviewing homework given the previous week. This will allow me to

determine if I have planned today’s session at an appropriate level for Mary. - For today’s session, place pictures facing down on the table. - Explain to Mary that she must choose a card, thus giving her some sense of control. - Mary must produce the world using a carrier phrase (e.g. it’s a _____). This way, we are

slowly building up to a spontaneous production at phrase level, but by giving Mary a carrier phrase, she does not have to fully formulate a new sentence just yet.

- Following a number of different words, Mary can take a turn on the game as a reward for good attempts.

• Step up: Mary must formulate her own sentence containing the selected word. • Step down: Drill work on single word level of selected word. • Homework: Give Mary the picture words to take home, paste them to a blank sheet and to

make up and write sentences containing the words, to be repeated aloud the next day. Client Performance Evaluation:

• Homework had been achieved but with some difficulty • Mary was having difficulty with production at the phrase level; therefore I returned to word level • Productions were slow, with deep breathing • Mary needed to be reminded to self-correct but then began to do so by herself • Achieving with 80% accuracy. SLT Performance Evaluation:

• I introduced each of the activities clearly • I gave precise verbal and visual feedback • I need to prepare more work for the next session as she got through the work quickly.


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APPENDIX 6

Reflection Form

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?


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- 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? - 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:


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School aged Children and Adolescents



Treatment) TOTAL

Language

Phonology

Speech

Oro-motor activities

Fluency

Voice

Dyspraxia

Pragmatics

Written language

Dysphagia

Other

Total Clinically Related Hours/Indirect Hours: Adults



Treatment) TOTAL

Dysarthria

Dyspraxia

Aphasia

Voice

Maxillofacial Head and Neck

Fluency

TBI

Laryngectomy

Dysphagia

Other Total Clinically Related/Indirect Hours:


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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 including direct client contact hours and all other hours. CRH = CLINICALLY RELATED HOURS

Watching videos of sessions or videos produced by Hanen etc. Reading relevant communication disorders theory in the clinic Familiarising self with assessment and intervention programmes Sending appointments Phone contact with family / carers / other professionals Reading client files Attending training sessions Attending meetings etc. Management related to clients


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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.


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APPENDIX 10

Practice Educator Feedback Form for 4th Year Exam (This must be included in the envelope with the video which is sealed and signed by the student and educator).

Student Name: To the Student: Please take this form with you to your practice educator so they can comment on your videoed session. This must be included in the sealed envelope which you submit as part of your assignment. If it is not included you will lose 2 marks in your assignment. Practice Educator: Please comment on the student’s performance on their video session, considering the following questions. • Do you feel this was a fair reflection of their clinical skills? • How accurately did the student evaluate the client’s progress and their performance

following the videoed session? • Could the student use their theoretical knowledge to justify their clinical intervention?


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Please suggest any topics that need further questioning or any topics that are pertinent to the client group involved.


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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)


3. Student has got written consent for the videoing and has placed the form in the client’s file.

4. Sealed envelope is signed and contains the following

• Video tape (the following must be clearly written on the tape Name of Student, Students I.D. number Name of practice educator Decision about what happens to the video following the

assessment

• Practice educator feedback form


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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?


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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?


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APPENDIX 14

Equipment List

This is a list of the equipment which is available to students in the Discipline of Speech & Language Therapy, NUI Galway. We are also in the process of equipping the Voice Analysis Laboratory.

QTY DESCRIPTION

1 A Sensory Curriculum for very Special People 1 Activities & Ideas: a handbook of games for communication groups 1 Advocacy for Adults with Down Syndrome 1 Aphasia Screening Test (2nd Ed.) 1 Apraxia Battery for Adults (2nd Ed.) 1 Apraxia Profile 1 Aston Index 1 Batman Begins Puzzle (200 piece) 1 BDAE Complete Set 1 Behavior Assessment Battery for School-Age Children Who Stutter 1 Behind the Disability You’ll See Me (Training pack and video) 1 Beyond Aphasia 1 Black Sheep Press 1 Board Maker (Windows) 2 BOEHM-3 Preschool Test 1 Boston Diagnostic Aphasia Examination (3rd Ed.) 1 BPVS (British Picture Vocabulary Scale - 2nd Ed.) 1 Bracken Basic Concepts SC Complete Kit 1 Can Your Baby Hear You Forms 2 CELF 3 Complete Test 2 CELF Preschool Revised 1 Children’s Phonology Sourcebook 1 Children’s Communication Checklist (CCC – 2) 1 Children’s Test Non Word Repetition 1 Cleft Palate and Speech 1 Colourcards Series (10 boxes: 8 small; 2 large) 1 Create a Night Sky Projection Kit 1 Derbyshire Language Scheme - Comprehension Cards 1 Derbyshire Language Scheme - Language Picture Tests 1 Derbyshire Language Scheme - Teaching Manual (Vol. 1 & 2) 1 Derbyshire Language Scheme - User Manual 1 Derbyshire Teddy Bear Family / Furniture


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QTY DESCRIPTION

1 Diagnostic Evaluation of Articulation Kit (DEAP) 1 Digital Sound Level Meter 1 Down Syndrome in Practice - educating children with down syndrome in

secondary school 1 Down Syndrome Issues and Information Early and Primary Years Speech

& Literacy Pack 1 Down Syndrome: The first 18 months (DVD) 1 Dynamic Swallow CD 1 Dysarthria Differential Diagnosis 1 Dysarthria Examination 1 Dysarthria Sampler 1 Dysphasia Matters 1 Early Communication Skills (2nd Ed.) 2 Early Listening Skills 1 Early Sensory Skills 1 Ethics Education 1 Expression, Reception, and Recall of Narrative Instrument 1 Fold a Book (Individual Storybooks for Language Development) 1 Frenchay Dysarthria Assessment 1 Functional Communication Profile (Revised) 2 Getting Ready to Help 1 Guess Who Game 2 Hanen It Takes Two to Talk - Teaching Tape 1 Hanen Learning Language & Loving It 1 Hanen You make a Difference 1 Harry Potter Diagon Alley Board Game 1 Helping the Handicapped Child with Early Feeding 1 Identification of Motor Speech Disorders 1 Inclusion in Practice - Educating Children with Down Syndrome at Primary

School (DVD) 1 Intonation 1 It’s on the Tip of my Tongue 2 Jaw Book - Assessment & Treatment of the Jaw 1 Kamplex KLD 23 Diagnostic Audiometer 3 Kamplex Screening Audiometers 1 Kiddycat Communication Attitude Test for Preschool and Kindergarten

Children Who Stutter 1 Life for Adults with Down Syndrome - An Overview 1 Listening Skills / Indoor Sounds 1 Listening Skills / Outdoor Sounds 1 Listening Skills / Sequencing Sounds 1 Manual for AAC Assessment 1 Manual Laryngeal Muscle Tension Reduction Technique 1 Manual of Exercises of Expressive Reasoning


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QTY DESCRIPTION

1 Mayo Early Language Screening Test 1 McCormack Toy Discrimination Tests 1 More Clinicians Choice 1 Mount Wilga High Level Language Test 1 Mouth Madness 1 My Day (Giant Floor Puzzle) 1 Nuffield Centre Dyspraxia Programme 1 O'Neill Healthcare Limited Management Folder 1 Open Wide CD 6 Phonetics Ear Training CD 1 6 Phonetics Ear Training CD 2 6 Phonetics Recordings (Materials & Worksheets) 6 Phonetics Starter CD 6 Phonetics Substitution CD 2 Phonological Awareness Tests (1 Test / 1 Kit) 1 Pictographic Communication Resources Manual (Aphasia Institute) 2 PIPA Kit 1 Pragmatic Activities for Language Intervention 1 Preschool Language Scale (PLS-3) Complete Kit UK 1 Puberphonia (Nonorganic Voice Disorders: Diagnosis & Therapy) 1 Reel 3 2 Renfrew Language Scales (Bus story; action picture; word finding) 2 Reynell Development Language Complete Kit 1 Right Hemisphere Language Battery (2nd Ed.) 1 Rosetti Infant Toddler Language Scale 1 SALT V8 Instructional Licence (2CDs + Manual) 1 Sentence Processing Resource Pack 1 SIB Severe Impairment Battery – Complete Test (English) 1 Sound Linkage (2nd Ed.) 1 Sourcebook for Assessing & Maintaining Communication 1 Speaking, Listening & Understanding 1 Speed and Capacity of Language processing – SCOLP – Complete Test 1 SPPARC (Supporting Partners of People with Aphasia in Relationships &

Conversation) 2 Stap & Stass 1 Straight Talk about Autism – Adult 1 Straight Talk about Autism – Child 1 Stuttering Prediction Instrument for Young Children 1 Supported Conversation for Aphasic Adults (Videotape - Aphasia Institute) 2 Symbolic Play Test Complete Set 1 Talk about Activities 2 Talking to People with Severe Communication Difficulties 1 Test of Pragmatic Language (TOPL) 1 Test of Pretend Play Kit


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QTY DESCRIPTION

1 Test of Word Finding (TWF-2) Kit 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 Middlesex Elderly Assessment MEAMS – Complete Test 1 The Newcastle Course on Practical Phonetics (Tape 1 & 3) 1 The Psychosocial Interview 1 Therapy Outcome Measures (SLT) 1 Think it, Say it 1 Through the Eyes of Aliens 2 Time Timer 8" 1 Tracheosophagel Voice Restoration 2 TROG 2 Kit 1 UK Puzzle (500 piece) 1 Understanding Ambiguity Complete Set 1 Understanding and Using Spoken Language 1 University of Ulster Year 3 Preparation Block 1 Vases (Visual Analogue Self-Esteem Scale) 1 Verbal Motor Production Assessment for Children (VMPAC) 1 Visualising and Verbalising 1 VMPAC 1 WAB Complete Test Kit (Western Aphasia Battery) 1 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


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APPENDIX 15

References and Suggested Reading Material for Practice Education

Bray M., & Todd, C. (2006). Speech and language: clinical process and practice. London: Wiley Dodd, B., Holm, A., Crosbie, S. & McIntosh, B. (2006). A core vocabulary approach for management of inconsistent speech disorder. Advances in Speech-Language Pathology, 8 (3): 220-230 Gascoigne, M. (2006). Supporting children with speech, language and communication needs within integrated children’s services – RCSLT Position Paper. RCSLT: London. This paper can be accessed on the RCSLT website http://www.rcslt.org/docs/free-pub/Supporting_children.pdf Kersner, M. (2001). The decision-making process in speech and language therapy. In Kersner, M & Wright, J. (Eds) Speech and Language Therapy- The Decision-making Process when Working with Children. London: Fulton Publishers Parker, A. & Kersner, M. (2001). Developing as a speech and language therapist. In Kersner, M & Wright, J. (Eds) Speech and Language Therapy- The Decision-making Process when Working with Children. London: Fulton Publishers Whitworth, A., Franklin, S. & Dodd, B. (2004). Case-based problem solving for speech and language therapy students. In Brumfitt, S. (Ed). Innovations in Professional Education for Speech and Language Therapy. London: Whurr

http://www.rcslt.org/docs/free-pub/Supporting_children.pdf

http://www.rcslt.org/docs/free-pub/Supporting_children.pdf

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