Clinic Handbook 13-14 final version

CLINICAL
PLACEMENT HANDBOOK
2013/2014
B.Sc. (Hons) SPEECH & LANGUAGE THERAPY

CARDIFF SCHOOL OF HEALTH SCIENCES

Issued September


Clinical Placement Handbook Contents
1. INTRODUCTION...................................................................................................................4
1.1 CARDIFF METROPOLITAN CLINICAL STAFF...........................................................5
1.2 OVERALL SUMMARY OF ALL CLINICAL MODULES.............................................6
1.3 CARDIFF MET PLACEMENT DATES 2013/2014.........................................................9
1.4 OVERALL PROGRAMME AIMS AND LEARNING OUTCOMES............................10
2. PRE-CLINICAL REQUIREMENTS FOR ALL STUDENTS..............................................11
2.1 OCCUPATIONAL HEALTH...........................................................................................11
2.2 DBS/POLICE CHECKS AND ISA REGISTRATION....................................................11
2.3 HEALTH AND SAFETY (Appendices 4a and b)...........................................................12
2.4 DISABLED STUDENTS................................................................................................12
2.5 STUDENT LEARNING AGREEMENT (APPENDIX 25)............................................13
3. GENERAL INFORMATION FOR ALL STUDENTS..........................................................14
3.1 CONFIDENTIALITY.....................................................................................................14
3.2 CONSENT (Appendices 14, 15, 16, 17 and 18)..............................................................15
3.3 PRACTICAL PLACEMENT ISSUES............................................................................15
3.4 ADMINISTRATION ISSUES.........................................................................................16
3.5 PROBLEMS ON PLACEMENT.....................................................................................17
4. TECHNIQUES TO SUPPORT LEARNING.........................................................................18
4.1 SETTING OBJECTIVES/GOALS..................................................................................18
4.2 BEING REFLECTIVE....................................................................................................20

4.3 FEEDBACK, DISCUSSION AND EVALUATION.......................................................21
4.5 SESSION PLANS (Appendix 19)...................................................................................22
5. ASSESMENTS......................................................................................................................23
5.1 PLACEMENT REPORTS (Appendix 9, 10)...................................................................23
5.2 YEAR TWO.....................................................................................................................24
5.3 YEAR THREE.................................................................................................................26
Recordings are only to be watched on Cardiff Met premises. Recordings must not be
copied. Recordings must only be watched by the student and the tutor................................30
5.4 YEAR FOUR...................................................................................................................32
6. INTERNATIONAL PLACEMENT EXCHANGE................................................................37
6.1 APPLICATION CRITERIA............................................................................................37
7. FAQ’S....................................................................................................................................38
7.1 ORGANISATION OF THE PLACEMENTS..................................................................38
7.2 PRACTICAL ARRANGEMENTS FOR PLACEMENT................................................39
7.3 WORKING WITH OTHERS ON PLACEMENT...........................................................40
7.4 SUPPORT AVAILABLE..................................................................................................41
7.5 OTHER ISSUES..............................................................................................................42

2


APPENDICES
1
2
3
4
5
6
7
8

9
10
11
12
13
14
15
16
17
18
19
20
20
21
22
23
24
25
26
27
28
29
30

General information for Cardiff Met students attending clinical
placements form
Student’s experiences and expectations form
Induction checklist
a – Safety procedures at your placement form
b – Cardiff Metropolitan health and safety sessions content

Missed / altered clinic sessions form
Dealing with placement problems form
a - Ongoing clinical practice hours form,
b - Summary of clinical practice hours form
Student’s evaluation of weekly placements form
Year 2 Placement report form and marking guidelines
Year 3 & 4 Placement report form and marking guidelines
Report form Yr 3 Dysphagia (Paeds)
Dysphagia Checklist (Adults)
a – Student NHS bursary travel form
b – Travel disregard form
Example consent letter to parent/carer for treatment by student
Client treatment and video consent form – written
Client video consent form – pictorial
Student consent form
Return of video to a placement educator form
Session plans
Reflective tutorial forms (student submission)
a - Reflective tutorial feedback and grading form
Format for Case report
Block Portfolio
Module outlines
Clinical education references
Student Learning Agreement
Placement Checklist
Video Tutorial/Visit checklist
Record keeping checklist
Report writing checklist
KSF Framework for all years

3


1. INTRODUCTION
This placement handbook is designed for placement educators and students and covers issues
related to all the Clinical Practice Modules. The term ‘placement educator’ or PE refers to a
qualified, practising and registered Speech and Language Therapist who is responsible for
supervising the student during the placement.
Please also refer to the ‘RCSLT National Standards for Practice-based Learning’ (2006) available on
the RCSLT website. This outlines the shared responsibilities of the placement educator/provider,
student and Higher Education Institution, and includes self-audit tools for all parties involved in
placements.
This handbook has been informed by discussions with Placement Educators and students and we
welcome any feedback on it. We hope that the contents will cover all issues related to students on
their placements throughout the course. The handbook cannot anticipate every question, and if
you have any queries not covered here or if any problems arise, please contact Sarah Patten,
Clinical Director or Bev Reed, Placement Administrator or any other members of the Cardiff
Metropolitan Speech and Language Therapy team.

Clinical Director
Sarah Patten
Direct line: 029 2041 7280
E-mail:

Placement Administrator
Bev Reed
Direct line: 029 2041 7234
E-mail:

4

1.1 CARDIFF METROPOLITAN CLINICAL STAFF
PROGRAMME TUTORS
‘Programme tutor’ denotes a qualified, registered practising Speech and Language Therapist who is
a member of the teaching team at the Centre for Speech and Language Therapy Studies, Cardiff
Met. Other members of the Cardiff Metropolitan staff and visiting lecturers in specialist topics also
teach on the programme. The following members of staff are involved in the clinical education of
the Speech and Language Therapy programme
Ria Bayliss, BSc (Hons) Speech and Language Therapy, Cert. MRCSLT, Registered with HCPC
Lecturer in Speech and Language Pathology, Adults with Learning Difficulties, Alternative
Augmentative Communication, dysphagia, Information Technology,
Tel: 029 20205749
E-mail:
Francesca Cooper, MSc (Interprofessional studies), BSc (Hons) Speech Therapy, Advanced
Diploma in Voice Studies, FETC, Cert. MRCSLT, Registered with HCPC
Senior Lecturer in Speech & Language Pathology, Voice Disorders, Counselling, Clinical
Communication Studies, Induction Coordinator
Tel: 029 20201546
E-mail:
Dr. Calum Delaney, MA, BA (Speech & Hearing Therapy), Dip. Tertiary Ed., National Cert. Noise
Control, Cert. MRCSLT, MSAAI, Registered with HCPC
Senior Lecturer in Speech & Language Pathology, Clinical Communication Studies, Fluency
Disorders, Audiology, Medical/biological Sciences, Programme Director
Tel: 029 20416881
E-mail:
Sarah Pattten, BSc (Hons) Speech and Language Pathology and Therapeutics, PGCE, BSL (Level
2), Cert. MRCSLT, Registered with HCPC, HEA
Senior Lecturer in Speech and Language Pathology, Hearing Impairment, Professional Studies, Cleft
Palate, Psychometrics, Director of Clinical Education

Tel: 029 20417280
E-mail:
Hannah Plumpton, BSc (Hons) Speech and Language Therapy, PGCE, Cert. MRCSLT, Registered
with HCPC, HEA, Teaching Fellow (for innovative teaching)
Senior Lecturer in Speech & Language Pathology, Developmental Disorders including SLI and
Autism, clinical phonology and education
Tel: 029 20417287
E-mail:
Kate Tucker, BSc (Hons) Speech and Language Therapy, Cert. MRCSLT, Registered with HCPC
Lecturer in Speech and Language Pathology, Adult acquired disorders, adult neurology, dysphagia
Tel: 029 20416879
E-mail:

ADMINISTRATIVE STAFF
Placement Administrator
Bev Reed
Placement Office
D1.16
Tel: 029 20417234
E-mail:

SLT Administrator
Sandra Barry
School Administration Office
D1.10
Tel: 029 20416889
E-mail:

5

1.2 OVERALL SUMMARY OF ALL CLINICAL MODULES
During their clinical training, Cardiff Metropolitan students have nine clinical placements as
outlined below.

6


Year &
M
o
d
u
l
e

Placement
N
o.

Setting

Term & No.
da
ys

Hrs

Placement
b

a
s
e
d

Universit
y
b
a
s
e
d

N
o
.
Year 1

Year 2

Pre Clinical

1

SLP5050
Clinical
Practice 1

12

Nursery Visits

Term 1 –

14

Clinical tutorials

4
half
day
s
Term 1 & 2

*
*

31

*

Term 1 -

Adult / Paediatric initial
practice once
weekly
placement

Term 2 -

Clinical tutorials

Term 1 & 2

Paediatric (I) treatment
once weekly
placement

Term 1 -

5

Combined Adult/Paediatric
Dysphagia
placement

Term 2 -

56

*

6

Combined Adult/Paediatric
six week block
placement

End of term 3
–

20 30
day
s
Term 1 & 2

140

*

4

SLP6050
Clinical
Practice 2

Year 4

Term 1 & 2

Adult / Paediatric initial
practice once
weekly
placement
2

Year 3

Clinical Foundations

7

SLP6090
Clinical
Practice 3

8

Clinical tutorials &
seminars
Paediatric (II) treatment
once weekly
placement

Adult treatment (I) once
weekly
placement

56

*

56

*

8
day
s

8

day
s

8
full
day
s
8
full
day
s

Term 1 or 2 8
full
day
s
Term 1 -

8
full
day
s

32

56

*
*

*

210

36
56

56

*
*

*

7


9

TOTAL

Adult treatment (II) once
weekly
placement

Term 2 -

8
full
day

s

56

*

518 - 588
h
o
u
r
s

139

8

h
o
u
r
s


1.3

CARDIFF MET PLACEMENT DATES 2013/2014

YEAR 2 INITIAL PRACTICE
Monday or

Wednesday
(observation with active participation) Any client group
Students normally have a paediatric placement in one term and an adult in the other. Each student has
a placement of 8 days (but if a half day is available it will be 12 days).
Term

No. Days

1

8 full
10 ¾ day

2

8 full
10 ¾ day

YEAR 2 WEEKLY DATES
Start (week beginning)
Finish (week beginning)
30th September
18th November
th
30 September
2nd December
20th January
20th January

10th March

24th March

YEAR 3 TREATMENT Paediatric and Dysphagia
Monday
or Thursday
The students will have a paediatric placement in term 1. Typically the student will do 8 days (but if a
half day placement is available it will be 12 days). Any type of client group can be included e.g.
community clinic; language unit; SLI, mild–mod learning difficulties; assessment unit; hearing
impairment; ASD.
In term 2 students will have a combined paediatric and adult dysphagia placement. This will comprise of
4 days in-house clinical workshops prior to 4 days of combined placement experience, culminating in
final in-house learning outcome based workshop day/s. Organisation of the dysphagia placement will
not involve NHS coordinators, it will be arranged separately by Cardiff Met.
Term

No. Days

1

8 full
10 ¾ day

YEAR 3 WEEKLY DATES
Start (week beginning)
Finish (week beginning)
30th September
18th November
th
30 September
2nd December

Dysphagia Placement 20th January - 17th March

2

SUMMER BLOCK PLACEMENT
Mixed paediatric and adult placement, students are offered variable combinations of adult and
paediatric experience.
Year
Term
Dates
No. of Days
3
End of Term 3
2nd June 2014 – 11th July 2014
20 - 30 (4-6 weeks)
Due to problems sourcing placements the dates of the block cannot be guaranteed as above, students
need to be prepared to be flexible during the summer holidays, accept the paediatric/adult combination
offered and be ready to source accommodation if required.
YEAR 4 TREATMENT Adult and Paediatric
Tuesday, Thursday or Friday (Term 1) plus
Monday Term2
Each student has a placement of 8 full days (or 12 half days or 10 ¾ days) in both terms 1 and 2 one
will be paediatric and the other adult. The students will be offered a third placement in either term 1 or
term 2, this third placement will either be adult or paediatric depending upon availability. Any client
group will be considered.
Placement dates
Term
No. Days
1

8 full
10 ¾
day

2

8 full
10 ¾
day

YEAR 4 WEEKLY DATES
Start (week beginning)
Finish (week beginning)
30th September
18th November
th
30 September
2nd December
20th January
20th January

10th March
24th March
9


1.4 OVERALL PROGRAMME AIMS AND LEARNING OUTCOMES
The overall aim of the Cardiff Metropolitan undergraduate degree in Speech & Language Therapy is
to develop competent and confident Newly Qualified Practitioners. In order to do so the student is
expected to engage in a lifelong learning process and develop transferable skills through a wide

range of placements. Students will develop a critical understanding of communication,
communication breakdown and swallowing disorders, together with the application of this
knowledge and the development of clinical and evaluation skills necessary for professional practice
(see appendix 23). The assessments and programme aims have been developed in accordance
with the KSF and newly qualified practitioners competencies framework (appendix 30).
The aims of the programme are:
• to provide a sound theoretical and conceptual base in speech and language pathology
and therapeutics, the supporting disciplines of speech and language therapy, research
culture and methods, and the context of the professional practice of speech and
language therapy.
•

to develop principles, concepts, skills and applications required for the practice of
speech and language therapy, including the identification and assessment of abilities,
needs and requirements, the formulation of plans and strategies to meet these needs
and requirements, the approaches techniques and procedures to give effect to these
plans, and the evaluation of the outcome and consequences of the intervention or
management.

•

to develop an appreciation of the professional requirements for the practice of speech
and language therapy, including professional autonomy, accountability and conduct,
professional relationships, and personal and professional skills.

On successful completion of the four-year programme, the student graduates with a BSc (Hons)
degree in Speech & Language Therapy. The programme team will then advise the Health and Care
Professions Council (HCPC) of a student’s eligibility to be registered to practise, and advise RCSLT
of their eligibility to be registered as Certified Members of RCSLT.

10


2. PRE-CLINICAL REQUIREMENTS FOR ALL STUDENTS
There are several statutory requirements with which the students have to comply prior to their
placements to ensure that they are adhering to RCSLT, LHB, Trust and Government policies and
legislation. These are detailed here.

2.1 OCCUPATIONAL HEALTH
In agreement with all of the Welsh NHS LHB’s/Trusts our students are now required to complete and
submit an occupational health questionnaire prior to attending the course. This questionnaire is
sent to prospective students within their admissions packs following an offer of a place on the
course. They will then be required to attend an occupational health appointment to ensure they
fully comply with all of the inoculations required by the LHB’s/Trusts and to screen for additional
potential health difficulties. Students who are not cleared by the screening process will be offered
the inoculations/support they require prior to attending the course. The list of inoculations is
extensive if you require further detail please contact the placement administrator, it does however
include the following essential areas:
Rubella (German measles)
Poliomyelitis
Tetanus and Diphtheria
Hepatitis B (a programme of vaccinations)
The students are then required to submit an annual declaration throughout the duration of the
course, which states there have been no changes in their medical history (including mental health
issues) during the past 12 months. This must be signed and returned to the Placement
Administrator before the student goes out on placement. Should they have a change in
circumstance to declare they will be re-referred to the occupational health department where they
will be re-screened. If at any point during the course there are additional concerns identified by
Placement Educators or university staff an additional referral will be requested. All students must
be declared ‘fit to practice’ before they can attend subsequent placements and as such are

required to attend all appointments offered in relation to this matter.

2.2 DBS/POLICE CHECKS AND ISA REGISTRATION
All students are required to be ISA registered and they will need to obtain an enhanced level
disclosure from the Disclosure and Barring Service as part of the admission process. Certain types
of criminal cautions or convictions could result in a student being refused a place on the course or
subsequently be unable to complete their clinical training and therefore unable to obtain a clinical
degree. The student is required to keep their disclosure certificate safe AND ensure that they take
their DBS number on placement with them in case questioned. No one has the legal right to access
your DBS form except Cardiff Metropolitan University as your ‘employer’. Should any other
establishment request sight of your form you are instructed to politely decline the request and ask
them to contact the placement administrator or director of clinical education for confirmation of
your status.
At the beginning of Years 2, 3 and 4 the student is required to sign a declaration that there are no
changes to their DBS status. This must be signed and returned to the Placement Administrator
before the student goes out on placement.

11


It is the student's responsibility to inform their individual tutor immediately of any changes to their
disclosure status while they are enrolled on the programme, that is, if they are cautioned or
convicted of a crime during their 4 year training.
Failure to inform of any change in disclosure status will be viewed as a very serious omission on the
students’ part.

2.3 HEALTH AND SAFETY (Appendices 4a and b)
To ensure that the student is aware of LHB/Trust-specific health and safety procedures, he/she is
required to complete the Safety procedures at your placement form (appendix 4a), or an
equivalent as provided by the LHB/Trust, on the first day of the placement. This should be kept

safely by the student and may be audited by Cardiff Metropolitan. Students are required to inform
Cardiff Met of any changes to their placement attendance by phone/email and completion of the
missed/altered clinic session form (appendix 5).
In-house Cardiff Met Health and Safety workshops are completed by the student at specified times
during their training (see table below and appendix 4b). These workshops are compulsory and the
student is issued with a 'Certificate of attendance’. The in-house Health and Safety programme is
updated annually in response to the needs of placement providers with input from Registered
Health and Safety advisers from Cardiff Metropolitan. They include discussion of real-life SLT
scenarios related to students on placement linked to Risk Assessment procedures.
YR
1

MODULE
SLP4041:
Clinical Foundations

TIME OF YEAR
Term 2

TO COVER
Year 2 initial practice weekly placements

Term 2/3

2

SLP5050:
Clinical Practice 1

Year 3 Paediatric weekly placement, Year 3

dysphagia placement

Term 2/3

3

SLP6050:
Clinical Practice 2

Year 3 six week summer block
Year 4 Adult & Paediatric weekly placements

As stated previously it is a Health and Safety requirement that Cardiff Metropolitan University is
advised of any changes to the placement e.g. venue, day of placement etc. Students also have a
responsibility to report any Health and Safety concerns whilst on placement to their placement
educator and Cardiff Metropolitan. These must also be recorded on the placement evaluation form
(appendix 8).

2.4 DISABLED STUDENTS
1 in 7 of the population has a disability and the Disability Discrimination Act (part IV 2001) requires
that universities and placement providers should not treat disabled students less favourably, they
should make reasonable adjustments and anticipate their needs. Students may be identified as
requiring additional support via the occupational health process, course tutors, student services,
themselves, disability services, etc.
In order to adhere to this act any student, who has been identified as having a mental or physical
disability and is being supported by the Cardiff Metropolitan University Disability Service, is invited
to have a personal meeting with the Clinical Director and the Placement Administrator. In this
meeting the information provided by student disability services and the impact of their disability
are discussed and reasonable adjustments for placements are considered/identified. Following the
meeting, with the student’s consent, a summary of the meeting is sent to a prospective placement

co-ordinator to enable them to plan for the student, outlining to whom the summary information
may be disclosed (such as placement co-ordinator only, or all Placement Educators involved in the
placement). This information (with the student’s consent) is also shared with Cardiff Metropolitan
Disability Service to ensure parity and effective support.
12


We endeavour to supply the Placement Educator/s with this information at the earliest possible
point in order that adjustments (where necessary) can be made. At this point we rely on the PE to
give feedback regarding the suitability of the placement. If the suitability of the placement is
compromised, despite adjustments being made, we will endeavour to find a more appropriate
placement for the student. This could however result in a placement being undertaken outside of
the scheduled times.
The process takes some of the pressure off the student having to raise their needs in the first
session of their placement, and also enables the placement provider to anticipate and plan for
necessary adjustments, thereby ensuring the whole process is transparent. However, we strongly
advise students to remain open, honest and proactive regarding any difficulties that may occur
within their placement, they should engage in discussions with their PE and/or Cardiff Metropolitan
staff.
Students have the right not to disclose their disability, and they may elect not to attend a meeting
to discuss its impact. However, if in such a case, the disability subsequently has a negative effect
on their performance the grade awarded must reflect this performance, without adjustments being
considered at the time or retrospectively. The RCSLT National Standards for ‘Practice-based
Learning’ (RCSLT 3.30) states that “The student has a responsibility for alerting the placement
educator and the Higher Education Institution of any factors negatively affecting his/her
performance”. By discussing their requirements, we are hoping to prepare students for the
workplace, where employees need to state their requirements, in order for employers to meet
them.
As with all placements, either the placement educator or disabled student may contact Cardiff Met
at any time should they have any concerns before, during or after the placement. Cardiff

Metropolitan University remains committed to supporting both the Placement Educator and the
student given these additional circumstances.
In all cases where the student and/or PE are required to make reasonable adjustments, these
assume that the student will be able to perform at an acceptable level if allowances are made for
their disability. Reasonable adjustment means adjusting the method of the assessment, or how the
student achieves a standard. It does not mean adjusting the standard itself. PE’s are reminded that
they are required to be flexible in their approach to these students and if they have any concerns
they should contact Cardiff Metropolitan for advice. Students should discuss any potential lack of
adjustments with their PE or the local coordinator in the first instance and then with Cardiff
Metropolitan.
In some cases students may have a condition which they do not regard as a disability, however if
adjustments are required within their placements in order to manage this condition, students will
be required to disclose this through student services. We are not in a position to make adjustments
without an assessment of need having been made by student services.

2.5 STUDENT LEARNING AGREEMENT (APPENDIX 25)
Prior to commencing year 2 of the course all students are required to complete the student
learning agreement. This is discussed with the students during the clinical induction process at the
start of year 2. The clinical handbook identifies Cardiff Metropolitan’s commitment to the student’s
clinical education, the completion of the student learning agreement is an indication of the
student’s commitment to their learning and conduct throughout the course, and particularly within
the clinical placements. In order to complete this agreement they are required to have read and
understood the clinical handbook.

13


3. GENERAL INFORMATION FOR ALL STUDENTS
This section aims to provide generic placement information and is applicable to all years of the
course. It will cover areas which are applicable during the placement rather than information

required in preparation for placement. Throughout the course we ask you to keep us informed of
any changes to your personal circumstances that may impact on your placements in any way. We
will endeavour to support students whenever we are able to aid successful attendance and
completion of placements. However, students should note that some circumstances will NOT be
considered when allocating placements e.g. paid employment, holidays, weddings, etc.

3.1 CONFIDENTIALITY
Students are responsible for the maintenance of confidentiality. This applies to their PE, clinical
setting, other professionals/carers and the clients. This relates to all verbal, audio/audio-visual and
written material across a variety of mediums; academic, clinical and social network sites. Failure to
do so is regarded as a professional misconduct issue.
In order to maintain confidentiality people and/or places must not be identifiable in any way, under
any circumstance. As such no reference should be made to the names of people,
clinics/schools/hospitals, dates of birth, etc. Where an individual needs to be referred to, details
must be coded by the use of a single letter.
During the written submission of material to Cardiff Metropolitan e.g. for assessment, written
protocols are provided to help ensure the student adheres to the confidentiality policy. On
occasions when this protocol is not followed correctly but confidentiality is not breached, e.g. the
provision of a first name with no other identifiable information, a student is at risk of a reduction in
their marks. If however there is information that allows the identification of a person/place this will
be a breach of confidentiality and will result in 10% being deducted from their grade, e.g. 75% will
become 65% and 45% will become 35%. As such students need to be aware that this could result
in a full grade reduction or potentially a fail if the original grade was in the D band. More than one
breach of confidentiality by a student during the course will be looked at on an individual basis by
the course team, in order to ratify the nature and extent of any subsequent penalties. In relation to
the Year 4 Adult Case Report ANY deviation from the confidentiality protocol will result in an
automatic fail, the assignment awarded 0%.
In instances where procedure has not been adhered to as outlined above, but no individual/place is
identifiable (e.g. where a client’s first name is used rather than a single letter, but there is no other
identifiable information) this will be considered a breach of procedure and will result in a loss of

marks. The severity of the reduction in marks will depend upon the significance of the breach of
procedure.

14


In respect of audio visual material students must adhere to the process outlined in section 5.3, in
order to ensure confidentiality and security of this material.

3.2 CONSENT (Appendices 14, 15, 16, 17 and 18)
In all cases consent for the student to be present/involved with a client should be sought by the
placement educator, and recorded in the client's case notes. In the case of children this consent
should be obtained from the person with parental responsibility. The placement educator will need
to refer to his/her LHB/Trust policy on obtaining consent.
In the case of clients who are unable to consent for themselves, guidance should be sought by
accessing the Department of Health website at
/>When obtaining consent for student involvement it is advisable to ascertain at this point whether
the client would be prepared to be videoed as part of the students assessment. This avoids
stressful situations arising where the student is refused permission to video a session with a client
after/during an episode of treatment. However, it is accepted that any client has the right to
withdraw consent at anytime. It is the student’s responsibility to obtain written consent from the
client if they intend to video them. Please see the appendices above for relevant forms.
The student is required to provide evidence of consent for all parties who may be recorded whether
visual and/or audio recordings. This includes any person who can be heard and/or seen within the
recording whether intentionally or accidentally.
Students need to be aware that they are not authorised to access and/or obtain information from
case notes/files WITHOUT the consent of the PE.
Students will also be asked to give their consent for recorded material to be used in the
subsequent training of other students and Placement Educators.

3.3 PRACTICAL PLACEMENT ISSUES
-

The Placement Administrator is responsible for all arrangements regarding
placements; students must not approach placement educators or their
colleagues to arrange a placement independently or to arrange
observation sessions. Contact the Placement Administrator if you feel you need
more sessions. If you are intending to volunteer/undertake paid work with potential
SLT clients you must inform the placement administrator or clinical director prior to
agreeing to undertake such work.

-

It is a Health and Safety requirement that Cardiff Met is made aware of any
changes to placements. If the placement details change before the start of the
placement e.g. location, day of placement, client group etc, it is the responsibility of
the Placement Educator to inform the Placement Administrator of these changes
as soon as possible.
If the placement details change during the placement e.g. location, day of placement, client
group etc, it is the responsibility of the student to inform the Placement Administrator of these
changes as soon as possible. The placement provider will normally provide an alternative
placement in the case of illness or absence of the placement educator. Exceptionally it will be
necessary to swap a student who has initially been allocated to a particular placement
educator. Both placement educator and student will be advised of this immediately should this
be necessary. Students are not allowed to make any changes to their placement without prior
agreement with the placement administrator.
-

The roles and responsibilities of the student are stated in the RCSLT National
Standards for Practice-based Learning in the sections for the student. This also

15


includes a self-audit checklist which the student is encouraged to complete and
update in their file along with their clinic log, DBS etc.
-

The roles and responsibilities of the PE are stated in the RCSLT National Standards
for Practice-based Learning in the sections for the PE/placement provider. This also
includes a self-audit checklist which the placement educator is encouraged to
complete.

-

New PEs are requested to telephone the university after the student has been on
placement for three sessions, or earlier if deemed necessary. This is an informal
discussion regarding how the placement is going and to offer support if required. The
local placement coordinator is also expected to be available to all PEs
accommodating students on placement in their locality.

-

Students should contact their PE/lead PE at least one week before the start of their
placement. If the student has problems getting hold of their PE, it is expected that
they will try to call at least 3 times before leaving a message for the PE to call them
back. They will also be provided the PE’s email address in case contact via phone is
problematic. A phone is available for use in the SLT clinic room in Cardiff Met. Should
students continue to encounter difficulties contacting their PE they are required to
inform the placement administrator.

-

Whilst on placement students are expected to discuss mutually agreed methods of
contact with their placement educator. Students are reminded to respect the
workloads of their PE’s on days when they are not placed with them and as such
contact may not be possible outside of placement hours, unless previously agreed.

-

The student must not undertake home visits alone, but may attend with a qualified
professional, e.g. speech and language therapist or occupational therapist.

-

If the Placement Educator is not on the clinic premises at any time during the
student’s placement, or is not with the student, for example on a home visit, it is the
PEs responsibility to deputise to another professional on his/her behalf. It is not
deemed good practice for the student to be without regular access to their
designated Placement Educator. Regular observations are required to inform the
feedback and assessment process and ensure client and student safety.

3.4 ADMINISTRATION ISSUES
-

Placement Educators are requested to return the general information for Cardiff Met
students form to Cardiff Met once a placement has been agreed (appendix 1).

-

The student should refer to the LHB/Trust specific student pack related to their

forthcoming placement, and read it before the first session. These packs are located
in the placement administrator’s office and on Blackboard. Coordinators are
reminded of the need to supply and update these packs.

-

On the first day of a placement, the student will bring a completed experiences and
expectations form outlining their clinical experiences to date and their expectations
of this placement (appendix 2). It is also advised that PEs outline their own
expectations of the students within the placement for discussion on the first day.

-

The checklist in appendix 3 outlines issues which will normally be discussed on the
first day to ensure that the student is properly introduced to the placement. It
provides the forum for discussion and shared negotiation from the outset, and also
aims to prevent misunderstandings arising.

-

The PE may feel it is useful to receive feedback from the student's perspective on
the placement, thereby improving the quality of the learning process for the student
16


concerned, and for subsequent students. All students are required to fill out a
student evaluation of weekly placement form (appendix 8) at the halfway feedback
session and at the end of every placement. These forms are available on Blackboard.
Student’s final placement grade will be withheld until feedback has been received.
These forms will be sent to the coordinators who will distribute them to the

appropriate PEs.
-

All students who can claim travelling expenses should fill out the relevant form
(appendix 13a and b) which can be found on Blackboard. All forms need to be
submitted to the placement administrator’s office at the end of each calendar
month, or on a weekly basis if required.

-

Students need to keep an ongoing record of clients seen for each placement, they
should use the ongoing clinical practice hours form (appendix 7a), accessed via
Blackboard. They also need to submit a summary of clinical practice hours form
(appendix 7b) at the end of each academic year, after the summer block placement
for year 3 and prior to the vivas for year 4.

-

Each LHB/Trust will have its own guidelines to ensure the accurate and
contemporaneous recording of client information adheres to legal requirements.
Students are required to follow specific LHB/Trust guidelines. These will over-ride the
Record Keeping and Report Writing best practice checklists devised by the Cardiff
Met Clinical Placement Action Group in appendices 28 and 29 which are intended as
guidelines only.

-

Throughout the placement, the student should refer to the clinical module aims and
outcomes as outlined in Section 1 of this handbook. It is the student’s responsibility
to demonstrate the learning outcomes are being met and record such evidence. Any

gaps in learning outcomes may be used to inform their placement objectives for
subsequent placements.

3.5 PROBLEMS ON PLACEMENT
DEALING WITH PLACEMENT PROBLEMS (Appendix 6)
If any problems arise, for either the student or the PE, it is preferable to try to deal with them as
soon as possible, by discussing the issue openly with the person concerned. The form in appendix
6 outlines a process that may help clarify the issue, why it has arisen and what could be done to
resolve
it
in
the
first
instance.
Issues identified should be raised immediately and reflected within the half way discussion to
enable either the student and/or PE to have the opportunity to redress issues before the placement
ends. The report forms and the evaluation form should facilitate this discussion. If the situation has
not been resolved, the student and/or PE are expected to contact the clinical director or placement
administrator to discuss possible resolutions as soon as possible.
Each NHS LHB/Trust will also have a procedure for dealing with problems and complaints. The
Placement Educator should make the student aware of this (see also appendix 3).
MANAGING WEAK / FAILING STUDENTS
Students in year 2 will be attending placements with no/little prior clinical experience, in years 3
and 4 they may have had little experience of particular client groups/clinical settings. In these
circumstances a student not previously identified as having any difficulties may present as weak or
failing. In this situation the PE is expected to make their concerns explicit to the student at the
earliest opportunity (you are advised not to wait until the half way discussion point) and identify
appropriate learning targets. Concerns at this point should be raised with Cardiff Met staff.
During any placement, at any point on the course, support is available over the phone/email,
however if required a visit from a Cardiff Met tutor can be arranged in order to further support both

PE and student. The visit will incorporate observation of the students work and the feedback
17


offered by the PE. A full and open discussion will then take place between all three parties, the
course of action to be taken will be agreed upon and recorded at this point in time. All parties will
have a record of this discussion to ascertain whether or not the student subsequently shows the
improvement required. It is expected that the student will have the opportunity to make progress
by completing the placement unless there is evidence of gross misconduct which could adversely
affect the client.
On occasion Cardiff Met may place a student within a LHB/Trust who has previously been identified
as weak or having previously failed a placement. If they are a weak student the PE will be offered
specific guidance regarding the areas the student requires support in and will be contacted by
Cardiff Met on a regular basis to monitor the situation and offer advice if required. If a student has
previously failed a placement they will require a re-sit placement, in this circumstance the
provision of a placement within a LHB/Trust will only occur following discussion with and the
agreement of the PE involved. Full support and advice will continue to be offered throughout the
duration of the placement if required. Should a student continue to be identified as having
difficulties that may result in a fail of the re-sit placement then there will be a visit from a Cardiff
Met tutor which will be videoed. This enables the student’s performance to be independently
assessed by the external examiner, and is therefore a quality assurance mechanism which
safeguards the student and the placement educator. (Please also see the above section 'Dealing
with placement problems’ and appendix 6).
If a student fails a placement at the first attempt, he/she will have one opportunity to retrieve it.
The student may have to wait until a suitable retrieval placement is obtained, which may not be
possible within that current academic year. Students should note that the year 3 dysphagia
placement is unique in its format and as a result if any student were to miss a substantial portion
of either component (in-house or external) regardless of the circumstances they will have to
undertake this placement the following year. Any student failing this placement will also have to
wait until the following year to retrieve it. If a student fails the year 3 block placement it will not be

possible to re-sit this placement prior to the commencement of year 4, as such the student will be
required to take a year out. Re-sit placements are usually arranged with a different LHB/Trust to the
one within which the student originally failed.
Students in years 3 will not be able to undertake their block placement unless all previous
placements have been passed. Students will not be able to progress to the next year of their
studies without having passed all clinical components.
In accordance with Cardiff Met regulations any written assignments relating to the clinical modules
will be allowed two retrieval attempts following a fail. Students need to be aware that the reflective
tutorial and viva examination that occur in year 4 are NOT treated as written assignments as they
constitute part of the clinical skills being assessed in that module. As a result students who fail
their first attempt at these two assessments will only have one opportunity to retrieve it. A fail of
the subsequent re-sit attempt will prevent a student from being able to complete the Speech and
Language Therapy degree, they will be offered the alternative Human Communication degree and
will therefore be unable to practice as a speech and language therapist.

4. TECHNIQUES TO SUPPORT LEARNING
Whilst on placement both the student and the PE will benefit from transparent recognised
mechanisms for supporting a good learning experience. Some of these are explored in the sections
below and are further expanded within the rolling programme of Cardiff Metropolitan’s placement
educator training days, which all PE’s will be expected to attend.

4.1 SETTING OBJECTIVES/GOALS
An objective/goal is something that a person is expected to DO or ACHIEVE within a stated time.
Students are expected to set personal objectives throughout their placements which reflect their
academic and/or clinical learning needs. When engaged with client sessions they are also expected
18


to set objectives for their clients both within that session and, on the transfer from Year 3 to 4, we
would expect students to identify objectives which the client is expected to meet by the end of the

identified episode of care. During Year 2 it is anticipated that students will require significant
support in setting such objectives, with feedback from PEs helping to formulate personal
objectives/goals and guidance for appropriate client objectives/goals during a session. By Year 4 we
would expect students to be able to identify and formulate both independently. It is essential that
all objectives/goals are specific and hierarchical i.e. they need to be broken down into small,
achievable steps.
Personal objectives/goals
Initially students will identify personal objectives/goals via the aims and expectations form they are
required to complete prior to each placement. These will be broad as students will not be able to
effectively anticipate the exact nature of the clinical setting or the clients they are likely to
encounter. However, students are expected to identify their own individual needs from:
- Module learning outcomes
- Items from the placement assessment/report form
- Feedback from Cardiff Met tutors or previous PEs
- Self awareness of aspects requiring development (e.g. from their
Personal/Professional Development Profile (PDP) form)
As students progress through a placement and receive feedback we would expect their own
personal goals to be more specific and individual to their needs. As they progress through the
course we would expect them to identify these needs more independently. Thus we may expect the
following progression of objectives/goals:
‘By the end of the placement I will have undertaken formal assessments with children’
‘Within this session I will have accurately recorded the child’s expressive output whilst undertaking
a RAPT’
A personal objective/goal should reflect the student’s needs and not the client. As a result ‘I will
keep the child’s attention throughout the RAPT’ is NOT appropriate, this would need to be either ‘I
will evidence use of two (specified) techniques to support the child’s attention throughout the
RAPT’ as a personal objective and/or ‘the number of prompts the child will require in order to
undertake the RAPT will be recorded’ as an objective/for the client. i.e. it is ‘how’ the student
maintains a child’s attention which should be a personal goal and the child’s attention itself an
area for monitoring/managing their needs hence a client objective.

Students often use a generic, non-specific personal objective/goal which is not acceptable e.g. ‘to
improve my confidence’, here there is no timescale (i.e. by ‘when’ is this to be achieved) or
specification of ‘confidence’ (i.e. in ‘what’ aspect do they feel unconfident) and we have no
measure of outcome (i.e. what constitutes ‘more confident’) could this simply reflect more
familiarity and comfort in that particular clinical setting or with that particular client group. An
appropriate objective/goal could be ‘by the end of the session I will have independently sought A’s
teacher and offered feedback on his performance during the assessment’ or ‘at the end of the
session I will spontaneously offer the PE my observations of the client’.
Client objectives/goals
As previously stated objectives/goals set for the client should reflect what they are expected to do
or achieve by the end of the session or episode of care rather than what the student is trying to
develop as part of their learning. These are still required specific and hierarchical for example:
Client objective: ‘A will attend for long enough during the session to complete a
RAPT’
‘the number of prompts required for A to undertake a RAPT will
be recorded’
Personal objective: ‘I will accurately record A’s responses expressive output whilst
undertaking a RAPT during a session’
‘ by the end of the session I will offer my views of A’s expressive
language needs and his management needs in relation to his
attention’
19


Client objectives should by determined by knowledge of the client and their background and/or a
justified attempt to determine their needs.
The process
Regardless of whether the student is setting personal or client based objectives/ goals there are as
many frameworks to support the process as there are different learning styles and ways of
working. Although no framework can capture all aspects of clinical work and continual breakdown

can be extreme and artificial they do provide a structure and allow students to evidence their
thoughts. There are two frameworks which both students and PEs have previously reported as
helpful. They are similar but offer different terminology which will may appeal to different users;
they are the SMART(H) framework and the ABCD behavioural framework and are detailed below.
SMART(H)
S = Specific (to whom/what)
M = Measurable (success can be identified)
A = Agreed (the objective/goal is understood and agreed by all involved)
R = Realistic (it is something which can be achieved)
T= Timed (there is a set timeframe)
H = Holistic (it encompasses a wider parameter than just the session dynamics)
Given the previous example a SMART objective/goal would be evidenced thus:
‘A will attend for long enough during the session to complete a RAPT’
S = Specific; completion of the RAPT by A
M = Measurable; a completed record sheet
A = Agreed; with the client, they know what is expected of them
R = Realistic; this particular client should have the ability to do this within a session
or the clinician should have the skills to ensure they do
T= Timed; by the end of the session
ABCD
A = Audience (who is doing the behaviour)
B = Behaviour (what do you want to do/want the other person to do)
C = Context or Condition (when/environment)
D = Degree (time/date, number of times)
Given the previous example an ABCD objective/goal will be evidenced thus:
‘I (A) will accurately record A’s responses expressive output (B) whilst undertaking a RAPT (C)
during a session (D)’
The extent to which objectives/goals are evidenced and met should provide the basis for a
concrete, factual discussion and feedback following a session and at the half way feedback point.
They should also inform reflection for both the PE and the student throughout the placement.

4.2 BEING REFLECTIVE
Both placement educators and students are required to reflect on the clinical education process as
part of their CPD/PDP profiles. Why questions are especially useful e.g. “why did you……?” for
understanding the thinking underpinning an action, thought or behaviour. We would advise that a
spiral rather than linear or cyclical model is used to support this and develop ongoing action plans.
The following stages (Johns 2004) could be employed within this process:
• Description – What happened?
• Feelings – What were you thinking/feeling?
• Evaluation – What was good/bad about it?
• Analysis – What sense can you make of the situation?
• Conclusion – What else could you have done?
• Action Plan – If it arose again, what would you do?
All healthcare practitioners are required to demonstrate evidence of being reflective. The student is
strongly advised to maintain a clinical journal/log. This is a personal record of thoughts and feelings
20


experienced on clinical placements to help understand, monitor and develop personal and
professional practice. It is not seen by PEs or tutors, but will also provide material for discussion in
university clinical tutorials. This can be kept with the student’s personal and professional (PAP)
records file.
Examples from the student’s clinical log can be used as evidence for discussions with the PE, to
self-monitor development and demonstrate reflective thinking.

4.3 FEEDBACK, DISCUSSION AND EVALUATION
The Placement Educator is encouraged to give the student regular weekly feedback to guide the
student’s development. Pendleton’s Rules suggest the following framework is useful when giving
feedback:
1

The learner goes first and performs the activity
2
Questions are then allowed only on points of clarification of fact
3
The learner then says what they thought was done well
4
The teacher then says what they thought was done well
5
The learner then says what was not done so well and could be improved upon
6
The teacher then says what was not done so well and suggests ways for
improvements, with discussion in a helpful and constructive manner
Half way through the placement, the placement educator and student are required to set some
time aside to discuss the student’s performance. This is in addition to ongoing contemporaneous
feedback and the end of term report. This mid point evaluation, is based around the placement
report and enables both parties to review the progress made to date, the extent to which the
student’s objectives set at the start of the placement are being met, and what may be done to
facilitate achieving them by the end of the placement. It helps focus on what needs to be achieved
and how by the end of the placement and may involve identifying new aspects to focus on. It is
essential that this half way evaluation is undertaken effectively to ensure the student has the
opportunity to try and address issues identified before the placement ends. It is expected that
BOTH the student and the PE complete a report form at this point to guide discussion and identify
any discrepancies in perspective (see below). It may be helpful to devise an ‘action plan’ to
facilitate achievement of the placement goals.
The student is encouraged to be pro-active and complete a self-assessment of the placement
report form for the half way discussion, and include examples in the report comments box, to
provide supporting evidence for the self-ratings given. The PE and student are encouraged to share
their respective evaluations and discuss why any differences in perceptions may have occurred.
Examples from the student’s clinical log can be used as evidence for discussions, to self-monitor
development and demonstrate reflective thinking. Students are also asked to complete the

placement evaluation form for discussion with their PE at the half way point (Appendix 8). The
student should reflect on the discussion and feedback provided by PE and others to inform their
overall development as recorded in their Personal Development Plan (PDP).
The halfway feedback process is an ideal opportunity to gather information relating to wider
aspects of the placement. At this point we would expect both the PE and the student to be able to
openly discuss any concerns or deficits within the learning process. We would also expect them to
be able to offer positive feedback relating to aspects of the placement not identified on the report
form. Some areas you may wish to explore could include:
• Level of comfort working with the client group
• Enjoyment of placement experience including setting, environment, organisation, etc.
• Relationship with PE and/or other professionals
• Logistics e.g. travel/accommodation
• Additional external factors e.g. family, work/life balance, illness, etc
The aim of this discussion is to ascertain whether there are any discrepancies between the PE’s
view of the placement and the student’s and if there are any factors impacting on performance.
Should there be any issues which can not be resolved at this point we would expect either party to
contact the local placement coordinator and/or Cardiff Met. However we would expect resolution in
the majority of cases based on open and honest discussion between the PE and the student.

21


4.5 SESSION PLANS (Appendix 19)

Students are expected to prepare and present session plans for any sessions/part sessions that
they have responsibility for. Whilst we are aware that few practicing clinicians will compile a formal,
lengthy session plan for each of their clients, asking the students to do so helps them to develop a
logical, systematic and evidence based approach to their work whilst evidencing their knowledge,
rationale and clinical decision making skills to their PE. If a student is observing a session a full
session plan would not be required but evidence of what their objectives/goals are for that session

and the reasons why would be expected. As with objectives and goals the students level of
independence is expected to develop throughout the course, initially PEs would be expected to
support the compilation of a session plan whilst by Year 4 students would be expected to complete
them independently. By Year 4 we would also expect PEs to exercise common sense in the demand
for/use of session plans. They will not be used (by and large) in clinical practice by a Newly
Qualified Therapist and as a measure of ensuring that a student is fit to practice we would expect
that by the end of Year 4 a student is able to undertake a session without a session plan. As long as
the PE is sure of the evidence regarding a student’s knowledge, rationale and abilities the session
plan should become redundant.
It is of equal importance for the students to prepare the session plans as requested and also for the
students to have their session plans read, acknowledged and to have some feedback given. A
substantial amount of time and effort is required for the production a suitable session plan and
acknowledgement of this toward the learning process is expected from PEs. As such it is the
responsibility of the PE to ensure that they have had the opportunity to effectively read the session
plan prior to the forthcoming session in order that they can amend the session if required and/or
offer feedback.
Session plans are generated to support and evidence the student’s knowledge and clinical decision
making but they are also an essential part of the Year 3 assessments. Generally we do not demand
a specific format for session plans as they can be Trust/LHB, client or context dependant but for the
video tutorial and (where appropriate) the clinical visit students must provide a session plan based
on the format offered in Appendix 19 in order to ensure parity. Students may be asked to provide
evidence of prior session plans within the tutorial/visit but these can be in an alternative format, if
more appropriate. It has been suggested that students can be asked to complete the Cardiff Met
session plan format with additional information supplied if required by the PE, the student is then
supported for their development for both assessment and clinical practice need.
Session plans, in whatever format, must reflect the student’s rationale for the session which should
be referenced where possible, provide clear objectives/goals for both the student and the client,
evidence a logical hierarchical structure for the session, identify tasks/activities which are to be
undertaken and the expected outcomes/outcome measures. The reasons behind the decisions
made must be made apparent whether through theoretical knowledge or previous observations/

experience with the client (whichever is most appropriate), these factors are relevant for both
personal and client based objectives. The student is also required to reflect upon and amend the
session plan accordingly for future sessions with the client/client group. Evidence drawn from such
reflection is required to support ongoing objectives/goals for the client/client group/student.
Please use the information from sections 4.1 and 4.3 to support the production of effective session
plans.

22


5. ASSESMENTS
This section outlines the different assessments and tutorial content for each year of the course. A
report form provides the basis for assessment and feedback for all year groups. There is a report
form for year 2 and a separate form for years 3 and 4. There are two separate assessment forms
for the year 3 dysphagia placement (reflecting differing approaches in paediatric and adult
settings) and a portfolio for the year 3 block placement. Students are reminded that should they
require audio-visual and/or written material pertaining to an individual client/group of clients to
support assessments they MUST obtain such material PRIOR to the completion of the placement,
with full written consent. Post placement contact is not authorised, if you encounter any difficulties
please contact a member of Cardiff Metropolitan staff.

5.1 PLACEMENT REPORTS (Appendix 9, 10)
The report forms are available for the PE’s online via the speech and language therapy page of the
Cardiff Metropolitan website, or the student can provide a copy which they can obtain via
Blackboard. Please ensure that you have the latest version of this form, the academic year will be
visible on the top of the form.
Placement reports are used to indicate the student’s overall level of clinical ability. The evaluation
includes application of knowledge; interpretation of data decision-making; clinical skills; reflective
practice and ability to work as a professional and in a team. The year 2 weekly placements require
a pass/fail mark and an indicative grade. The year 3 dysphagia placement requires a pass/fail mark

and a completed competency checklist. All other placements require a grade from the PE (in year 3
this will be agreed with a Cardiff Met tutor). The structure of the placement report form allows the
PE to indicate the students level of ability in each skill area, performance in all areas is rated by
marking the form on a 5 point continuum: excellent / good / satisfactory / weak / fail. The final
mark you are asked to provide should reflect the ticks on the form i.e. if the student is identified as
consistently excellent they should be receiving between 70% and 100%. Please ensure these
markings are in the form of a cross/tick rather than a shaded block. ALL students should be able to
achieve any mark on any placement in any year group, all marks must reflect the student’s ability
given their stage of training. Referral to the guidelines and marking criteria provided with the
report form is recommended to help guide this process.
The extent, to which the student is independent of the placement educator and takes responsibility
for their own learning / development, is rated on a separate 4 point scale. It is anticipated that the
student will become increasingly autonomous and less PE dependent as they progress through
their clinical training. A student who remains heavily dependant upon their PE can expect a
reduction in their final mark to acknowledge this. Comments and suggestions are very helpful to
guide the student’s learning, especially where examples are given to reflect the markings given.
These should be written in the comments boxes by the placement educator and should reflect the
mark e.g. a weak (45%) student should not have comments relating to ‘good’ or ‘excellent’
abilities.
The PE should use the report form to inform the half way discussion with the student. It is also
expected that PE will discuss the final report form with the student upon completion, this will allow
the student to have the opportunity to comment on it before it is sent to Cardiff Met. Placement
educators are advised to keep a copy of the final report form prior to sending it directly
to the placement administrator, within two weeks of the completion of the placement.
The student is strongly advised to take a copy of the report form to reflect on their performance
and to inform objectives for future placements, and file it with their Personal and Professional
Records. The student should NOT receive an unanticipated mark or comment on the final report
form, prior feedback should ensure they are fully aware of any unresolved issues.
PEs having any concerns in relation to the completion of forms or marking of students should
contact their local placement coordinator or Cardiff Metropolitan for support/advice.

23


5.2 YEAR TWO
The assessments for this module are two placement educators’ reports and the written clinical
appraisal.
Assessment
Weighting
Term 1 placement report
Pass / fail by PE
Term 2 placement report
Pass / fail by PE
Term 3 Clinical appraisal
100%
ALL clinical components MUST BE SUCCESSFULLY PASSED to allow progression to year 3. Students
awarded a weak banding (a mark of 40-50%) will be required to attend a tutorial with their
personal tutor for support.
THE CLINICAL APRAISAL ASSIGNMENT
This assignment comprises two separate elements, within Part 1 the student is required to
complete a 2500 word Clinical Appraisal Report (please see details below). Part 2 requires the
student to provide a 1000 word critique of a further individual session NOT included within the first
element (please see details below). Part 1 carries 60% of the marks (15% per section), Part 2
carries 40% of the marks. This assignment is handed in during the second term, after the term 2
weekly placement has ended, and is marked by a Cardiff Metropolitan tutor.
This assignment was informed by the RCSLT NQP framework, additional evidence of the
competencies related to communication and collaboration with PEs and have been evidenced in
the placement educator’s report.
Part 1:
The student is required to complete a written 1500 word Clinical Appraisal, approximately 375

words for each of the four sections below.
At the outset, the two placement settings and client groups seen must be stated. The appraisal
should be supported by examples from both placements. A range of references to the literature
should be provided, such as peer reviewed journals and textbooks (use web references sparingly,
if at all). Evidence of critical reflection and analysis is required. This element of the assignment can
be written in the first person. Attention should be given to style, for example ensuring
abbreviations have first been stated in full and thereafter, used consistently. If tests are cited, their
full title should be stated in full on first mention, with the abbreviated form in brackets which can
be used thereafter. Tests should be appropriately referenced in the reference section at the end of
the assignment. Colloquialisms should be avoided. Presentation should be 1.5 line spaces and
proof read carefully before handing in. Each section should have its own heading. You must include
a SLT Confidentiality Checklist and ensure any identifying features are removed. Please see
confidentiality guidelines stated in Part 2 and in the Clinical Handbook.
Section 1 The process of change
Effectiveness in Practice
a) Identify one direct interaction in which change occurred between client and the placement
educator or yourself and the placement educator.
Discuss what you think might have been instrumental in making this change.
How might this change be monitored?
and
b) Identify one indirect interaction involving significant others as intermediaries in the therapy
process, that influenced the outcome for that client.
What change did the placement educator intend to bring about through this action?
(e.g. discussion with class teacher, phone-call to social worker, accessing a specialism within the
LHB/Trust such as specialist SLT or another professional, case conference when client not present,
implementing diet recommendations, implementing IEPs, observing child in playground, feedback
to parents/carers).
Section 2 Ethical issues
Practices within the professions moral and ethical framework
24

Identify one actual or potential ethical issue which emerged during your placement experience
and
a) Outline the issue
b) Explain the dilemma
c) Discuss its possible resolution
(e.g. re. duty of care - once a problem has been identified there is a need to respond; problems of
resourcing - such as a LHB/Trust which does not provide domiciliary visits; consent; importance of
record keeping and confidentiality and so on).
Section 3 Roles, responsibilities and skills (how and why)
Understand, work within and respond appropriately within the limits of your professional practice;
think critically about your own personal practice in its context.
Part of your professionalism includes an ability to adopt a number of roles (see examples below).
With reference to a task assigned to you by your placement educator (e.g. preparation of
materials, planning a task, carrying out part of an assessment, liaising with a colleague and so on).
Critically analyse the aspects of the role(s) you played and how these aspects affected the
outcome of the task, i.e. what worked and what didn’t, and why?
What have you learnt from this and how will you apply this learning in subsequent placements?
Some clinical roles include: an observer; a theorist; a collaborator; a mentor; an administrator; a
verbal communicator; a written communicator; a recorder of data; an organiser; an interpreter of
data; a researcher; a facilitator; a team member; a colleague; a planner; a confidante; a decision –
maker; an analyst; a teacher; a listener; an explainer; a learner and so on……
NB These are just some examples and you are expected to consider other relevant roles too.
Section 4 Challenging expectations and Dealing with the new and non-routine
Deal appropriately with the new and the non-routine
Identify a situation in which any kind of an expectation related to speech and language therapy
that you held, was not fulfilled. This might be related to stereotyping (e.g. “I expected all parents
of children with disabilities to behave in such and such a way, but what I saw was…” or “I thought
all teachers would think in such and such a way about a child’s speech and language but…” and

so on). Alternatively, it might be regarding the number/type/severity of the clients SLTs see, the
level of autonomy SLTs have, the proportion of client-contact time to other time, the way DNAs are
dealt with. (e.g. “I expected working with autism would involve X, but in fact…”)
Discuss the reasons for your expectation.
Discuss the disparity between your expectation and the reality you encountered.
Explain what you have learned through this disparity.
Explain how you will incorporate this learning into your thinking.
NB These guidelines include examples, but they are not exhaustive and the student should make every
endeavour to include their own original examples to illustrate concepts. Refer to: www.RCSLT.org

Please note that all references for this element need to be evidenced in a reference list at the end
of Part 1 and prior to Part 2.
Part 2:
Students are required to explore a single session with a client, undertaken by themselves, their PE
or another professional. This session must be separate from anything written in Part 1. The aim of
this section is that the student is able to identify positive and weak elements within a session,
whatever their nature and offer an evidence based reasons for this critique. Confidentiality is
paramount within this section with the anonymity of any persons and setting preserved; the
marker does not need to know the name of the clinic, client, date or professional involved. What is
required is a single initial when referring to a person, a chronological age and NOT a date of birth
for the client, an indication of the clinic setting (e.g. hospital ward/outpatients, client’s home,
community clinic, mainstream school etc) and title of professional, if appropriate (e.g. SLT, SLTA,
classroom assistant, teacher, consultant, nurse etc). You can use this section as a template for
your case presentation to the Year 1 students at the end of term 2.
Two appendices are required (word count for these not included).
The first to include client and session details (the format to be decided by the student):
Client name: (e.g. J)
Chronological age: (e.g. 4:2 or 68)
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