3Bsc Speech and Language Therapy Weekly Placements

School of Psychology and Clinical Language Sciences

Placements 2017- 2018

3BSc Speech and Language Therapy Weekly Placements

Student / AUTUMN / SPRING / SUMMER / Number of days available / Number of days attended
Educator / Educator’s Employing Organisation / Reasons for not attending all available days / Date of mid-placement review
Clinical Tutor
Setting (e.g. community clinic; rehab ward)
Nature of main clinical presentations (e.g. dysphagia, voice, SLI) / Pass Fail (Please delete)

HOW TO COMPLETE THE REPORT FORM; There are additional notes at the end of the form

For each competency please provide objective written comments, and an agreed development step
Circle the descriptor for each competency that best describes the student’s ability at the end of the placement

Fail : Does not demonstrate sufficient skills to achieve competency even with extensive prompting/guidance/support
Sufficient: “Good enough” – sufficient skills/knowledge demonstrated to achieve competency. Needs support/guidance to demonstrate skill/knowledge
Sound: Sound skills demonstrated, but needs support /guidance to demonstrate
these fully
Good: Good demonstration of skills/knowledge requiring little prompting/guidance
Excellent: Excellent demonstration of skill/knowledge
3. Complete the profile grid
4. Identify if the student has failed or passed the placement. Your judgement about whether the student has passed the placement will be based on a holistic view of the student and not on ratings for individual competencies.

THERE IS NO MARK FOR THIS PLACEMENT

3. / Competencies / Fail / Sufficient / Sound / Good / Excellent
A / Professionalism
B / Assessment
C / Assemble a profile
D / Management
E / Reflections on self and session
F / Verbal/written reports
G / Theory to practice
H / Developing Independence
Competency The boxes below expand as you add content
1. Fail 2. Sufficient 3. Sound 4. Good 5. Excellent / Rating
1-5
A)Demonstrates the development of a professional manner including effective communication style; ability to establish professional relationships; ability to understand and implement the HCPC standards of conduct, performance and ethics. (Your student also has a professionalism form to complete throughout the placement and should be sharing this with you at the mid and end of placement reviews).
EVIDENCE:
AGREED DEVELOPMENT STEPS:
B) Administer and identify relevant assessment processes with support.
EVIDENCE:
AGREED DEVELOPMENT STEPS:
C) With support, is able to extract relevant data from observations /assessments / other sources and analyse and discuss the data in relation to clients and assemble a profile
EVIDENCE:
AGREED DEVELOPMENT STEPS:
D) Devise, justify and implement management plans, with support, demonstrating problem solving and clinical reasoning skills. Participates in and conducts specific identified clinical tasks effectively
EVIDENCE:
AGREED DEVELOPMENT STEPS:
E) Demonstrates a developing ability to reflect and evaluate their performance in the clinical setting.
EVIDENCE:
AGREED DEVELOPMENT STEPS:
F) Presents professional, structured verbal and written reports.
EVIDENCE:
AGREED DEVELOPMENT STEPS:
G) Relates theory to practice in the clinical environment with support.
EVIDENCE:
AGREED DEVELOPMENT STEPS:
H) Responds appropriately to constructive criticism and ask questions appropriately to demonstrate the development of skills for independent working.
EVIDENCE:
AGREED DEVELOPMENT STEPS:

Any additional Comments – this is essential if a student has failed a placement

Please include any feedback you have gathered from clients/families about their experience with your student

Please return this form within two weeksof the end of the placement by email to

Thank you for the clinical placement and receipt of the report form

Notes to support the completion of the 3BSc report form

Competencies

Evidence

Professionalism

Demonstrates the development of a professional manner including effective communication style; ability to establish professional relationships; ability to understand and implement the HCPC standards of conduct, performance and ethics. /

Once clinic routine is explained student takes on day- to-day running of activities/tasks with little prompting. This may relate to activities such as collecting notes, taking messages from the phone, completing clinic sheets etc.

Student establishes relationships within the educator’s department/school/hospital and with other professionals.
Student shows that s/he/he is observing rules regarding infection control, confidentiality, other local clinic protocols etc.

Assemble a profile

The student is able to put together the relevant data from informal, formal, observational, documented and reported sources and extract the key factors that will inform intervention.

In discussions following up a session either observed or carried out by student, he/she can present the relevant data succinctly to the educator, with some questions/ prompts and can explain why the data is relevant

Assess and source information

E.g., researching specific diagnoses, causal factors, intervention outcomes /

When given referral or recent case notes Is able to suggest relevant assessment strategies that are relevant to the client.

Is able to design and discuss key aspects of an informal assessment that is relevant to the client.
Is able to explain why social /behavioural issues lead to choosing different method of assessment.
Is able to research a specific case without direction although may need to talk through the type of information required from the research.

Management

e.g. these tasks may have been directed by the placement educator, or planned and agreed as intervention/assessment

The student establishes a good rapport with the client. S/he/he is able to decide which tasks are appropriate to the client and to the target behaviour but may need to reflect on this after the session rather than being able to adapt during the session.

The student modifies the task or his/her interaction with the client in the light of the previous session and follow-up reflective discussion.

Self-Reflection

Students are required/encouraged to keep a reflective diary which allows them to put into practice a cycle of reflection to work through a range of learning situations. /

Student is able to highlight key points in a session that worked well and why. They are able also to pinpoint activities/approaches that they would do differently in future. This is done in relation to the session objectives

Verbal and Written Reports
This encompasses all mediums where information is communicated. This will include reports, letters, referrals, programmes and spoken explanations to a wide variety of recipients. It will also include how the student is able to feedback information to the client and carer within a session or on the telephone. /

The student is able to write a clear and appropriate note following a session when the local model for note taking has been demonstrated. They are able to gather together the key points in discussion with the placement educator. After the local report model has been demonstrated, and examples provided the student can produce a report on a session carried out. The student can create a programme for parents and other professionals with initial discussion with the placement educator on target setting and expectations.

Theory

The student is able to provide and discuss the theoretical basis for the decisions they make regarding assessment choices, intervention plans including active involvement, discharge etc.

The student is able to effectively research a specific, relevant area as suggested by the placement educator and show appropriate independent reading/research.

Developing Independence

The student is pro-active in managing the client opportunities provided by the placement.

The student is demonstrating that they understand the steps required by for client management and puts these into place with an appropriate level of consultation with the placement educator for the placement.
The student can operate some sessions independently as appropriate in the placement with follow-up discussion/ feed-back sessions.