Postgraduate Diploma in Speech and Language Therapy Programme

UNIVERSITIES AT MEDWAY

POSTGRADUATE DIPLOMA IN SPEECH AND LANGUAGE THERAPY PROGRAMME

PRACTICE EDUCATION HANDBOOK

SEPTEMBER 2017

2 / Glossary of Abbreviations and Common Terms / 4
3 / The Programme Team and where to find us / 6
4 / Introduction to Practice Education / 7
5 / Programme Structure
5.1 Table 1: Pattern of Module Delivery and Practice Education for the PG Dip Speech and Language Therapy (Year One)
5.2 Table 2: Pattern of Module Delivery and Practice Education for the PG Dip Speech and Language Therapy (Year Two) / 8
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6 / Roles and Responsibilities
6.1 Placement Lead
6.2 Placement Support Tutor
6.3 Placement Administrator
6.4 Placement Coordinator
6.5 Placement Educator
6.6 Key Placement Educator
6.7 The Student / 10
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7 / Practice Preparation
7.1 Placement allocation
7.2 Requests for change of placements
7.3 Review of placement allocation
7.4 Placement Induction
7.5 Student Placement File / 13
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8 / Supervision and Support
8.1 Models of Supervision
8.2 Models of Reflection
8.3 Formal Supervision
8.4 Preparation for Supervision
8.5 Informal Supervision
8.6 The Learning Contract, Learning Objectives and Learning Logs
8.7 Reflective Logs
8.8 Support and Guidance
8.9 Placement Visits / 15
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9 / Practice Structure and Process
9.1 Assessment of Practice
9.1.1 Assessment of Practice Tool (APT)
9.1.2 Validity and Reliability of Assessment of Practice Tools
9.2 Placement Sessions
9.3 Pre-Clinical Assessment of Practice Tool
9.4 Year 1 – Placement 1
9.5 Year 2 – Placement 2
9.6 Year 2 – Placement 3
9.7 Practice Assessment Document
9.8 Absence from Placement
9.9 Failure of Placement
9.10 Students with Additional Needs and Reasonable Adjustments
9.11 Withdrawal from Placement
9.12 Students use of Own Car whilst on Practice Placement
9.13 Accommodation / 18
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10 / Organisational and Professional Requirements for Practice
10.1 Insurance and Liability
10.2 Health and Safety
10.3 Professional Conduct and Personal Presentation
10.4 Police Checks
10.5 Readiness for Practice
10.6 Equality and Diversity
10.7 Confidentiality
10.8 Informed Consent
10.9 Professional Relationships
10.10Accountability and Responsibility
10.11 Social Media
10.12 Timekeeping
10.13 Professional Dress and Appearance
10.14 Body Language and Interpersonal Skills
10.15 Readiness to Learn
10.16 Smoking
10.17 Mobile Phones
10.18 Service User Safety
10.19 Adherence to Policies and Procedures
10.20 Good Health and Good Character
10.21 Accidents and Incidents in Practice / 25
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11 / Quality Assurance
11.1 Educational Audit
11.2 Student Feedback
11.3 Practice Educator Feedback
11.4 PracticeModeration
11.5 PlacementEducators Preparation / 30
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Appendices

A / Guidance for the Support of Students Requiring Reasonable Adjustment during Placement / 33
B / Guidance on Determining Student Progress / 34
C / Guidelines for the Management of the Failing Student and the Student who Fails / 35
D / Code of Professional Behaviour for Students on PG Dip Speech and Language Therapy Programme / 37
E / Algorithm for Handling Student Fitness to Practice Issues / 39
F / Student Dress Code / 40
G / The Role of Reflective Practice within the Programme / 42
H / Student Profile Form for Placement 1and 2 / 43
I / Student Profile Form for Placement 3 / 45
J / Standards of Education and Training (HCPC, 2014) / 47

2. Glossary of Abbreviations and Common Terms

APTAssessment of Practice Tool

CAIPECentre for Advancement of Inter-Professional Education

CCCUCanterbury Christ Church University

DoH Department of Health

HEI Higher Education Institution

HCPC Health & Care Professions Council

HEE Health Education England

PEPlacement Educator

KEY PE Key Placement Educator

QAAQuality assurance Agency for Higher Education

RCSLTRoyal College of Speech and Language Therapists

U of G University of Greenwich

VLEVirtual Learning Environment

Glossary of Common Terms

Academic Direction

This refers to the time spent by students working under the direction of academic staff. This may be direct classroom teaching, tutorials, directed study or, increasingly, the use of a VLE.

Assessment of Practice Tool (APT)

The ‘APT’ is the name given to the assessment of practice tool. It has a common format across all professions and has been developed to meet the specific outcomes for the programme as supported by the professional bodies.

Blackboard

The Virtual Learning Environment (VLE) used by the University for learning and teaching materials, mediated discussions and communication

CAIPE

“CAIPE is dedicated to the promotion and development of inter-professional education (IPE) with and through its individual and corporate members, in collaboration with likeminded organisations in the UK and overseas. It provides information and advice through its website, bulletins, papers and outlets provided by others, and has a close association with the Journal of Inter-professional Care” (

Competence

Describes the skills and ability to practice safely and effectively without further need for supervision.

Educational Audit

Regular assessment of the practice learning environment by appropriately qualified individuals, against minimum agreed criteria and standards.

Formative assessment

Formative assessment is an opportunity to identify strengths and areas for improvement in a student’s performance (Cross et al, 2006)[1] Although a date should be planned halfway through the placement for discussing and documenting the formative assessment, the provision of constructive formative feedback should be an ongoing process throughout the placement.

Health and Care Professions Council

The regulatory body for Speech and Language Therapy and other professionals.

Inter-Professional Learning (IPL)

"Inter-Professional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (CAIPE 2012)[2]. This can occur formally and informally in common modules and also in practice experiences.

Key Placement Educator

Denotes the practitioner assuming responsibility for the supervision, management and assessment of students’ work and learning during a placement/practice learning opportunity

Learning Contract:

An individual plan for learning developed by the student and continuously negotiated with the mentor that identifies goals, opportunities and action to be taken to achieve them.

Module

An academic block of teaching and learning, comprising between 40 and 60 hours of direct teaching, and 160 hours of self-directed study. Each module is assessed using a variety of assessment strategies.

Learning Contract

An individual plan for learning developed by the student and continuously negotiated with the Key Placement Educator. It identifies goals, opportunities and the actions to be taken to achieve them.

Learning Log
A formal written weekly summary of supervision which reflects the progress and development of the learning contract.

Objective

An objective ‘identifies what a learner want to learn, how he or she will set about learning it, how and by whom the learning will be assessed and by what standards the performance will be judged’ (Cross et al,2006)[3]

3. The Programme Team and where to find us

Placement Staff / Contact details
Placement Lead/Senior Lecturer
Fiona Fowler / CCCU, Hf17, North Holmes Campus, Canterbury, CT1 1QU
Tel: 07875534247 / 01227 767700 ex 3821

Placements Administrator
John Andrews / CCCU, Jf48, North Holmes Campus, Canterbury, CT1 1QU
Tel: 01227 782381
Director of Practice
Alex Levine / CCCU Jf32 North Holmes Campus, Canterbury, CT1 1QU Tel 01227 782734
Academic Staff / Contact details
Programme Director
Sophie MacKenzie / University of Greenwich, N03 Nelson Building
Tel: 020 8331 8924
Senior Lecturer
Marian McCormick / CCCU RWs 16 Rowan Williams Court, Chatham ME4 4UF
Tel: 01634 894432

Senior Lecturer / University of Greenwich, N04, Nelson Building
Tel: 020 8331 9193
Senior Lecturer
Leona Talsma / CCCU, RWs 16, Rowan Williams Court, Chatham, ME4 4UF
Tel: 01634 894428

Senior Lecturer
Tom Starr-Marshall / CCCU, RWs 16 Rowan Williams Court, Chatham, ME4 4UF
Tel: 01634 894475

Programme Administrator
Ruth Dyke / University of Greenwich, Nelson 001 Health and Social Care
Tel: 020 8331 9338Fax: 020 8331 8026

4. Introduction to Practice Education

The Post Graduate Diploma in Speech and Language Therapy programme provides graduates with a route to a qualification and eligibility to apply for registration with the Health Professions Council (the regulatory body) as a Speech and Language Therapist and membership of the Royal College of Speech and Language Therapists (the professional body). Students will have the opportunity to build on their previous educational studies through a challenging educational experience linking applied theoretical modules combined with practice placements during which knowledge and skills for practice will be gained. The Placement Education Handbook is focussed on the placement aspects of the students learning experience.

Practice education is delivered in blocks throughout the programme (one block in year 1 and two blocks in year 2). Within placement settings and to some extent within the universities’ setting, students will be provided with the opportunity to learn alongside a wide range of health and social care professionals. The programme has been developed to reflect and enhance collaborative practice, the majority of this opportunity being within the practice education setting and, at the same time, to enhance the uniqueness of individual professional practice. Students will be encouraged to develop a person-centred and evidence-based approach to practice within the changing workforce and multi-agency working.

Of fundamental importance in enabling students develop these skills will be the role of practice educators, guiding and supporting students during their development.

In addition to the placement blocks students will be expected to take part in the Conversation Partner Scheme. The scheme was developed by Connect UK who provided the initial training and support for the scheme within the programme. Students are paired with a conversation partner in order to develop their communication skills and to understand best practice in conversational exchange with an individual who has a communication disability. This allows the student to develop an in-depth, person-centred appreciation of the issues for that individual and their carers and to develop problem-solving skills with this insight and enhance their critical ability in assessing effectiveness of management approaches and interventions.

This approach has been adopted by a number of HEIs that provide SLT education and has been reviewed as good practice and an effective way of helping students to develop essential skills[4].

5. Programme Structure

The programme is structured to ensure the integration of theory with practice and to allow opportunities for directed/self-directed exploration of theoretical perspectives and in the development of clinical skills for use in practice.

The delivery of the academic modules, along with the interweaving of these with practice experience, gives context to taught module content and allows opportunity for consolidation of learning for application to practice.

5.1 Table 1: Pattern of module delivery and practice education for the PGDip Speech and Language Therapy (Year One)

Year One
Orientation
Module / Developmental Disorders of
Communication Module / Placement 1 / Developmental
Communication Disorders Module
Biological Sciences Module / Biological Sciences Module
January - March / April - June / June - July / September / October - December

5.2 Table 2: Pattern of module delivery and practice education for the PG Dip Speech and Language Therapy (Year Two)

Year Two
Acquired Disorders of Communication
Module / Placement 2 / Professional Development Module / Placement 3
Psychological Sciences and Human Development Module
January - March / April - June / June – July and September / October - December

The programme has been designed in line with or in the light of guidance from the following: -

Health and Care Professions Council – Standards of Education and Training: Your Duties as an Education Provider (2014) (Appendix L)

Health and Care Professions Council – Standards of Proficiency (2014)

Health and Care Professions Council – Standards of Conduct Performance and Ethics for students (2016)

Health and Care Professions Council – Professionalism in Healthcare Professionals (2011)

Health and Care Professions Council – Service User and Carer Involvement in Education and Training Programmes, (2013)

Royal College of Speech and Language Therapists Curriculum Guidelines (2017

6. Practice Education

Practice education is central to the curriculum as a means of achieving the programme outcomes. Namely, fit for purpose, fit for academic award and fit for first post. It allows for professional socialisation, the learning of new knowledge and skills and the questioning of professional ideas and beliefs. It requires careful collaboration between academic and placement settings.

A speech and language therapist’s work environment is complex and multi-faceted and students are expected to have placement opportunities in a range of environments including health, education, social services and in acute and community settings. They are also expected to have experience of working with people across the age spectrum, from diverse cultural and socio-economic backgrounds and with acute and long-term needs.

Practice education is an integral part of the learning process which reinforces and enhances student learning. Universities, service providers and students work in partnership to provide quality learning opportunities. Practice education should offer students the opportunity to consolidate, apply and reflect on learning gained in the educational setting as well as developing new knowledge and skills in a supported environment. Students will apply their HE level 4 (Masters Level) thinking within the placement setting and placement educators are central to this process. This new knowledge and skills will later be drawn on in the education setting.

Roles and Responsibilities

6.1 Placement Lead

The Placement Lead is a member of the SLT academic staff whose role is to identify placement education opportunities for students which will meet their educational needs.

The role includes:

Liaison with service placement coordinators to obtain sufficient numbers and range of practice placements and to identify new placement opportunities.
Liaison with personal tutors and students directly to arrange a balanced programme of placements as well as fulfilling the requirement to have at least 150 sessions of placement experience.
Monitoring the quality of placements and reporting to relevant internal and external forums.
Liaison with placement educators to arrange placement details for students.
Preparation of students including pre-placement briefing; reorientation and debriefing of students.
Organisation of training programmes to allow clinicians to prepare for the role of placement educator and for existing educators to update in this role.
Arranging and carrying out placement visits and support mechanisms to be in place for students and educators before, during and after placement.
Working with university placements office and acting as a point of contact for students when this becomes appropriate.
Liaison with the programme team on issues relating to practice placements.

6.2 Placement Support Tutor

The Placement Support Tutor is a member of the academic staff who is the contact person for students and placement educators prior to and during each placement.

They will:

support an identified group of students and their placement educators during each placement
be the contact person for the students and placement educators during the placement and will provide email and telephone details
negotiate and carry out a convenient mid-placement visit and will complete the necessary paperwork
offer additional visits, if requested or thought necessary, by the tutor, student or placement educator.

6.3Placement Administrator

The Placement Administrator has a vital role in supporting the Placement Lead and students in the placements process. The role includes

:Providing a link between placement settings and the Placement Lead.

Following up possible placement opportunities.
Providing a link between placement settings and the Placement Lead
Being a point of contact for students regarding placements.
Ensuring that the placements database (PEMS) has up to date and relevant information.
Providing up to date information on placement to the Placement Lead and monitoring student placement profile.
Ensuring that students have up to date information about placements.

6.4 Placement Coordinator

The Placement Coordinator is a named practice based member of staff who coordinates placements within a defined area. The role may vary according to the organisation for which the coordinator works but may include:

Liaison with University/placement office and distribution/circulation of placement information and requests for placements.
Liaison with educators and potential educators in order to obtain placements.
Coordination of placements and support of students and Placement Educators.

6.5 Placement Educator

This is a practice-based member of staff with a minimum of two years’ experience in that role, who facilitates the students’ learning experience and progress throughout the placement. Competencies relating to SLT can only be signed off by an HCPC-registered SLT. The role includes:

Working collaboratively within the placement education team and students.
Provision of informal supervision opportunities, taking into account student learning style and particular needs, and offering constructive feedback and guidance on strengths and areas to be developed.
Being fully conversant with the aims and objectives of the placement, student assessment procedures and assignment expectations.
To support the student to meet the agreed learning objectives relevant to stage of training and student needs.
Contacting University where student gives cause for concern or where difficulties arise between student and educator that cannot be resolved.
Keeping up to date with the University’s programme and regularly update knowledge and skills required as a practice educator and practitioner (to include attendance at training workshops provided by the HEI).
To be aware of, and question the use of, authority and power in the student supervision and assessment relationship.

6.6 Key Placement Educator