placement-education-handbook-pgdip-2017-sep-2017

UNIVERSITIES AT MEDWAY POSTGRADUATE DIPLOMA IN SPEECH AND LANGUAGE THERAPY PROGRAMME PRACTICE EDUCATION HANDBOOK SEPTEMBER 2017 Contents Glossary of Abbreviations and Common Terms 4 The Programme Team and where to find us Introduction to Practice Education 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 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 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 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 10 10 10 11 11 11 12 12 13 13 14 14 14 14 15 15 15 15 15 16 16 16 17 17 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 – Placement 9.5 Year – Placement 9.6 Year – Placement 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 18 18 19 19 20 20 20 21 22 22 22 23 23 24 24 10 11 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 10.10 Accountability 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 Quality Assurance 11.1 Educational Audit 11.2 Student Feedback 11.3 Practice Educator Feedback 11.4 Practice Moderation 11.5 Placement Educators Preparation 25 25 25 25 26 26 26 26 26 26 26 27 27 27 27 27 27 27 28 28 30 30 30 31 31 31 32 32 Appendices A B C D E F G H I J Guidance for the Support of Students Requiring Reasonable Adjustment during Placement Guidance on Determining Student Progress Guidelines for the Management of the Failing Student and the Student who Fails 33 Code of Professional Behaviour for Students on PG Dip Speech and Language Therapy Programme Algorithm for Handling Student Fitness to Practice Issues Student Dress Code The Role of Reflective Practice within the Programme Student Profile Form for Placement 1and Student Profile Form for Placement Standards of Education and Training (HCPC, 2014) 37 34 35 39 40 42 43 45 47 Glossary of Abbreviations and Common Terms APT Assessment of Practice Tool CAIPE Centre for Advancement of Inter-Professional Education CCCU Canterbury Christ Church University DoH Department of Health HEI Higher Education Institution HCPC HEE PE KEY PE QAA RCSLT U of G VLE Health & Care Professions Council Health Education England Placement Educator Key Placement Educator Quality assurance Agency for Higher Education Royal College of Speech and Language Therapists University of Greenwich Virtual 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” (www.caipe.org.uk) 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) 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 V.Cross A Moore, J Morris, L Caladine, R Hilton, H Bristow (2006) The Practice Educator – A Reflective Tool for CPD and Accreditation Centre for Advancement of Interprofessional Education (2012) Interprofessional Education in Pre-Registration Courses A CAIPE Guide for Commissioners and Regulators of Education Available from http://www.caipe.org.uk/silo/files/caipe-guide-for-commissioners-nd-regulators-of-eduction-.pdf [Accessed 26/02/2012] 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 The Programme Team and where to find us Placement Staf Placement Lead/Senior Lecturer Fiona Fowler Contact details CCCU, Hf17, North Holmes Campus, Canterbury, CT1 1QU Tel: 07875534247 / 01227 767700 ex 3821 fiona.fowler@canterbury.ac.uk Placements Administrator John Andrews CCCU, Jf48, North Holmes Campus, Canterbury, CT1 1QU Tel: 01227 782381 john.andrews@canterbury.ac.uk CCCU Jf32 North Holmes Campus, Canterbury, CT1 1QU Tel 01227 782734 alex.levine@canterbury.ac.uk Director of Practice Alex Levine Academic Staf Programme Director Sophie MacKenzie Contact details University of Greenwich, N03 Nelson Building Tel: 020 8331 8924 s.r.mackenzie@greenwich.ac.uk CCCU RWs 16 Rowan Williams Court, Chatham ME4 4UF Tel: 01634 894432 marian.mccormick@canterbury.ac.uk University of Greenwich, N04, Nelson Building Tel: 020 8331 9193 Senior Lecturer Marian McCormick Senior Lecturer Senior Lecturer Leona Talsma CCCU, RWs 16, Rowan Williams Court, Chatham, ME4 4UF Tel: 01634 894428 leona.talsma@canterbury.ac.uk Senior Lecturer Tom Starr-Marshall CCCU, RWs 16 Rowan Williams Court, Chatham, ME4 4UF Tel: 01634 894475 tom.starr-marshall@canterbury.ac.uk University of Greenwich, Nelson 001 Health and Social Care Tel: 020 8331 9338 Fax: 020 8331 8026 r.i.dyke@greenwich.ac.uk Programme Administrator Ruth Dyke V Cross, A Moore, J Morris, L Caladine, R Hilton, H Bristow (2006) The Practice- based Educator A Reflective Tool for CPD and Accreditation Wiley 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 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 skills4 Hegarty, B Matheson, L and McVicker S 2006) Connecting in the acute setting ‘Speech and Language Therapy in Practice, Winter 2006 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 PG Dip Speech and Language Therapy (Year One) Year One Orientation Module Developmental Disorders of Communication Module Placemen t1 Biological Sciences Module January March April - June Developmental Communication Disorders Module Biological Sciences Module 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 Placemen t2 Professional Development Module Placement April June June – July and September October - December Psychological Sciences and Human Development Module January - March 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) http://www.hcpcuk.co.uk/assets/documents/10004EE9Preparationforpracticefinalreport.pdf Health and Care Professions Council – Standards of Proficiency (2014) http://www.hcpcuk.co.uk/assets/documents/10000529Standards_of_Proficiency_SLTs.pdf Health and Care Professions Council – Standards of Conduct Performance and Ethics for students (2016) http://www.hpcuk.org/assets/documents/10002c16guidanceonconductandethicsforstudents.pdf Health and Care Professions Council – Professionalism in Healthcare Professionals (2011) http://www.hcpcuk.co.uk/assets/documents/10003771Professionalisminhealthcarepro fessionals.pdf Health and Care Professions Council – Service User and Carer Involvement in Education and Training Programmes, (2013) http://www.hcpcuk.co.uk/assets/documents/10003A08Serviceuserinvolvementinthed esignanddeliveryofapprovedprogrammes.pdf Royal College of Speech and Language Therapists Curriculum Guidelines (2017 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 (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 Appendix C Guidelines for the Management of the Failing Student and the Student Who Fails It is a requirement of the programme that students pass each of the clinical placements Placements are assessed using the Assessment of Practice Tool (APT) and are graded on a Pass/Fail basis The judgement about whether a student is competent or struggling in practice rests with the practice educators The decision to fail a student is a shared decision between the placement educators and the academic and placement teams within the HEI Where there are concerns that a student may be failing the placement a) The issues of concern should be raised by the student or the Key Placement Educator (with the student’s knowledge) with the HEI, as soon as possible b) The student will be offered additional visits by the HEI team c) SMART action plans and identified strategies for the development of skills, knowledge and professional standards, will be put in place at the formative assessment stage or at any other point of the placement where it is felt appropriate d) If it is indicated that the student is to fail a placement, the member of the HEI team should be present at the final supervision/summative assessment session This demonstrates support for the student and allows the re-sit process to be discussed It is the responsibility of the Key Placement Educator to inform the student that this visit has been requested No student should be given a fail grade without proper discussion and agreement between the HEI and the Key Placement Educator e) If a student fails a placement they will have one opportunity for a re-sit placement Appeal process Students may not appeal against the professional judgement of the placement educators They may only appeal on the grounds of process: a) Where the regulations and conventions allow that a Board of Examiners could have recommended that the student, following failure, be permitted to take further examinations but did not so recommend b) Where the student had submitted evidence relating to illness or other misfortune within the prescribed time limit and considers such evidence had not been properly considered by the Board of Examiners c) Where satisfactory evidence can be produced by a student that there has been a material administrative error d) Where the assessments have not been conducted in accordance with the current regulations of the programme An appeal must be lodged by the student within fourteen days of the notification of failure The appeals procedure will be the same as that for an appeal made on academic grounds If the appeal is upheld the re-sit placement will be deemed a first attempt The APT for the failed student will be reviewed by a panel chaired by the Placement Lead The purpose of the panel is not to comment on or review the decision to fail the student This process rests solely with the academic exam board The remit of 38 the panel is to review the administration of the placement and to discuss the issues arising from the student’s experiences It may make recommendations regarding: a) The strategic implications for the support and on-going training of placement educators b) Strategies for the prospective support for students in their re-sit placements The re-sit process a) The re-sit placement will be of a similar type to the failed placement but not within the same team or service b) The sessions from a failed placement not count towards the total number of placement sessions required on the programme c) It will normally contain the same number of sessions If a student wishes the re-sit placement to contain fewer sessions than the first placement, they will have to confirm this in writing and acknowledge that they understand they may be disadvantaged by having fewer sessions d) The student is strongly recommended to arrange a meeting with their tutor before commencing their re-sit placement to fully discuss their learning needs and objectives e) The student can decide whether the key placement educator is told that the placement is a re-sit However it is strongly recommended by the placement team that the student discloses this fact f) If a student disclosed the placement is a re-sit, the HEI should also contact the key placement educator to offer additional support g) Failure to achieve a pass grade for the re-sit placement, my result in the student being withdrawn from the programme The student will be informed in writing that the result will be subject to confirmation by the Board of Examiners The decision of the Examination Board will be communicated to the student in writing by the Academic Registrar 39 D Code of Professional Behaviour for Students on PG Dip Speech and Language Therapy Programme Introduction This Code of Professional Behaviour identifies those forms of conduct which can be reasonably expected from a speech and language therapy student practitioner While it does not constitute a legal contract, by signing it the student is providing evidence of his / her commitment to a code of behaviour which is seen as essential (but not sufficient) for successful practice in a healthcare profession In addition to the requirements of this Code of Behaviour detailed below, speech and language therapy practitioners are also expected to be familiar with and act in such a manner that is compatible with:  The HCPC Guidance on conduct and ethics for students: standards for conduct, performance and ethics www.hcpc-uk.org  PG Dip in Speech and Language Therapy student programme handbook, available on BlackBoard under Course Documents Speech and language therapy students are expected to behave at all times in a manner that justifies public trust and confidence, and upholds and enhances the good reputation of the speech and language therapy profession and the two universities which run the collaborative programme: University of Greenwich and Canterbury Christ Church University This Code of Professional Behaviour has been written as a set of general principles to complement the documents listed above, and is applicable to behaviour at the University campus, on placement and during visits associated with the programme, including conversation partners, nursery visits etc Code of Professional Behaviour I will act in such a manner that is compatible with a the HCPC Guidance on conduct and ethics for students: standards for conduct, performance and ethics, b PG Dip in Speech and Language Therapy student programme handbook, available on BlackBoard under course documents I will show respect for others, including peers, all staff of the Universities, and visiting lecturers I will show respect for others in placement areas and for service users, clients and their relatives and visitors I will be mindful of my 40 professional role in all contact with others and will not engage in any form of physical coercion or verbal abuse I will not engage in deception by, for example, falsifying qualifications, medical and/ or criminal declarations, or by any form of cheating or plagiarism in assignments or assessments of practice I will attend all timetabled sessions and placements punctually I will follow the procedures in the student programme handbook and placement education handbook for notifying absences at both the University campus and clinical placement I will endeavour to meet expectations about times of arrival and departure I will work collaboratively and constructively as part of a team alongside fellow students, teaching staff, support staff and all staff in the placement area I will notify the programme administrator of any changes of circumstances, including changes of name or address I understand that in the event of my conduct being deemed to be unprofessional whilst registered as a speech and language therapy student at the University of Greenwich or Canterbury Christ Church University the following steps may be taken: a Temporary suspension from practice b Temporary suspension from the programme c Referral to the Fitness to Practise panel which may result in termination of my programme of study I declare that I acknowledge receipt and agree to follow this Code of Professional Behaviour for students on the PGDip in Speech and Language Therapy Name (Print)…………………………………………… ID ………………… Signature ……………………………………………… Date ………………… Programme ……………………………………………………………… 41 Appendix E: Algorithm for Handling Student Fitness to Practice Issues 42 Appendix F: Student Dress Code Principles of Professional Appearance for Speech and Language Therapy Students on Placement Speech and Language Therapy students work closely with the public during their placement experiences The Universities at Medway and placement providers expect students to promote a positive professional image whether they are wearing uniforms or their own clothes (mufti) The Universities at Medway policy states that students should adhere to the policy of the host organisation These guidelines use principles integral to the Department of Health document Uniforms and Workwear An evidence base for developing local policy (DoH 2007) to provide a rationale for our expectations that students will comply with these policies and additional guidelines included in this document Students are expected to ensure that they are familiar with the dress code for the placement they have been allocated to The programme team will be informed if inappropriate dress is a persistent problem as the student may be in breach of the programmes regulations Statement of Intent All students will dress and present themselves in such a manner as to instil public trust and confidence, and promote a positive professional image whether wearing uniform or mufti Students’ dress and appearance must be professional at all times Uniform or mufti should be comfortable, will be worn and cared for in such a way that ensures personal and patient safety Principle: to present a professional image and inspire public confidence While on placements students should:  Wear neat, clean and appropriate clothing This should be appropriate to the patient / client group with discreet necklines and appropriate hem lengths Men must wear smart casual clothes All students should avoid clothes with logos / slogans  Jeans are not normally acceptable To project a professional image (and to maintain personal and patient safety),  No facial or tongue studs or hoops to be worn  Tattoos and body piercing should not pose a safety/infection risk to either the student or patient  Where possible Tattoos should be covered  Hair colour of a natural appearance Principle: to prevent the spread of infection Hair should be:  Neat, clean and off the face  Long hair should be tied back off the collar  Beards and moustaches should be neatly trimmed  In acute hospital settings, arms should be bare below the elbow Jewellery should be kept to the minimum to allow for good hand washing techniques Please refer to organisational policies Clothing - where uniform is required it should be worn on a one wear one wash basis as per manufacturer’s instructions (at 60 degrees) 43 Principle: to maintain safety For Health and Safety reasons the footwear must be fully enclosed, clean and smart with a quiet non-slip sole and heels Plastic flip-flops and croc5 style beach shoes are not acceptable All students are required to wear their University ID badge at all times for identification and liability purposes Individual Needs Some students may require a more individual approach to the dress code, in the case of for example, a physical disability, pregnancy or students with cultural and religious practices These would need to be discussed with their personal tutor prior to their placement The Faculty recognises the diversity of cultures, religions and disabilities of its students and will take a sensitive approach However, priority will be given to health and safety, security and infection control considerations Department of Health (2007) Uniforms and Workwear - An evidence base for developing local policy (DoH 2007) Health and Care Professions Council – Standard of Conduct Performance and Ethics for students (2016) Nursing and Midwifery Council (2008) The Code- Standards of conduct, performance and ethics for nurses and midwives London: NMC The University of British Columbia ‘Professional Appearance for Clinical Practice’ 44 Appendix G: The Role of Reflective Practice within the Programme Reflective practice has come to play a central role within both our professional registration processes and in our practice and knowledge development The Health Professions Council Standards of Proficiency (2007: 11: 2c.2) state that, “Registrant SLTs must be able to audit, reflect on and review practice: understand the value of reflection on practice and the need to record the outcome of such reflection.” Communicating Quality (RCSLT, 2006: 3:32) states, “Critical reflective practice and continuing professional development activities underpin and drive the maintenance of competence.” The importance of extending and strengthening our evidence-based practice is a current and central theme within our profession and critical reflection can contribute significantly to this process, as we begin to see ourselves as clinicians in the role of knowledge producers Our daily practice experiences can become a form of information-generating activity Turning information into knowledge is an active process and critical reflection is a key way of doing it Through the process of noticing what we are doing, articulating our choices and raising questions arising from our clinical experiences, we can look at generated theories and see whether or not our practice experience confirms, adds to or challenges research generated by others Within the programme, reflective practice is viewed as a central and core professional skill, and as such is integrated across the entire two-year curriculum Reflective practice is viewed as a developmental process which has its roots in the epistemological development of the individual This approach promotes the use of a range of strategies aimed at encouraging students to ask questions, to use trial and error to work out what they think, to weigh up alternative courses of action, to make mistakes, to feel able to acknowledge them, and to be able to talk about them in relation to personal and professional development Emphasis is placed on the personal development that occurs for each individual in relation to their exposure to reflexive thinking and writing, and the degree to which these skills become integrated and habitually used as a vehicle to support and develop personal and professional knowledge The aim is to promote changes both in the student’s understanding of the role of reflection, and in their level of engagement with reflexive techniques which serve to broaden perspectives through exploring and exposing values and assumptions that are the basis of growth in efficacy of personal practice They also serve to aid generalisation of personal reflections into the wider context of self in society and the use of it to engage in a dialogue with others to promote wider change and understanding Reflective practice is presented as a strategy through which the students can be supported to address the multiple and conflicting demands, paradoxes and inconsistencies they will face in the clinical context The value placed on the process will be made manifest to the students through the central role reflection takes as part of the educative process, embedded in the curriculum, and acknowledged as an essential part of personal, intellectual, and professional development This learning is supported and monitored via small group interaction and dialogue, where the impact of new ideas and the collaborative discussions and sharing of knowledge and resources can both allow and promote exploration of new ideas to be assimilated 45 and accommodated into existing schema Dialogue to support reflective practice also takes place in personal tutor sessions and at mid placement review discussions Appendix H Student Profile Fform for Placement and This is to be sent to your Key Placement Educator once you receive your placement details An updated placement form should be written for placement Name: Title: Mr/Mrs/Miss/Ms Preferred first name: ………… Contact address: (prior to placement) ………… ………… ………… Home telephone number: ………………………………………………………………………… ………… Mobile number: ………………………………………………………………………… Email address: Car/Motorcycle Licence holder YES NO Car/Motorcycle/Bicycle owner YES NO Do you have use of a car/motorcycle for the duration of the placement YES NO Business YES NO Social, domestic and pleasure YES NO Is your insurance: (It is not acceptable for students to carry clients in their vehicles) 46 Experience prior to training (e.g other academic qualifications, previous work experience) Clinical placement previous experience (e.g caseload, settings, specific projects) Practical sessions completed prior to placement (e.g manual handling, social communication skills, etc.) Do you have any special needs? (e.g epilepsy, asthma, allergies, dyslexia, hearing/mobility difficulties that should be considered when organising your placement) General interests, hobbies, etc (you may wish to include clinical interests too, if relevant) Signed: Date: 47 Appendix I Student Profile Form for Placement This is to be sent to your Key Placement Educator once you receive your placement details An updated placement form should be written for placement Name: Title: Mr/Mrs/Miss/Ms Preferred first name: ………… Contact address: (prior to placement) ………… ………… ………… Home telephone number: ………………………………………………………………………… ………… Mobile number: ………………………………………………………………………… Email address: Car/Motorcycle Licence holder YES NO Car/Motorcycle/Bicycle owner YES NO Do you have use of a car/motorcycle for the duration of the placement YES NO Business YES NO Social, domestic and pleasure YES NO Is your insurance: (It is not acceptable for students to carry clients in their vehicles) 48 Previous placement experiences ( ie caseload, settings, types of service, specialised services) Placement 1: Placement 2: Clinical and professional skills I wish to develop My clinical and professional strengths Previous challenges I have experienced on placements My personal learning style (s) 49 50 APPENDIX J: Standards of Education and Training (HCPC, 2014) The HPC Standards of Education and Training (SETs) identifies the standards against which all education and training programmes are assessed against There are SETs in total but SET particularly relates to Practice Placements and states: 5.1 5.2 5.3 Practice placements must be integral to the programme The number, duration and range of practice placements must be appropriate to support the delivery of the programme and the achievement of the learning outcomes The practice placement settings must provide a safe and supportive environment 5.4 The education provider must maintain a thorough and effective system for approving and monitoring all placements 5.5 The placement providers must have equality and diversity policies in relation to students, together with an indication of how these will be implemented and monitored 5.6 There must be an adequate number of appropriately qualified and experienced staff at the practice placement setting 5.7 Practice placement educators must have relevant knowledge, skills and experience 5.8 Practice placement educators must undertake appropriate practice placement educator training Practice placement educators must be appropriately registered, unless other arrangements are agreed 5.9 5.10 5.11 10 There must be regular and effective collaboration between the education provider and the practice placement provider 11 Students, practice placement providers and practice placement educators must be fully prepared for placement which will include information about an understanding of:  the learning outcomes to be achieved;  the timings and the duration of any placement experience and associated records to be maintained;  expectations of professional conduct  the assessment procedures including the implications of, and any action to be taken in the case of, failure to progress; and  communication and lines of responsibility 5.12 Learning, teaching and supervision must encourage safe and effective practice, independent learning and professional conduct 5.13 A range of learning and teaching methods that respect the rights and needs of service users and colleagues must be in place throughout practice placements 51 52