MSc-SPEECH-THERAPY-CLINICAL-PLACEMENTS-HANDBOOK

MSc CLINICAL PLACEMENTS HANDBOOK Manchester Metropolitan University MSc Speech and LanguageTherapy ACADEMIC YEAR 2018-2019 CONTENTS - Introduction p.3 - Glossary of Terms & Placement Calendar p.4-5 - Guidelines for block organisation p.6 - Induction procedure p.7 - Day to day organisation p.10 - Monitoring meetings and end of placement report p.13 Accessing support – Practice Educators p.16 Accessing support – Students p.17 - Peer placements p.18 - National Standards for Practice-based learning p.20 - Information specific for each placement p.22 - Speech and Language Therapy Staff List p.23 - Learning Objectives Year Spring p.51-52 - Learning Objectives Year Autumn & Spring p.53-54 - Practice Educator Feedback Form (END OF DAY/WEEK) p.55 - Session Plan Formats & Session Plan Examples p.56-67 - Appendices p.68 Useful Forms (colour coded – yellow) i) ii) iii) Induction checklist Weekly record sheet Feedback forms p.69 p.70 p.71 Mandatory Forms (Colour coded – pink) iv) v) vii) Learning contracts Mid-placement review and learning outcomes Student feedback checklist for Clinical placement Year End of Placement Report Forms viii) Year End of Placement Report Form ix) x) xi) Practice Educator standards for practice-based learning p.110-113 Practice Educator self audit & action plan p.114 Royal College of Speech and Language p.115-121 Therapists Dysphagia Training and Competency Framework Critical Incidents Report Form p.121 References p.122 vi) xii) xiii) p.72 p.74-76 p.78-80 p.81-94 p.95-109 INTRODUCTION Thank you for helping with clinical education The information included is relevant to the MSc (Hons) Speech and Language Therapy at Manchester Metropolitan University (MMU) There are colour coded sections: general information is in white, information specific to individual placements is in blue, relevant documentation that is mandatory is in pink; and useful optional forms are in yellow This manual should provide you and your student with the specific information you need in order to have a successful placement Practice Educators ask for a range of information to help them to work with their students It is hoped that as much as possible has been included in this manual to be helpful for you If you would like to be able to complete the Placement Report forms electronically or have an electronic version of the manual please email: Clinical Placements Administrator – Lucy Shaw Tel: 0161 247 2583 Email: slt.placements@mmu.ac.uk SLT Placements Administrator, Manchester Metropolitan University, Faculty Student and Academic Services, Brooks Building, Birley Campus, 53 Bonsall Street, Manchester M15 6GX GLOSSARY OF TERMS Practice Educator (CE) The SLT undertaking clinical education of the student as part of placement provision (also known as Practice Educator, Placement Educator, Supervisor or Mentor) Student Co-ordinator SLT with responsibility for ensuring smooth running of placement within her/his Trust/School/Establishment Receives requests from HEIs, circulates to staff and oversees timely return of offers Provides information and support for CEs undertaking student training Keeps records of placements offered Block Co-ordinator (BC) SLT with responsibility for overview of the block placement ensuring the needs of the student(s) are being met A point of contact for the HEI and student(s) Co-ordinates meetings, assessment as appropriate and completion of relevant documentation Placement Provider (PP) Trust/Institution taking group of students on placements Higher Education Institution (HEI) The HEI of Manchester (UofM), Manchester Metropolitan HEI (MMU) Clinical Co-ordinator(MMU) Personnel within each HEI responsible for organising the clinical education for students Tutor (MMU) Personnel who are involved in the support of students’ clinical practice Clinical Placements Administrator (MMU) Personnel with each HEI responsible for administration of student clinical placements and the first point of contact for any queries arising on placement for students and practice educators Clinical Education Support Centres (CESC) The is one CESC remaining which is the Liverpool region The initiative was designed to increase capacity and to develop the quality of clinical education The CESC has a Practice Educator who provides support for Practice Educators and students within a designated geographical area Professional Portfolio The Professional Portfolio is a collection of evidence to demonstrate continuing acquisition of skills, knowledge and attitudes The student keeps a record and reflective diary of placements, reading and personal/clinical development, collates samples of coursework, report forms and clinical assessments Helps to prepare student for recording of CPD as required by RCSLT and HCPC The MSc students are encouraged to keep a Professional Portfolio each year MMU MSc Placements Calendar Academic Year 2017-2018 Sept & October 2018 Year Year November 2018 MSc Year School Placement days (EYFS) (12/11/2018) MSC Year week block Year days per week (Adult Neuro) (03/09/2018-19/10/2018) Dec 2018 January February March 2019 2019 2019 MSc Year 20 Days Tuesdays & Wednesdays (Paediatric) (08/01/2019-15/03/2019) MSc Year 10 week mini-block Year (3 days per week) (Paediatric) (07/01/2019-15/03/2019) April 2019 May 2019 June 2019 July 2019 August 2019 Guidelines for block placement organisation in collaboration with the Student Coordinators North West network, Clinical Education Support Centre Practice Educators, Speech and Language Therapy students and the North West HEIs These guidelines are suggestions for organising block placements only It is recognised that these guidelines will not be achieved for all blocks or all departments Block placements that cannot achieve the guidelines suggested will still provide a valuable learning experience for the student It may be helpful to discuss these block placements with the HEI to ensure students and practice educators are supported and prepared as appropriate • If more than three practice educators are involved in a block placement then where possible it is advised that the number of locations the student is expected to work in should be kept to a minimum i.e one or two • More than five practice educators in one block placement, even in one location, can affect the quality of the placement for the student This should be the maximum number of CEs involved where possible • It is helpful to have at least two practice educators who are involved throughout the block so the student can show progression and development Split placements with different practice educators for the first weeks then changing for the last weeks can be difficult for the students to demonstrate growth of clinical skills • Split days in different locations, with different client groups or different practice educators should be kept to a minimum where possible If split days occur an attempt to build in flexibility for discussion and feedback would improve the learning opportunity for the student • At the mid placement review go through the report form for the student to have some specific, objective feedback on progression and areas to develop further • Ensure all relevant practice educators are involved in completing the report form and mark prior to the final feedback session with the student (see report form for further instructions Appendices vii and viii) • Interprofessional learning opportunities should be made available to the student when possible on block placement particularly if this involves learning with other healthcare students NEW - Equitable allocation of placements From 2016 the HEIs will move to a new system of placement allocation to bring Speech and Language Therapy in line with Nursing and other allied health professions such as Physiotherapy Requests for placements often results in a surplus of one type of placement and a dearth of others This means that a great deal of time is spent by the HEI and your SLT teams negotiating changes to the offers already submitted Some organisations over-offer placements and some under-offer (based on the staff whole-time equivalents provided) This has led to very late confirmation of placement which leads to stress to both students and practice educators To address these issues, we will move to an equitable allocation system This means that we will liaise with local Practice Educator Facilitators (PEFs) PEFs will check that we have accurate whole time equivalent staff data for each service Based on actual staffing levels, the HEIs will then request a specific set of placements which can then be fulfilled across the staff group The commitment required from each practice educator will remain the same We are currently liaising with the PEFs and the North West Placement Development Network to move to the equitable allocation system For further details, please contact us or attend the North West Student Co-ordinators’ meetings Pre-placement pack This should be supplied by all placement providers for the student before the start of the placement It helps to ensure that the students and the CEs are both well-prepared and informed about the placement This should include a brief description about the specific placement(s) including nature of client group, setting, lunch arrangements, timetables, maps, travel info and dress code Some clientspecific background reading suggestions should be included in the pack Please note where necessary the following advice should be followed from the Medical School Charter, ‘General appearance, facial expression and other non-verbal signals are important components of good communication in the wider UK community Any form of dress which interferes with this (such as covering the face or wearing excessive jewellery) should be avoided’ Students should contact the practice educator at least three weeks before the placement Induction procedure Disclosure and Barring Service check Students are told that they must have the number and date of issue of their enhanced Disclosure and Barring Service (DBS) check available if it is required for the placement Placements and schools are not allowed to ask to take a photocopy of the student’s DBS form as this contains confidential information about the student Please inform the student if they need to bring this documentation with them They will all have completed the HEI health check Mandatory training The students will have completed the HEI training on infection control, manual handling, Cardiopulmonary resuscitation (CPR) and fire safety Identification Students should bring their student identification card with them to the placement Induction meeting Induction should be carried out by a placement educator with student(s) at the beginning of a placement In the case of a block placement it would be useful for the block co-ordinator to meet the student(s) to give a general overview of the placement and to discuss the requirements of the student(s), e.g learning aims Discuss which aims/objectives could be met in particular sessions of placement and which CE will be responsible for overseeing that specific area It may be possible to start to write a learning contract The student takes responsibility for negotiating objectives and records these with the help of the educator Induction topics At the induction meeting the following should be covered: Please see induction checklist Exchange contact telephone numbers/addresses between CE(s) and student(s) It is helpful to exchange home telephone/mobile numbers in case of illness occurring the night before clinic Introduce to other relevant staff Establish the time a student is expected to arrive at the clinic and leave, taking into account issues re: public transport and when the student can take a lunch break Practice educators are asked to recognise that on some placements students have lengthy travelling times and family commitments Ensure timetable is finalised and explicit so student can plan travel accordingly for the whole placement Agree date and venue for clinical assessment of student, where appropriate See relevant sections in the manual re: clinical assessment If video equipment is required organise date in advance especially if booking “in house” equipment Describe the placement and clearly define the student’s role and the practice educators’ expectations of how the student will behave List tasks the students can undertake if a CE is unexpectedly detained, e.g looking through client files, looking at assessment/therapy materials and the independent learning activities (held by the student coordinator) etc Also, outline what you expect them to contribute in meetings You may wish to clarify that they only contribute in the meeting if this is discussed beforehand with the practice educator (This could be in a written format.) In certain situations it is acceptable for students to work with assistants, practice educators must ensure students are fully briefed prior to and following these sessions Students from both MMU and U of M will have carried out the core skills training that covers; Basic life support, Infection control, Manual handling, Fire prevention and awareness, Conflict resolution, Equality and diversity, Health and safety, Safeguarding adults, Safeguarding children, and Information governance http://www.cmtpct.nhs.uk/north-west-core-skills/core-skills-framework/ It is important to inform the student about Health and Safety regulations locally For example, confidentiality, fire alarms, emergency evacuation, first aid facilities, risk assessments, accident reporting procedure (students must also contact HEI to report any incidents or risks on placement), personal safety measures You must also cover local equal opportunities and anti-discriminatory policies Students are responsible at all times for their own and their clients’ health and safety within the placement and they should not compromise the health and safety of the clients It is acceptable for students to work on their own in healthcare or education establishments as long as the practice educator is contactable and they have a named contact on the premises who knows they are in the building Students will not be expected to carry out domiciliary visits alone due to Health and Safety requirements It may be useful to talk through the student’s preferred “learning style” It is the student’s responsibility to bring any documentation to use as a basis for discussion and for the CE to try to incorporate preference wherever feasible Practice educators may wish to use questions to support discussion regarding learning styles such as; • Do you have an identified learning style? • How you learn best? • How can we best support your learning on this placement? Students with declared/disclosed disabilities will have been given a personal learning plan that is accessible to academic staff Where a student chooses to disclose their disability they should inform the HEI of this so that the HEI can forward the details of the personal learning plan and support materials so that the CE can make appropriate adjustments The HEIs have specific guidance material on ‘Supporting dyslexic students on practice placements’ This is available to practice educators and students Goal setting for the placement: The student and practice educator jointly: Agree learning aims for the placement and methods of achieving them with use of learning contract Student takes responsibility for this and ensures it is available for all CEs to monitor and update when necessary Make a date for mid-placement evaluation of progress towards these aims For block placements this should be with the block co-ordinator SEE END OF PLACEMENT REPORT FORMS FOR LEARNING OUTCOMES OF EACH INDIVIDUAL PLACEMENT Discuss any coursework/ specific tasks the student has to complete whilst on placement and negotiate how and when these may be achieved Student takes responsibility for these tasks 10 Go through with the student which documentation they must fill in e.g session planning, evaluation, and feedback forms etc This may vary for each HEI The student will know which are mandatory for them All forms are available on the web site 11 Where required, it is advisable for the block coordinator to set a date when all the practice educators can meet to discuss student(s) end of placement report This should be set as early as possible so students receive verbal feedback before they finish the placement All PINK forms are COMPULSORY and are located in the appendix The white forms in the appendix are optional Students and CEs will need to discuss which optional forms are to be used during the placement 11 Where required, it is advisable for the BC to set a date when all CEs can meet to discuss student(s) end of placement report This should be set as early as possible so students receive verbal feedback before they finish the placement PROCEDURE TO BE FOLLOWED IN THE ABSENCE OF PRACTICE EDUCATOR Although it is not recommended, it is acknowledged that on occasion a Practice Educator may be called away from the clinical setting, leaving a student alone The Royal College of Speech and Language Therapists recommend that if students are left alone, then they should have the telephone number of a Speech and Language Therapist who has agreed to be responsible for the student This Practice Educator does not have to be in the building Additionally, the student should know the name of a person in the building in case of emergency This person should be informed that the student is being left alone Whilst these guidelines are given, each situation needs to be considered individually with the needs of all parties being taken into account For ideas to use with students when practice educators are absent see the booklet Independent Learning Activities collated by the CESC Practice Educators This may be downloaded here: https://www2.mmu.ac.uk/hpsc/about-us/placements/speech-and-language-therapy/ The Manchester Metropolitan University Institutional Code of Practice (ICP) for Placement & Work-Based Learning is available at: https://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf The ICP outlines clear standards for the management and monitoring of placement It also discusses the rights, responsibilities and requirements of staff, students and providers This document provides a mechanism for ensuring that placement opportunities are of a high quality and that students are protected and safe-guarded whilst on placement There are clear processes outlined within the ICP adressing Legal requirements, Health & Safety policies and Risk assessments PROCEDURE TO BE FOLLOWED IN THE EVENT OF STUDENT ILL HEALTH If students miss any clinical sessions due to illness they must notify their practice educator before the session occurs If the student reports ill health this will need to be recorded by the Practice Educator for the report form, and by the student on their clinical sessions monitoring form If the absence is longer than a week the student must inform the HEI who will ensure the student follows the correct health policy If a Practice Educator has concerns about a student’s physical or mental health that may affect the student’s well-being or the well-being of others, they must immediately contact the HEI Students are aware that if they miss any clinical practice sessions due to ill health they must carefully monitor this and notify the HEI if they are not going to achieve sufficient practice sessions N.B: All students who are pregnant must notify their personal tutor/academic advisor, the school placement and the placements coordinators as soon as possible so we can let the school and clinical placement providers know, enabling them to carry out a risk assessment of the placement DAY TO DAY ORGANISATION Where possible, try to include a wide range of clinical opportunities, in particular: • Inter-professional learning, where students can learn from other professionals and fellow students from other backgrounds in a clinical context Other examples include: • Working with clients with a range of ages, backgrounds, cultures, presenting disorders, aetiologies etc • Working within a range of clinical settings/ context and modes of delivery: ward rounds, planning and review meetings, case conferences, SIGs, staff/department meetings • Group work • Evening work • Intensive intervention • Working with carers, key workers etc • Concentrated experience (e.g acute rehab, language units) • Session planning, observations, being observed etc • Training others, e.g carers, health/education professionals 10 Appendix ix RCSLT – National Standards for Practice-Based Learning (SPLs) CE name: Date: Student: Planning and self-audit tool for Practice Educators Stan d ar d Question Tick Evidence when complet ed No Section Practice-based learning and the curriculum 1.10 Are you committed to clinical education? Do you share the responsibility with the HEI for placement-based learning? 1.11/ 2.30 e.g list of offers made, CPD Training attended e.g training Have you recently attended CE training? Section Preparation for placement 2.1 Have you considered risks that students may encounter in your placements? e.g discussion of risk, risk ax, induction checklist Have you made the student aware of risks? 2.24 Are there any specific health and safety, confidentiality and ethics requirements for your placement? e.g discussion with student, induction checklist Have you discussed these with your student? Have you alerted the student coordinator to these? 2.20 If your placement includes specific access requirements, you make the university aware of this before the student comes on placement? 108 e.g offer form sent back to the university 2.25 2.27 2.21/ 2.22 Are there any specific requirements that the students need to know about before starting the placement? Are you familiar with your organisation’s written student policy? e.g., discussion during preplacement telephone contact Do you receive adequate information and guidance re the student’s learning outcomes and experience to date? Have you considered the learning outcomes in relation to your specific placement and opportunities that exist within your placement? e.g., receipt of clinical placements manual, training e.g written policy complied with Are they compatible with the placement that you are offering? 2.28 Are you aware of different learning models? e.g training, CPD, previous student feedback Can you describe the learning model that you offer to students? Are you able to identify and cater for different learning styles? Can you describe the potential experiences and opportunities available to a student on placement with you? 2.29 Do you have knowledge of current developments relating to the client group(s) your student will be working with? e.g training, SIGs, CPD Do you have significant experience in working with this/these client group(s)? 2.22 Are you able to allocate time for placement preparation? e.g agreed timetable 2.31 Are you able to negotiate an appropriate reduction in caseload during student placements? e.g diary records Section Practice-based Learning 3.9 3.5 3.4 If more than one CE is involved, has a lead CE been identified (BC)? Have you incorporated a range of speech and language therapy work and roles into the placement? Have you allocated time for an appropriate induction at the beginning of 109 e.g BC identified on student / HEI correspondence e.g student’s log of activities undertaken e.g induction checklist, notes of meetings with student the placement? 3.13 Are you clear about the student’s learning outcomes? e.g written information from HEI, discussion with student, Is a plan in place re how the student’s learning objectives can be achieved on placement? review meetings, learning contract 3.6 Have you identified specific ways in which you can help the student achieve his/her learning aims? e.g learning contract 3.11 If more than one CE is involved, is there an agreed plan how the aims will be addressed across the placement? e.g record of discussion how aims will be addressed, division of aims 3.7 Have you discussed the student’s responsibility towards the client in your induction? e.g induction checklist 3.8 Have you obtained consent from each client who the student has worked with? e.g documented consent for each client Do you have evidence how management goals have been agreed? 3.12 Do you feel your skills in giving feedback are adequate? Have you allocated specific time for feedback? Notes of supervision / feedback, therapy plans countersigned by CE e.g CPD, previous training, experience e.g record of feedback 3.14 Do you promote the development of self- reflective practice and independent practice? e.g guidance to aid student’s self-reflection, student delivers self reflection before CE feedback 3.15 Do you make the university aware of any concerns at the earliest opportunity? e.g notes of meetings, telephone calls 3.10 Do you have a coordinated process of combining comments and marks to represent the student’s achievements and remaining learning needs? e.g meeting at the end of placement to agree mark, single document completed 3.17 Do you understand your requirements in respect of the student’s assessment? Have you used the agreed formats and criteria outlined by the university? Do you complete the report forms by the end of the placement? Do you meet with the student at the end of the placement to review and discuss 110 e.g Assessment documentation received and completed 3.16 3.18 e.g completed report before placement ends e.g meeting end of placement, record of learning goals achieved and future learning needs future learning needs? Section After the placement 4.8 Do you encourage and facilitate honest feedback from your students? e.g feedback forms Section Learning resources to support placement 5.5 Is your HPC registration up to date? e.g HPC registration records 5.6 Do you offer inter-professional learning opportunities during the placement to enhance the student’s learning experience? e.g observation sessions with other professionals, joint working Section Quality management and enhancement 6.1 e.g completion of this audit Do you comply with quality monitoring processes and procedures to improve the quality of clinical placements? Have you reported any area of deficit identified during this audit to your student coordinator? Completion of action plan Have you devised a personal action plan to improve any areas of weakness? 111 Appendix x Practice Educator SPLs self audit record and action plan Name Dates of placement Length of placement How many days per week Self audit Total number of Standards Total number of Standards not met Total number of Standards met 33 Action plan Standard number Action When Which standards were not met which you as an individual Practice Educator cannot address? Please send a copy of this form to your Student Coordinator Appendix xi DYSPHAGIA SCHEDULE FOR STUDENTS 112 Royal College of Speech and Language Therapists Dysphagia Training and Competency Framework The RCSLT Dysphagia Training and Competency Framework (2014) can be used by students on clinical placements and throughout their careers The document lists agreed competencies in various aspects of dysphagia assessment and management from Level A e.g student to Level D (consultant) On placements practice educators can use the framework to record a student’s knowledge, skills or competency The framework is available at https://www.rcslt.org/clinical_resources/dysphagia/training_competency_framework 2.2 RCSLT Dysphagia Competency Framework - Level A (Assistant dysphagia practitioner) The assistant dysphagia practitioner can demonstrate basic skills that contribute to the care and treatment of individuals presenting with dysphagia They will contribute to the implementation of dysphagia management plans prepared by foundation, specialist or consultant dysphagia practitioners Assistant dysphagia practitioners may prepare oral intake for individuals, support individuals at mealtimes or directly feed individuals Assistant dysphagia practitioners will require training and their knowledge and competence should be assessed by a more experienced practitioner They should demonstrate knowledge of relevant policies, procedures and guidelines The assistant dysphagia practitioner will report regularly to a more experienced practitioner An assistant dysphagia practitioner can be trained to make structured observation of an individual’s eating and drinking consistencies recommended by a more experienced practitioner, including identification of dysphagia Implementing a dysphagiamanagement plan could include: oral trials, specified by a more senior practitioner; implementing oral/facial or swallowingexercises; implementing eating and drinking guidelines Examples of practitioners who may be working at Level A:  An assistant SLT working with a dysphagia caseload  A student on placement  An NQP 113 114 115 116 117 118 Critical Incident Report Form 119 Please email this form to placements.health@mmu.ac.uk as soon as possible This form is to be used alongside and does not replace departmental procedures For the purposes of this procedure, a critical incident is defined as any actual or alleged event or situation that creates a significant risk of substantial or serious harm to the physical or mental health, safety or wellbeing of any student enrolled at Manchester Met Incident Reported By: Incident Reported To: Date Reported: Placement Setting Name: Contact at Setting (including contact details if possible): Students present at setting (including course and contact details if possible): Description of incident: 120 Appendix xii REFERENCES ON CLINICAL SUPERVISION Alsop A (1996) In-service Students Undertaking Fieldwork Education: Strengths Expectations and needs, The British Journal of Occupational Therapy, 59.11 p520-524 Anderson C (1996) Student Care in the Community, RCSLT Bulletin, 528 pp10-11 Best D, Rose M (1996) Quality Supervision Theory and Practice for Clinical Supervisors London: Saunders Boyle B (1997) Teaching Students the Consultative Model, RCSLT Bulletin, 548 pp 12-14 Communicating Quality (2006): Royal College of Speech and Language Therapists London Department of Health and English National Board (2001a) Placements in Focus London : ENB & DH Department of Health and English National Board (2001b) Preparation of Mentors and Teachers London : ENB & DH Gascoigne M, Parker A, (2001) All placements great and small: An analysis of clinical placement offers made by SLT services, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001 Vol 36, Supplement 2001, pp 144 – 149 Grundy K (1994) Peer Placements: Its Easier With Two, CSLT Bulletin., Oct 10-11 Honey, P and Mumford, A., (1982) The Manual of Learning Styles Jung B et al (1994) Fieldwork Education: A Shared Supervision Model Canadian Journal of Occupational Therapy Vol 44, No 9, 835-838 Kolb D (1984) Experiential Learning as the Science Of learning and Development Englewood Cliffs, NJ: Prentice Hall Kersner M, Parker A, (2001) A strategic approach to clinical placement learning, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001 Vol 36, Supplement 2001, pp 150 – 155 McAllister, L and Lincoln, M (2004): Clinical Education in Speech-Language Pathology Whurr London www.rcslt.org Morris M, (2001) Student supervision: Risky business?, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001 Vol 36, Supplement 2001, pp 156 – 161 Parker A, Kersner M., (1998) New Approaches to Learning on Clinical Placement, The International Journal of Language & Communication Disorders., 33:(supplement) 255-260 Royal College of Speech and language therapists, National Standards for Practice-based Learning 2005 www.rcslt.org Stengelhofen, J., (1993) Teaching Students in Clinical Settings Chapman and Hall Watts N (1990) Handbook of Clinical Teaching London: Churchill and Livingstone 121