Clinic Handbook 13-14 final version

CLINICAL PLACEMENT HANDBOOK 2013/2014 B.Sc (Hons) SPEECH & LANGUAGE THERAPY CARDIFF SCHOOL OF HEALTH SCIENCES Issued September Clinical Placement Handbook Contents INTRODUCTION 1.1 CARDIFF METROPOLITAN CLINICAL STAFF 1.2 OVERALL SUMMARY OF ALL CLINICAL MODULES 1.3 CARDIFF MET PLACEMENT DATES 2013/2014 .9 1.4 OVERALL PROGRAMME AIMS AND LEARNING OUTCOMES 10 PRE-CLINICAL REQUIREMENTS FOR ALL STUDENTS 11 2.1 OCCUPATIONAL HEALTH 11 2.2 DBS/POLICE CHECKS AND ISA REGISTRATION 11 2.3 HEALTH AND SAFETY (Appendices 4a and b) 12 2.4 DISABLED STUDENTS 12 2.5 STUDENT LEARNING AGREEMENT (APPENDIX 25) 13 GENERAL INFORMATION FOR ALL STUDENTS 14 3.1 CONFIDENTIALITY 14 3.2 CONSENT (Appendices 14, 15, 16, 17 and 18) 15 3.3 PRACTICAL PLACEMENT ISSUES 15 3.4 ADMINISTRATION ISSUES .16 3.5 PROBLEMS ON PLACEMENT 17 TECHNIQUES TO SUPPORT LEARNING .18 4.1 SETTING OBJECTIVES/GOALS 18 4.2 BEING REFLECTIVE 20 4.3 FEEDBACK, DISCUSSION AND EVALUATION .21 4.5 SESSION PLANS (Appendix 19) 22 ASSESMENTS 23 5.1 PLACEMENT REPORTS (Appendix 9, 10) 23 5.2 YEAR TWO 24 5.3 YEAR THREE .26 Recordings are only to be watched on Cardiff Met premises Recordings must not be copied Recordings must only be watched by the student and the tutor 30 5.4 YEAR FOUR 32 INTERNATIONAL PLACEMENT EXCHANGE 37 6.1 APPLICATION CRITERIA 37 FAQ’S 38 7.1 ORGANISATION OF THE PLACEMENTS 38 7.2 PRACTICAL ARRANGEMENTS FOR PLACEMENT 39 7.3 WORKING WITH OTHERS ON PLACEMENT 40 7.4 SUPPORT AVAILABLE 41 7.5 OTHER ISSUES 42 APPENDICES 10 11 12 13 14 15 16 17 18 19 20 20 21 22 23 24 25 26 27 28 29 30 General information for Cardiff Met students attending clinical placements form Student’s experiences and expectations form Induction checklist a – Safety procedures at your placement form b – Cardiff Metropolitan health and safety sessions content Missed / altered clinic sessions form Dealing with placement problems form a - Ongoing clinical practice hours form, b - Summary of clinical practice hours form Student’s evaluation of weekly placements form Year Placement report form and marking guidelines Year & Placement report form and marking guidelines Report form Yr Dysphagia (Paeds) Dysphagia Checklist (Adults) a – Student NHS bursary travel form b – Travel disregard form Example consent letter to parent/carer for treatment by student Client treatment and video consent form – written Client video consent form – pictorial Student consent form Return of video to a placement educator form Session plans Reflective tutorial forms (student submission) a - Reflective tutorial feedback and grading form Format for Case report Block Portfolio Module outlines Clinical education references Student Learning Agreement Placement Checklist Video Tutorial/Visit checklist Record keeping checklist Report writing checklist KSF Framework for all years INTRODUCTION This placement handbook is designed for placement educators and students and covers issues related to all the Clinical Practice Modules The term ‘placement educator’ or PE refers to a qualified, practising and registered Speech and Language Therapist who is responsible for supervising the student during the placement Please also refer to the ‘RCSLT National Standards for Practice-based Learning’ (2006) available on the RCSLT website This outlines the shared responsibilities of the placement educator/provider, student and Higher Education Institution, and includes self-audit tools for all parties involved in placements This handbook has been informed by discussions with Placement Educators and students and we welcome any feedback on it We hope that the contents will cover all issues related to students on their placements throughout the course The handbook cannot anticipate every question, and if you have any queries not covered here or if any problems arise, please contact Sarah Patten, Clinical Director or Bev Reed, Placement Administrator or any other members of the Cardiff Metropolitan Speech and Language Therapy team Clinical Director Sarah Patten Direct line: 029 2041 7280 E-mail: spatten@cardiffmet.ac.uk Placement Administrator Bev Reed Direct line: 029 2041 7234 E-mail: breed@cardiffmet.ac.uk 1.1 CARDIFF METROPOLITAN CLINICAL STAFF PROGRAMME TUTORS ‘Programme tutor’ denotes a qualified, registered practising Speech and Language Therapist who is a member of the teaching team at the Centre for Speech and Language Therapy Studies, Cardiff Met Other members of the Cardiff Metropolitan staff and visiting lecturers in specialist topics also teach on the programme The following members of staff are involved in the clinical education of the Speech and Language Therapy programme Ria Bayliss, BSc (Hons) Speech and Language Therapy, Cert MRCSLT, Registered with HCPC Lecturer in Speech and Language Pathology, Adults with Learning Difficulties, Alternative Augmentative Communication, dysphagia, Information Technology, Tel: 029 20205749 E-mail: rbayliss@cardiffmet.ac.uk Francesca Cooper, MSc (Interprofessional studies), BSc (Hons) Speech Therapy, Advanced Diploma in Voice Studies, FETC, Cert MRCSLT, Registered with HCPC Senior Lecturer in Speech & Language Pathology, Voice Disorders, Counselling, Clinical Communication Studies, Induction Coordinator Tel: 029 20201546 E-mail: fcooper@cardiffmet.ac.uk Dr Calum Delaney, MA, BA (Speech & Hearing Therapy), Dip Tertiary Ed., National Cert Noise Control, Cert MRCSLT, MSAAI, Registered with HCPC Senior Lecturer in Speech & Language Pathology, Clinical Communication Studies, Fluency Disorders, Audiology, Medical/biological Sciences, Programme Director Tel: 029 20416881 E-mail: cdelaney@cardiffmet.ac.uk Sarah Pattten, BSc (Hons) Speech and Language Pathology and Therapeutics, PGCE, BSL (Level 2), Cert MRCSLT, Registered with HCPC, HEA Senior Lecturer in Speech and Language Pathology, Hearing Impairment, Professional Studies, Cleft Palate, Psychometrics, Director of Clinical Education Tel: 029 20417280 E-mail: spatten@cardiffmet.ac.uk Hannah Plumpton, BSc (Hons) Speech and Language Therapy, PGCE, Cert MRCSLT, Registered with HCPC, HEA, Teaching Fellow (for innovative teaching) Senior Lecturer in Speech & Language Pathology, Developmental Disorders including SLI and Autism, clinical phonology and education Tel: 029 20417287 E-mail: hplumpton@cardiffmet.ac.uk Kate Tucker, BSc (Hons) Speech and Language Therapy, Cert MRCSLT, Registered with HCPC Lecturer in Speech and Language Pathology, Adult acquired disorders, adult neurology, dysphagia Tel: 029 20416879 E-mail: ktucker@cardiffmet.ac.uk ADMINISTRATIVE STAFF Placement Administrator Bev Reed Placement Office D1.16 Tel: 029 20417234 E-mail: breed@cardiffmet.ac.uk SLT Administrator Sandra Barry School Administration Office D1.10 Tel: 029 20416889 E-mail: sbarry@cardiffmet.ac.uk 1.2 OVERALL SUMMARY OF ALL CLINICAL MODULES During their clinical training, Cardiff Metropolitan students have nine clinical placements as outlined below Year & M o d u l e Placement N o Setting Term & No da ys Hrs Placement b a s e d Universit y b a s e d N o Year Year Pre Clinical SLP5050 Clinical Practice 12 Nursery Visits Term – 14 Clinical tutorials half day s Term & * * 31 * Term - Adult / Paediatric initial practice once weekly placement Term - Clinical tutorials Term & Paediatric (I) treatment once weekly placement Term - Combined Adult/Paediatric Dysphagia placement Term - 56 * Combined Adult/Paediatric six week block placement End of term – 20 30 day s Term & 140 * SLP6050 Clinical Practice Year Term & Adult / Paediatric initial practice once weekly placement Year Clinical Foundations SLP6090 Clinical Practice Clinical tutorials & seminars Paediatric (II) treatment once weekly placement Adult treatment (I) once weekly placement 56 * 56 * day s day s full day s full day s Term or full day s Term - full day s 32 56 * * * 210 36 56 56 * * * TOTAL Adult treatment (II) once weekly placement Term - full day s 56 * 518 - 588 h o u r s 139 h o u r s 1.3 CARDIFF MET PLACEMENT DATES 2013/2014 YEAR INITIAL PRACTICE Monday or Wednesday (observation with active participation) Any client group Students normally have a paediatric placement in one term and an adult in the other Each student has a placement of days (but if a half day is available it will be 12 days) Term No Days full 10 ¾ day full 10 ¾ day YEAR WEEKLY DATES Start (week beginning) Finish (week beginning) 30th September 18th November th 30 September 2nd December 20th January 20th January 10th March 24th March YEAR TREATMENT Paediatric and Dysphagia Monday or Thursday The students will have a paediatric placement in term Typically the student will days (but if a half day placement is available it will be 12 days) Any type of client group can be included e.g community clinic; language unit; SLI, mild–mod learning difficulties; assessment unit; hearing impairment; ASD In term students will have a combined paediatric and adult dysphagia placement This will comprise of days in-house clinical workshops prior to days of combined placement experience, culminating in final in-house learning outcome based workshop day/s Organisation of the dysphagia placement will not involve NHS coordinators, it will be arranged separately by Cardiff Met Term No Days full 10 ¾ day YEAR WEEKLY DATES Start (week beginning) Finish (week beginning) 30th September 18th November th 30 September 2nd December Dysphagia Placement 20th January - 17th March SUMMER BLOCK PLACEMENT Mixed paediatric and adult placement, students are offered variable combinations of adult and paediatric experience Year Term Dates No of Days End of Term 2nd June 2014 – 11th July 2014 20 - 30 (4-6 weeks) Due to problems sourcing placements the dates of the block cannot be guaranteed as above, students need to be prepared to be flexible during the summer holidays, accept the paediatric/adult combination offered and be ready to source accommodation if required YEAR TREATMENT Adult and Paediatric Tuesday, Thursday or Friday (Term 1) plus Monday Term2 Each student has a placement of full days (or 12 half days or 10 ¾ days) in both terms and one will be paediatric and the other adult The students will be offered a third placement in either term or term 2, this third placement will either be adult or paediatric depending upon availability Any client group will be considered Placement dates Term No Days full 10 ¾ day full 10 ¾ day YEAR WEEKLY DATES Start (week beginning) Finish (week beginning) 30th September 18th November th 30 September 2nd December 20th January 20th January 10th March 24th March 1.4 OVERALL PROGRAMME AIMS AND LEARNING OUTCOMES The overall aim of the Cardiff Metropolitan undergraduate degree in Speech & Language Therapy is to develop competent and confident Newly Qualified Practitioners In order to so the student is expected to engage in a lifelong learning process and develop transferable skills through a wide range of placements Students will develop a critical understanding of communication, communication breakdown and swallowing disorders, together with the application of this knowledge and the development of clinical and evaluation skills necessary for professional practice (see appendix 23) The assessments and programme aims have been developed in accordance with the KSF and newly qualified practitioners competencies framework (appendix 30) The aims of the programme are: • to provide a sound theoretical and conceptual base in speech and language pathology and therapeutics, the supporting disciplines of speech and language therapy, research culture and methods, and the context of the professional practice of speech and language therapy • to develop principles, concepts, skills and applications required for the practice of speech and language therapy, including the identification and assessment of abilities, needs and requirements, the formulation of plans and strategies to meet these needs and requirements, the approaches techniques and procedures to give effect to these plans, and the evaluation of the outcome and consequences of the intervention or management • to develop an appreciation of the professional requirements for the practice of speech and language therapy, including professional autonomy, accountability and conduct, professional relationships, and personal and professional skills On successful completion of the four-year programme, the student graduates with a BSc (Hons) degree in Speech & Language Therapy The programme team will then advise the Health and Care Professions Council (HCPC) of a student’s eligibility to be registered to practise, and advise RCSLT of their eligibility to be registered as Certified Members of RCSLT 10 appropriate It is the student’s responsibility to liaise with their PE regarding the logistics of the tutorial; they should report any difficulties back to the placement office The list of dates will be posted on the students’ notice board when confirmed Occasionally it is necessary to change a date and any changes will be amended on the notice board and an email will be sent to the student to inform them of the change (Therefore it is essential that students check their Cardiff Met emails regularly) The year video tutorial checklist (appendix 27) will be undertaken at the point of the Cardiff Met tutor assessment and as such students and PE’s are advised to familiarise themselves with this form Students need to conform to section 3.1 regarding confidentiality and procedures The video tutorials are undertaken in term no earlier than clinic days following the commencement of the placement (or after sessions for a half-day placement) The tutor’s assessment of the student is based on the stage in the term when the student was seen That is, a tutor would expect a stronger performance from a student seen in the latter part of the term, compared with a student who has only been in clinic for a short while Furthermore, insights gained by the student during the tutorial can be usefully implemented in the latter part of the term; therefore the student will not be disadvantaged by having his/her video tutorial early in the term Video tutorials are normally of 1/2 hours duration, although more/less time may be required in some cases The tutor will normally view a maximum of 20 minutes of a year video, which generally covers 10 minutes per client, as the students would be expected to provide video footage of two separate clients/groups If a student is only able to video/gain consent for one client (e.g if one does not attend the session) then they will be required to have a clinical discussion about an additional client as part of their assessment Written material will need to be prepared and submitted prior to this discussion Wherever possible the student is likely to gain the most from a video tutorial if there is a range of their practice to be commented on For example, doing assessments alone with both clients is likely to provide only a limited opportunity for the student to show evidence of a range of clinical performance This is important to consider, as apart from being an assessment, the tutorial may also provide a useful learning opportunity for the student to develop his/her clinical skills At least four working days prior to the video tutorial, e.g Wednesday for a Monday tutorial and Monday for a Thursday tutorial, the tutor must be electronically sent the information as outlined below and this information must be copied to the placement administrator This must be sent from the student’s Cardiff Met email address and not a personal email account The client information must be typed and be 1- sides of A4 per client The session plans need to be in the appropriate Cardiff Met format and are supplied alongside the client information days prior to the tutorial These constitute part of the assessment of the student's overall responsibility and professional approach Students need to put their name on each piece of paper submitted Failure to supply adequate, timely information which adheres to the guidelines could affect the clinical grade, as will late submission of the information Client Information: 1-2 sides of A4 • Client’s first initial only and age (not date of birth) • Communication and medical diagnosis • Any other relevant background information • Number of times seen by the student • Brief outline of previous therapy Session Plans: • Session plan following the specific visit video guidelines (the preceding normal session plans, including evaluations, should be available during the tutorial) • References to support the theoretical basis of the intervention In accordance with confidentiality regulations no identifiable information in relation to the client, PE, other professionals or Health Board/Trust must be contained within electronic information or any other written information provided as evidence on the day In exceptional circumstances, where arrangements for a video tutorial are altered at short notice, the student should clarify the arrangement for the submission of materials with the tutor beforehand 28 Following the video tutorial, the tutor’s report will be returned to the placement administrator within weeks of the assessment This must be signed by the student and returned to the placement administrator within working day and a copy taken for their own records SUMMARY OF VIDEO PROCEDURE Students are advised that there will be a restriction upon camera availability, as a result of all video tutorials being undertaken in term 1, as such they will need to be aware that booking the equipment is done on a ‘first come first served’ basis Please ensure you allow yourself two opportunities to video prior to the tutorial, in case of equipment failure/cancellation by clients/etc Videos are part of a client’s clinical record and are a legal document They are classified as sensitive data under the Data Protection Act The student is responsible for keeping the DVD secure and maintaining confidentiality whilst in transit The recording can only be viewed in the clinic, within the Cardiff Met clinic rooms or in an assessment with a member of staff DVDs must be stored in a locked cabinet at all times in the Technicians office When transporting from clinic to Cardiff Met the security storage boxes held by the technicians MUST be used and contain the appropriate consent forms Where students are in a paired placement, they should negotiate with their fellow student that the camera is actually filming the student being assessed This may require someone else to operate the camera (e.g Placement Educator) Written consent The student must seek written consent in advance from the client and/or the carer The student must not record anyone without written consent (see section 3.2) This includes SLT, teacher, parent, LSA and any other individual who may appear in the recording Consent must be gained on the appropriate form In requesting permission for recording, it should be stated that refusal to give consent will not alter the proposed treatment that is offered to the client In the case of a client refusing preliminary permission, the choice of client allocated to the student might be revised as the video tutorial is an essential part of the assessment process Recording The student should aim to record clients, but arrange for clients in case of cancellations The student is expected to contact Cardiff Met if difficulties arise in accessing clients for recording It is very helpful if the PE can record the student using the clinic’s equipment where possible If there is no audio-visual recording equipment at the clinic, then the student must arrange to take out cameras and tripods from the Cardiff Met technician The student must obtain a lockable video recording storage case from the technician and take this to the sessions to be filmed Labelling the recording The student must label the video with the following information: - Client’s first initial - Student’s name and year of study - Date of Video Student consent The student is also required to complete a consent form to being recorded and must hand this in to the Cardiff Met technician with the client video (see appendix 15) Security of data • After filming in clinic the student gives the tape to Placement Educator with consent form • The Placement Educator countersigns the consent form and locks the recording and the form in the confidential, lockable box • The student then returns the confidential box at their earliest opportunity to Cardiff Met, giving it to the technician who will store the recording and both client and student consent forms in a locked cabinet The student must fill out and sign the logbook • The student must document, in the patient’s clinic-based notes, both the date on which the recording was made and the exact location to which the recording will be transported and subsequently stored 29 Watching the recording Recordings are only to be watched on Cardiff Met premises Recordings must not be copied Recordings must only be watched by the student and the tutor The students are required to watch the recording prior to a video tutorial Prior to this, the student will first need to book a slot in the clinic room diary through the SLT department secretary, technician or the Placement Administrator Just before the allocated time slot the student will need to sign out the recording in the logbook Once the student has finished it must be immediately returned to the technician and sign it back into the logbook The recording can only be signed out for a maximum of hours and must not be taken off Cardiff Met premises The Tutorial The student must sign the logbook when taking the recording from the technicians and collect the consent forms as a record of proof of permission and again when they student returns the recording and consent forms immediately after the tutorial Storage of the recording The recording is kept in the technician’s room in a locked cabinet until after the Examination Board, when it is wiped, unless LHB/Trust policy dictates otherwise Exceptionally, where permission to keep them has been obtained from the client, student and the LHB/Trust, the recording may be kept for teaching purposes Exceptional return of the recording to the Placement Educator If the Placement Educator requires a recording to be returned, the student must ask the PE to sign a ‘Return of video to a placement educator’ form (appendix 18) On the form, the Placement Educator may select either a) Return via the student in a sealed envelope with Cardiff Met’s stamp across the seal (to provide evidence of the recording not having been tampered with in transit) Or b) Any other method The Placement Educator should record the details of this on the form The student should give this form to the Cardiff Met SLT technicians where it will be filed GENERAL INFORMATION ON THE BLOCK VISITS Each student will be assigned to a Cardiff Met tutor who will undertake their visit, this information will be emailed to the student prior to the start of the block placement and reiterated in the Portfolio It is the student’s responsibility to liaise with their PEs and Cardiff Met Tutor to ascertain the most appropriate setting and date for the visit at the beginning of their placement Prior to the visit the student/PE will need to ensure the tutor has: • full address with postcode of where they will be visiting • details of parking/restrictions/payments • contact phone number of student and PE (please ensure mobile is kept on until tutor arrives) • placement specific information e.g footwear requirements • nature of the client group • indicative timetable e.g expected time of arrival, time of client session, time for discussion • Session plans if appropriate (many students will not be able to provide these) For the visit students will normally be seen with one client/group and adequate time provided for three-way discussion of the student’s progress between the student, placement educator and tutor This process is likely to take a maximum of 1/2 hours However, if poor attendance is anticipated, a stand by client should be considered In the event of a client not being available for a Cardiff Met tutor to observe, the visit will have to be rearranged 30 Students need to ensure that the portfolio is available for the visiting tutor to review upon arrival and in order that they can complete the relevant form Students need to ensure all relevant sections of the portfolio have been completed (reflective log and PE reports) Appropriate completion of the portfolio is the student’s responsibility, as is the timely return to the Cardiff Met tutor to allow the compilation of the final mark Failure to so may result in a reduced final mark CASE REPORT (Appendix 21) At the end of term students are required to submit a written paediatric case report, which will be marked by Cardiff Metropolitan tutors Case reports are sampled by the External Examiner The case report contributes to the overall clinical mark within this module The format for the case report can be found in appendix 21, the word limit for this piece of work is 4000 words The case report will be discussed at length with the students in the clinical tutorials, but they should adhere to the following guidelines: Clear sequential organisation with given headings The case report format is provided below Additional subheadings may be used where appropriate and should be formatted to indicate their importance (e.g bold, italics) Avoid repetition across sections, and ensure you provide relevant information at the appropriate time e.g not mention an important issue for the first time in the conclusion A comprehensive and holistic approach The client's problem should be explored from different perspectives (for example medical, developmental, interactional) so that causal and/or maintaining factors can be clearly presented Similarly the strengths that the client brings to therapy and the support provided by others need to be identified, as they will have a direct influence on management The effect that the communication disability has on the client and his/her family upon social life must be stated Functioning in school and hobbies are also important factors to consider and should be recorded For example: If child of has a phonological disorder and is making some progress in clinical sessions but not maintaining it you will need to consider other factors including the support and carry-over at home and school and the motivation and self-esteem of the child in addition to the core disorder The reader should be able to follow the deductive reasoning of the student and should not be left wondering why certain decisions have been made It must be clear how the student arrived at the differential diagnosis Hypothesis testing and evidence A hypothesis is simply a “working idea” about what might be happening which is based on observation and evidence and may be guided by theory For example, the student may hypothesise that a three-year-old's restricted language development is the result of the mother's poor language model and limited interaction with the child To test such a hypothesis, other possible causes of the delay need to be ruled out (for example hearing loss, general developmental delay, phonological disability) Evidence to support the hypothesis must be carefully recorded, for example that the mother's speech is very rapid, her language too complex, the content adult rather than child centred, the mother is depressed and reports that she does not think it important to talk to her child Linguistic and /or phonological analysis Evidence must be provided of specific levels of functioning and ability Linguistic and phonological analysis should be undertaken, together with other assessments as appropriate, and the results should be summarised in the body of the report The bulk of the analysed data should be in the appendix, but as it is very important to use data to demonstrate the application of theory to practice, examples of analysed data should also be given in the main body of the case report to illustrate points made Clear decision making supported by a well-explained rationale All reasons underlying management decisions be specified and explained in the rationale The rationale should lead the reader through the student's process of clinical decision making Theoretical models should be used and appropriately referenced Merely citing a reference does not equate to having a theoretical foundation The reader should be given a clear idea of what the foundation is and why it has been chosen 31 The "evidence available" will include assessment information, knowledge of the client's background (including personality, expectations and social support network) and knowledge of the disorder and research theory relating to it The "management plan" should take account of not only the client's and placement educator's resources, but also the other people who are involved with the client, so that speech and language therapy is seen in a holistic framework, that is in the context of the person's life rather than as an isolated weekly event Note in particular that breaches of confidentiality and failure to preserve anonymity will result in loss of marks which may result in a Fail The case report may be discussed with the PE but it is not permitted to show any written drafts Remember this is not an extended essay but a professional report Please pay careful attention to the recommended word-lengths for each section set out below Although you may choose to make small adjustments between sections depending on the nature of your client, the overall maximum of 4,000 words is absolute and must not be exceeded (i.e there is no “+10% leeway” as there is with some other assignments) Please also note, though, that 4,000 words is a maximum, not a target Grading will relate to content not length, and you will not be penalised for having a word count below 4,000 words provided the content meets the required standards Please refer to the table on the following page for the suggested maximum length of sections although these can be varied depending upon the nature of the client being discussed Be aware that succinctness is a virtue and need not compromise rigour SECTION Administrative details: Summary of past information: Student’s own work: Management & rationale: Objectives for episode of care: Outcome measures: Recommended length approx Recommended length approx Recommended length of these two sections taken together: Recommended length of these two sections taken together: 200 words 500 words 2,800 words 500 words ABSOLUTE MAXIMUM TOTAL 4,000 words 5.4 YEAR FOUR The table below summarises the clinical and written assessments and their respective weightings according to which group the student’s placements are in Weighting of Year clinical assessments Assessment Weightin g Adult placement grade term or 15% Paediatric placement grade term 15% or Third placement grade term or 15% Reflective tutorial term 15% Adult case report Viva (paediatric) 20% 20% Assessed by Date Placement educator Placement educator End term 1/2 End term 1/2 Placement educator Cardiff Met tutor End of term 1/2 During term or End of Term May Cardiff Met tutor Cardiff Met tutor and external examiner/ext tutor AWARD OF CLINICAL MODULE MARKS All placement marks are awarded by the Placement Educator and contribute towards the final degree classification The mark awarded will consider the extent to which the student has achieved the goals that were agreed previously (see section 4) and discussed at the half way point All 32 clinical assignments and exams contribute toward a student’s final degree classification All elements must be successfully completed in order to award a Speech and Language Therapy degree providing eligibility to register with HCPC ADULT ACQUIRED CASE REPORT    2,500 words maximum (excluding appendices and references) Consent checklist to be completed and attached Client consent is not required However, any breach of confidentiality will result in an automatic fail of this assignment The purpose of the report is to: • Consider in depth a case which you have encountered on an acquired clinical placement • Summarise the relevant details of the case • Describe and explain the assessment and management of this case • Provide a rationale for the actions that you took Guidelines for the Year Acquired Case Report: It is not necessary for this to be a case you have seen several times; depending on the nature of your placement you may have only seen the client once However you will need to address all the areas as summarised below and therefore you will need to gather the relevant information during the placement If, on your placement, you have only been involved in cases requiring assessment only then you will need to make this clear in the text and focus on in depth analysis; a justification of the selection of assessments / data gathering methods; and hypothesise future management Also include suggestions for further / alternative assessments or data gathering, with rationale Remember that ‘management’ is a broad term incorporating work with communication partners, giving advice and advocacy work, for example, not just one-to-one impairment therapy To address this topic, you will need to read widely from a variety of sources, such as those listed below and in your relevant lecture reading lists You may also wish to draw upon other texts which you think are relevant to your discussion Suggested format / areas to cover include: Case history- initial information and background information Medical, social and communication Include Speech and language therapy history (500 words max) Current clinical context and SLT / student involvement Data gathering- past and present This could include formal and informal assessments Also include relevant observations and naturalistic data where appropriate Consider areas such as speech; language; communication; voice; fluency; eating / drinking / swallowing; psychosocial impact, as relevant to the case However, remember to consider the whole person Therefore also consider, as relevant, sight, hearing, mobility and cognitive factors Also summarise relevant external factors such as family/ carer and multidisciplinary team perspectives or environmental influences Summarise and evaluate the data in the text and justify your selection of assessments / analyses This should be supported, if possible, by assessment forms and / or detailed data analyses, as relevant, placed in the appendices Data analysis, interpretations and conclusions Hypothesis / diagnosis: A diagnosis such as ‘expressive aphasia’ is insufficient Try to be detailed and specific and relate to relevant theory where possible Aims and objectives for this client It should be clear how all the case information / data analysis has led to these aims Aims should be SMART Management: Summarise rather than describe each session’s content Support this with the inclusion of a session plan in your appendices You may also wish to provide examples of relevant handouts prepared, for example Importantly, include aspects of inter-professional working / the MDT perspective and service delivery models as relevant Rationale: Why did you take this approach? What alternative approach could you have taken and why did you not this? What factors influenced your decision making (for example, social, economic, ethical, cultural and political issues; professional guidelines; the health care context etc)? Draw upon relevant literature / evidence base and discuss your clinical decision making Critical evaluation of management: Relate this to aims previously stated What outcome measures were used? Or how would you intend to evaluate in the future? Include reflections on how you would things differently or the same in future 33 Prognosis: This should be adequately justified Future management: This should be adequately justified References: Follow general guidelines for reference lists and citations in the text Remember to include references for assessments which you cite in the text Appropriate assessment references should include full, correct names, authors, dates and publishers Appendices: You must include relevant assessments, data samples and analyses (audio recording if appropriate), and a sample session plan You may also include examples of handouts or therapy sheets here For these it must be made clear whether you have prepared them yourself, or they come from existing clinic resources A good assignment will demonstrate that the writer has stepped back to view the larger picture within which clinical practice takes place He or she will have considered different perspectives and evaluated these in further detail There will be discussion of more than the day-to-day contact with the client and his or her family The text will be reflective, give a balanced viewpoint and be well supported by theory It will offer more than a descriptive account of what occurred, thereby demonstrating clear clinical reasoning Suggested Reading • Anderson, C and Van der Gaag, A (Eds) (2005) Issues in Professional Practice London: Whurr Publishers Ltd • Bray, M., Ross, A and Todd, C (2006) Speech and Language: Clinical Process and Practice Second Edition London: Whurr • Bunning, K (2004) Speech and Language Therapy Intervention: Frameworks and Processes London: Whurr • Gambrill, E D (2012) Critical Thinking in Clinical Practice: Improving the Quality of Judgments and Decisions Third Edition Hoboken, N.J: Wiley Available as an e-book from Cardiff Met library • Lum, C (2002) Scientific Thinking in Speech and Language Therapy Lawrence Erlbaum Associates Ltd • McAllister, L and Lincoln, M (2004) Clinical Education in speech and Language Pathology London: Whurr Publishers Ltd • Royal College of Speech and Language Therapists (2006) Communicating Quality3 London: Royal College of Speech and Language Therapists • Royal College of Speech and Language Therapists (2005) RCSLT Clinical Guidelines London: Royal College of Speech and Language Therapists • http://healthandcare.dh.gov.uk/ • http://www.rcslt.org/members/publications/managers_resources/intro See the section on National Policy Drivers REFLECTIVE TUTORIAL (Appendix 20 & 20a) The student will have a reflective tutorial during the term when they have two placements The tutorial aims to develop the student’s ability to reflect on the clinical performance and identify changes needed across both clinical settings It is marked by a Cardiff Met tutor Please note if you fail a reflective tutorial you will only have one further attempt to retrieve it ‘The RCSLT defines reflective practice as ‘the means by which therapists will extend their knowledge and skills to maintain competence throughout their professional lives’ (RCSLT Competencies Project, 2002, p.2) As a professional, you will be undertaking this sort of reflection on an ongoing basis There are many different ways of recording your reflections, and there is not a right way and a wrong way to go about it The RCSLT is committed to encouraging therapists and support workers to keep ongoing and up to date reflections on their work, but is not advocating a single approach to this process.’ (RCSLT CPD Toolkit – available online) In 2004, the RCSLT moved from an 'activity-based' approach to CPD, to one based on outcomes The new approach required members to maintain records of how their learning impacted on day-to-day practice and keep a record of the learning activity All health and social care professionals are moving to this more reflective CPD approach The purpose of reflective practice Reflective practice can be used for different purposes Some examples: • Helps identify gaps in skills and knowledge and learning needs • Analyse complex and challenging situations • Analyse communication and relationships with colleagues • Examine the way we make decisions 34 (Bolton, 2001) This particular assessment aims to identify the extent to which students are able to: • Analyse complex and/or challenging situations • Examine the way they make decisions • Evidence the outcome of their learning Timing of the reflective tutorial The Reflective Tutorials will take place after reading week in Term or Term (depending upon which Term two placements have been undertaken) Each student will be allocated to a Cardiff Met tutor, students will be informed of the name of their tutor at the beginning of the term by the placement administrator Prior to reading week the student will be expected to contact the tutor in order to arrange a mutually convenient time for the reflective tutorial to be undertaken The written submission must be sent to the tutor electronically working days before the tutorial Failure to so will be regarded as a late submission and will result in a fail The placement administrator must be copied in to this submission Unless students present the tutor with exceptional or mitigating circumstances, the reflective tutorial will take place prior to the completion of placements and therefore not in the final week of term The reflective tutorial itself will take 45 minutes to complete The feedback and your result will be available for you to pick up from the placement office on the final teaching day of the term The reflective tutorial Process The reflective tutorial comprises two separate elements; the written submission and the tutorial itself The connection between the two being that the information in the written submission will be graded and the contents then used to support the tutorial discussion This is the same process as is undertaken in the viva As a result students will receive grading in both components which may vary, depending upon performance but will culminate in a final grade (see Appendix 20a) The process requires: • The students to identify two issues, events or processes which they found challenging during their Year placements (1 pertaining to each placement) Or issue, event or process which was relevant to both client groups/settings • The arrangement of the reflective tutorial date • The completion and submission of the allocated forms (Appendix 20) – electronic copies sent to the tutor and placement administrator working days prior to the date of the tutorial – via student Cardiff Met email addresses only • The tutor assesses the written submission and identifies themes to be brought forward for discussion in the tutorial • The student and tutor undertake the tutorial • The tutor completes the feedback form and awards a grade (Appendix 20a) Student preparation for the reflective tutorial • Students will be required to identify two issues, events or processes which they found challenging during their Year placements or issue, event or process which was relevant to both client groups/settings: A separate issue relating to each placement OR One relating to both This/these can be indirect or direct e.g an issue of management associated with a client, carer, setting or an element of therapy undertaken Students will then be expected to reflect upon this/these client issue/s using the format offered in the two forms in Appendix 20 These reflections should be concise, analytical and where appropriate supported by references Each client group reflection should not generate more than sides of A4 writing Students need to be aware that the tutor will be looking for focused, appropriate and critical expression of student reflections Students are expected to utilise RCSLT and HCPC information and guidelines to complete these forms alongside information supplied within the clinical tutorials and Advanced Clinical Studies module As this written work evidences the student’s own reflections it is appropriate to use the first person in your submission, should this be necessary The two forms will need to be sent electronically to the tutor assigned to each student from the student’s University email address 35 The information from the written submission will then be assessed and scrutinised for themes to support the tutorial discussion Students are advised to consider their written submission and the criteria being assessed in the final feedback form (Appendix 20a), to allow them to engage in an informed discussion during the tutorial Students are expected to bring further evidence (as would be expected in the RCSLT CPD process) to the tutorial to support their choice of issue, event or process and support discussions This may be in the form of session plans, prepared session materials, LHB/Trust policies, statements from case notes, PE feedback, research/professional articles, Governmental policy/legislation etc Confidentiality regulations continue to apply to this piece of work (please refer to the Clinical Handbook, confidentiality section for guidance), no client, carer, Placement Educator, establishment or other professional should be identifiable through this process Students are once again advised that any breach of confidentiality in the information supplied within the tutorial could result in a fail and will result in a penalty against the final mark Tutor expectations The tutor will have expectations of the student based upon the assessment requirements identified in the feedback form (Appendix 20a) These can be recognised within and between the two elements of this tutorial, the written and the discussion The tutor will expect a clear, concise and relevant written submission which identifies a genuine challenge and effective learning outcome for the student The discussion will then comprise a more in depth examination of these issues and their transferability across client groups/settings The student will be expected to engage proactively in this discussion using appropriate terminology and offering effective evidence to support the issues They will be expected to have an understanding of the RCSLT CPD process and evidence how their learning outcomes can be carried forward into their ongoing practice Where appropriate, students will be expected to use reference material to support or counter argue their learning through reflection CLINICAL VIVA The viva is the final clinical examination at the end of year and will contribute towards the final degree classification As this is a clinical assessment rather than a written assignment, students who fail the initial viva will only be offered one further attempt to retrieve a pass Students need to be aware that a failed second attempt will result in them being awarded the Human Communication degree rather than the Speech and Language Therapy degree; therefore they will not be eligible to register as a practicing speech and language therapist The student will be allocated either a paediatric or adult video The allocation will depend on the term in which they have their primary paediatric placement (see section Summary of Clinical Modules and Assessments above) If the student has their primary paediatric placement in term they will have a paediatric viva video; if they have their primary paediatric placement in term they will have an adult viva video The student will be provided with basic referral information about an unseen client This information will normally include: age, location of interaction, referral source, medical history, length of time post onset (acquired only), other details (such as status within the family, hobbies and so on), and therapy history (for example weekly treatment for months) The student will see a video clip of the client of up to 15 minutes The student is then given 40 minutes to write out his/her observations, hypothesis, outline a management approach , and give an indication of further investigations that would be appropriate This written work will be studied by a Cardiff Met tutor and an external NHS clinician and a random sample of students will also be observed by an external examiner This is followed by an oral viva examination based on the work submitted which is normally up to 30 minutes The student is required to submit an outline of his/her clinical experience on a ‘Viva summary of clients seen’ form, which will be distributed by the Placement Administrator nearer the time and must be returned working days prior to the viva The student will be advised as to whether or not he/she has passed or failed the viva the day after all vivas have been completed If a student has failed, he/she is required to contact the Cardiff Met member of staff that was involved with their viva as soon as possible in order to discuss the retrieval process, a retrieval viva would normally be arranged before the degree awarding examination board Please see an example of a schedule for the viva day below: 36 GROUP 9.30-11.30 GROUP 10.30-13.00 GROUP 13.30-16.00 09.00-09.05 D002 10.30-10.35 D002 13.30-13.35 D002 Students read background information (5 mins) 09.05-09.20 D002 10.35-10.50 D002 13.35-13.50 D002 09.20-10.00 D002 10.50-11.30 D002 13.50–14.30 D002 Students and Neil watch video of client (examiners watch it in different room) (15 mins) Students write up observations and recommendations (40 mins) 10.00-10.20 11.30-11.50 14.30-14.50 D008 D008 D008 10.05-10.20 Staff rooms 11.35–11.50 Staff rooms 14.35-14.50 Staff rooms 10.20–10.50 Staff rooms 11.50-12.20 Staff rooms 14.50–15.20 Staff rooms Viva in designated staff room (30 mins) 10.50–11.20 12.20–12.50 15.20–15.50 Examiners write report (up to 30 minutes) Staff rooms Staff rooms Staff rooms Ruth collects students' observations & recommendations and photocopies x (original an one photocopy to respective examiners, one photocopy returned to student) (5 mins) Ruth take students to Sandra Room D008 to reflect on observations until examiners are ready for them (15 mins) Examiners read students' observations & recommendations (15 mins) INTERNATIONAL PLACEMENT EXCHANGE 2011/12 heralded the start of a placement exchange between the Speech and Language Therapy programmes in Western Illinois University (WIU) in the United States and Cardiff Metropolitan University There is an opportunity for two/four students from the year SLT undergraduate programme to participate in this placement exchange with WIU in America The exchange will consist of the students undertaking their block placements at WIU In adherence with the SLP350 module this placement will remain part of your overall clinical assessment within year Students will be invited to compete for this fantastic opportunity to experience clinical practice in another country There is an information pack available in the placement office for those interested in applying to find out more Information Tutorials will also be offered in Term from Cardiff Met staff and the students undertaking the placement in the previous academic year for all Year students interested in taking part in the exchange 6.1 APPLICATION CRITERIA There are specific eligibility criteria that will need to be met by students interested in the scheme, these are: - Students must have an average mark in the 60% - 70% band or above - They must undertake a written submission to support their application - They should evidence certain desirable qualities through previous placement reports Written Submission 37 Students are invited to apply for this exchange programme by submitting a 1000 word essay that explores the following: - Reasons why you are interested in taking part in the exchange - Evidence of what you will be able to offer to the exchange programme - What you hope to gain from the experience - What you intend to bring back from this experience and how you intend to this Desirable Qualities Both universities are looking for students who can evidence the following qualities: - Flexibility and adaptability - Independence and resourcefulness - Excellent professional conduct - Proactive approach Your written submission will be examined and discussed by the course team in conjunction with your previous clinical reports to evidence the desirable qualities you require for this exchange The deadline for this submission will be given to you at the beginning of Term You will then be informed of the success of your application by the following January In the event of a large number of applicants or applicants presenting with similar profiles/submissions, successful applicants may be chosen following an interview with the Director of Clinical Education and the Head of Programme The students who are placed in WIU will be assessed in the same way as the rest of the cohort, with the block placement portfolio/local forms and an assessment by a WIU tutor generating the final mark WIU students placed here will be assessed using Cardiff Met/their own report forms Students will be expected to fund/find funding to support their travel to Illinois and ensure they have the appropriate health and travel insurance and visas (details of which are in the info pack) This is an exciting opportunity to forge links with our counterparts in America (both the clinicians and the WIU staff), therefore it is expected that the students who go to WIU will regard themselves as ambassadors for the course and the profession and will act accordingly It is also expected that the students who engage with the WIU students placed over here will exhibit equal regard for the course and the profession FAQ’S The set of frequently asked questions below are intended to be a guide to various aspects of the placement process in the Speech and Language Therapy degree It is not intended to be exhaustive: clinical tutorials during the course will cover the process in more detail 7.1 ORGANISATION OF THE PLACEMENTS How are clinical placements organised? The placement administrator will contact all Welsh NHS LHB’s/Trusts in June to find out how many weekly placements they can offer for the following academic year They will be asked to indicate how many placements they can offer to each year group of students and whether they will be on a paired or individual basis The LHB’s/Trusts will state any specific requirements for the placements such as Welsh speakers, car owners, etc When we have been offered enough placements for each year group the allocation of student to placement will begin Block placements will be requested in April Cardiff Met’s ability to inform students of their placement allocation remains dependent upon the offers received Students need to be aware that they may be informed of their final placement allocation the week preceding the start of the placement 38 How are clinical placements allocated for individual students? All students are asked to provide information which will help us in the allocation of placements These include; if you are a car owner, can claim travel expenses, are a Welsh speaker, have family care responsibilities (children or adults), disability information, previous placements, type of placement, etc In some circumstances where there are conflicting requirements it is impossible to consider every circumstance for every student Can I change my placement if I don’t like it? If you are unhappy on placement or are encountering difficulties you need to talk to your PE and/or Cardiff Met staff We will endeavour to resolve the situation wherever possible, however students are not in the position to cancel or change their placements independently A refusal to undertake a placement without mitigating circumstance will result in a failed placement, the provision of a resit placement cannot be guaranteed in the same academic year and may result in the student being required to take a year out Can I organise my own placement? No All placement organisation is carried out by the placement administrator, students are not authorised to utilize personal contacts within the NHS or education systems Part of the reason for this is the effort taken to ensure balanced and unbiased placements for our students throughout the course is not jeopardised Any students who have information which may help Cardiff Met staff secure additional placements are welcome to discuss this with the placement administrator or director of clinical education Students are however reminded NOT to undertake any discussions with any external body of their own accord Is it ever possible to have a placement near my home? If your home is in Wales there is every chance that at some point in the course you will have a placement close to home In order to ensure a wider variety of learning experiences and environments we will endeavour not to continually send students to the same NHS LHB/Trust Unfortunately for those of you who reside in England we are presently unlikely to be able to offer NHS placements in England Can I book my holiday before I know when my placement dates are? You can, but it is strongly advised against as you run the risk of having to cancel the holiday in order to attend placement or failing the placement as a result of refusal to attend it We endeavour to find placements within the time period specified at the start of each year however we cannot be responsible for placements offered by LHB’s/Trusts outside of this time period This is particularly the case for the block placements in year which may extend into the summer vacation period When will I find out where I am going on placement? Information for placements starting in the first week of term, after the summer break, will be sent to the student’s Cardiff Met email address at the beginning of September whenever possible Information for placements during term two will be sent to the student’s University email address in December/January Following confirmation by Cardiff Met of a forthcoming placement, the student should contact the placement educator one week in advance to confirm arrangements for the first day For the summer block placements students will be informed as soon as details are available as to which LHB/trust they will be going to in that summer, the timetable will be emailed to the student’s University email address 7.2 PRACTICAL ARRANGEMENTS FOR PLACEMENT Do I have to dress up for clinic? Every clinical setting will have its own dress requirements details of which you will find out when you contact your PE prior to commencement of the placement You need to use a bit of common sense, e.g if you are working with preschool special needs children it is not advisable to wear your best suit or on the other hand restrictive clothing If you are placed in a hospital contact the placement administrator and/or PE to establish the dress code, which will need to adhere to the health and safety procedures Please also be aware of the All Wales dress code available on Blackboard My placement school is closed for half term and my clinician is taking holiday, shall I take that time off as well? This will need to be negotiated with your PE at the start of the placement Your PE may have made other arrangements for you to experience/undertake additional work whilst they are away in order 39 to offer you more variety They may prefer for you to have the time off and make up any missed sessions at a later date In either event make sure you inform the placement administrator What I if I miss a clinic session? If you miss a clinic session you will need to inform your PE and the placement administrator, on your return to the university you will need to fill out a missed/altered clinic form (appendix 5) and hand this in to the placement administrator Should clinical sessions be missed through personal preference (such as attendance at personal events) the placement provider and Cardiff Met are not obliged to reorganise the missed session and as a result you may find yourself short of the required clinical sessions to graduate All circumstances will of course be considered and explored on an individual basis but if the request is not feasible in relation to the clinical setting the student will need to be aware of the potential penalty I have a very long journey to my clinic, but I am expected to be there by 9.00 and stay until 5.00 Is this reasonable? Within the weekly placements you are expected to undertake the travel (of up to hours each way) and work a full day as this only constitutes one day of your working week This is in line with the travel requirements for meetings and courses as an NHS employee and our Health and Safety guidelines Should a student be required to travel more than hours for a weekly placement overnight accommodation will be sought to ensure their wellbeing On the block placements however we will our best to ensure students aren’t travelling excessive distances daily, where we are unable to this we will offer accommodation closer to the placement It is costing me a large sum of money each week to get to my placement Are there any funds to help out with this? If the student is on a NHS bursary he/she will receive travelling expenses to and from placements on a monthly basis If the student has excessive travel time to reach a placement, then accommodation will be provided to shorten the distance and this expense will be covered by the bursary In both circumstances if the student is inconvenienced by the ‘up front’ payment, expenses can be claimed on a weekly basis Forms can be obtained from Blackboard and should be returned to the Placement Administrator (see Appendix 13a) They should be returned within one week of the month end The student is not able to claim fares incurred by using taxis for placements Exceptionally a student may need to claim additional travelling expenses, but these must be negotiated with the Cardiff Met team as soon as possible prior to any such journeys being undertaken, as retrospective claims cannot be considered If the student has a travel disregard amount, a form should be obtained from the Placement Administrator to record any placement expenses (see Appendix 13b) Payment cannot be made until the travel disregard amount is reached Students encountering any financial difficulties should contact the placement administrator and speak with student services regarding access to hardship funds, etc 7.3 WORKING WITH OTHERS ON PLACEMENT How can I make sure I get on with my placement educator? Your placement educator will have as many anxieties about the right things to for you as you will have for them Treat them as you would expect to be treated, we are sure you would appreciate someone who is friendly, honest, open, enthusiastic and interested rather than someone who is not PEs regularly report that they want and expect students to ask questions, if you are unsure when you should so confirm this with your PE It is worth finding out exactly what is expected and what this particular placement offers at the start of the placement to avoid any misunderstandings How can I make sure I get on with my placement partner/s? You will be informed who you will be paired with before the placement begins, we strongly recommend that you arrange to meet in advance of the placement to organise logistical arrangements and discuss differences in learning styles/needs, interests, concerns, etc In order to get the most from the placement you will need to work together as a team which will mean respecting and supporting each other 40 Can I change my student partner if I don’t get on with them? It is important that you learn to work with a range of different people and become skilled at resolving any issues that arise You are expected to be open, honest and be involved with regular discussions with your partner If you remain unable to resolve issues at this point you should speak with a member of Cardiff Met staff in agreement with your partner What happens if I make a mistake with a speech and language therapy client? The RCSLT National Standards for Practice-based Learning include providing the student with a positive learning opportunity, encouraging and enabling the student to develop appropriate professional and clinical skills Clinical placements are designed to provide you with the opportunity to learn through experiences not encountered before As such you are expected to make mistakes sometimes however it is more important that you recognise these and learn from them than be concerned about not making them at all Am I expected to write everything down? Students are advised to maintain concise ‘live’ records of their work and that of others with clients You should discuss with your PE the best way of doing this and when you should be doing it You need these records to support your work with the client and your learning They must maintain confidentiality protocols Placement educators are also encouraged to keep notes of their observations of the student, so that the student's progress is documented with examples This can provide useful evidence on which to base the report How many paired placements will I have? We encourage paired placements whenever possible as this fosters team working skills amongst many other benefits The feedback we have had from both placement educators and students has in most cases, been very positive Wherever possible we try to match students with similar needs/abilities Most students will have at least one paired placement and one individual placement throughout the course, we cannot guarantee how many of each you are likely to experience as this is dependent upon what we are offered by the LHB’s/Trusts each year If you are a placement educator who is considering taking a paired placement for the first time we would be very happy if you would telephone us to discuss how it can work We can also put you in touch with placement educators who have taken paired students on in a range of placement settings I not seem to have an equal distribution of paediatric and adult placements – is this a problem? Regardless of your own personal preference regarding work with children or adults, all UK SLT programmes are required to train students to be equally competent in working with both client groups We are obliged to offer students a minimum of 150 sessions (1 session = one ½ day) in clinical experience, thirty sessions of which are required to be adult and 30 paediatric The remainder are up to the discretion of the course/availability of placements We always meet the minimum criteria for an adult/paediatric split but we cannot guarantee the equitable balance between students for the remainder Your minimum sessions of placement experience however will be honoured Students are reminded that the transferrable skills requirement despite the client group remains core 7.4 SUPPORT AVAILABLE Who I speak to if I am unhappy on my placement? In the first instance you need to discuss any difficulties directly with your PE who will attempt to resolve any issues If the situation remains unresolved after discussion with your PE you need to contact an appropriate member of the Cardiff Met staff This will allow you to independently discuss the issues and an agreed plan of action will be formulated University tutors are available to undertake placement visits in the event of ongoing difficulties or if you feel you require further support What help is available if I am failing my placement? Cardiff Met staff and placement educators are there to support your learning/progress whilst on clinical placement and as such all efforts will be made to support your development We are only 41 able to this however when students are prepared to acknowledge the difficulties they are having and take some responsibility for their own learning Refer to section 3.5 for practical guidance on how to access support when failing a placement The most important thing however is that the problem is recognised early and discussed openly and honestly What does professional misconduct mean and what would happen if this occurred? Professional conduct issues are generally assessed via your placement report form Breaches of confidentiality are not acceptable and will incur a penalty More serious breaches of conduct in accordance with HCPC standards of conduct, performance and ethics and RCSLT code of ethics and professional conduct (e.g unauthorised access to files, any action or lack of action which puts the client at risk or unprofessional behaviour) will result in a failed placement Please see section 3.5 for more information on failing a placement Students need to be aware that professional misconduct does not just apply to clinical placements As you are funded by, and contracted to, the NHS the same regulations regarding conduct apply to our students as their staff and the same disciplinary action applies Professional misconduct whilst attending the Cardiff Met elements of the course is dealt with in the same way as when on placement This also applies to social network site usage What happens if my placement is cancelled? The placement provider will normally provide an alternative placement in the case of illness or absence of the placement educator Exceptionally it will be necessary to swap a student who has initially been allocated to a particular placement educator Both placement educator and student will be advised of this immediately should this be necessary 7.5 OTHER ISSUES Am I allowed to undertake volunteer or paid SLT work other than on my placements? Although students are encouraged to gain experience working with client groups outside of their course experience, e.g voluntary work with the stroke association, students are NOT allowed to undertake any SLT related therapy or offer any SLT advice unless doing so under the direct supervision of a qualified SLT You are advised to speak to the placement administrator if you are approached or are considering any of this type of work Does Cardiff Met have the right to comment on my conduct/behaviour outside of the course hours? As you are a student whose fees are paid for by the NHS and allied health professions regulations apply to you, you are expected to comply with HCPC’s code of ethics and professional conduct for students, guidance on health and character and RCSLT guidelines These are applicable whilst you are enrolled on the course; whether or not you are on Cardiff Met/NHS/education premises Misconduct procedures apply to any behaviours deemed unsuitable or likely to bring the profession/Cardiff Met into disrepute Please be aware this also encompasses the content of your internet social networking sites 42 ... learning through reflection CLINICAL VIVA The viva is the final clinical examination at the end of year and will contribute towards the final degree classification As this is a clinical assessment rather... Year Pre Clinical SLP5050 Clinical Practice 12 Nursery Visits Term – 14 Clinical tutorials half day s Term & * * 31 * Term - Adult / Paediatric initial practice once weekly placement Term - Clinical... day s Term & 140 * SLP6050 Clinical Practice Year Term & Adult / Paediatric initial practice once weekly placement Year Clinical Foundations SLP6090 Clinical Practice Clinical tutorials & seminars