4Bsc Speech and Language Therapy Placements
School of Psychology and Clinical Language Sciences
4BSc Speech and Language Therapy Placements
Student / Number of days available / AUTUMN / SPRINGEducator’s Employing Organisation
Adult or Paediatric(Please delete)
Educator(s) / Number of days attended / Reasons for not attending all available days
Clinical Tutor
Setting( e.g. rehab ward; community clinic)
Main Client group(s) e.g. voice; SLI / Date of mid-placement review / Mark %
HOW TO COMPLETE THE REPORT FORM; There are additional notes at the end of the form
- For each competency please provide objective written comments, an agreed development step and circle the descriptor that best describes the student’s ability at the end of the placement:
Sufficient: Sufficient skills/knowledge demonstrated to achieve competency. Needed a fair amount of support/guidance to demonstrate skill/knowledge
Sound: Sound skills demonstrated, but needed support /guidance to demonstrate this fully
Good: Good demonstration of skills/knowledge requiring little prompting/guidance
Excellent: Excellent demonstration of skill/knowledge
- Complete the profile chart below, adding a cross within the competency title the level that bests describes your studentat the end of the placement
- Provide a final percentage mark. Your judgement about the student’s percentage mark will be based on your overall impression of their performance, as evidenced by your profile below and your objective written comments. See guidance at bottom of form.
3. / COMPETENCIES / Fail
0 - 39 / Sufficient
40 - 49 / Sound
50 - 59 / Good
60 – 69 / Excellent
70 – 100
A / Professionalism
B / Assessment
C / Assembling a profile
D / Management planning
E / Providing Intervention
F / Self-Reflections and session evaluation
G / Verbal/written communication
H / Knowledge and application of theory
I / Developing Independence
COMPETENCIESThe boxes below expand as you add content
A ) Conducts themselvesin a professional manner in the establishment of relationships, communication skills, appearance, reliability, understanding and adherence to the HCPC standards of ethics, conduct and performance
(Your student has a professionalism form to complete and share with you)
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
B) Critically identifies and administers relevant assessment procedures, demonstrating knowledge of the social and/or educational implication of the communication/swallowing disorder
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
C) Analyses and assembles a client’s speech and language (or dysphagia) profile from relevant gathered data with reference to theoretical knowledge demonstrating clear clinical reasoning and decision making
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
D) Takes a critical, holistic and professional approach to the planning of management of a client based on the assembled profile.
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
E) Carries out intervention in a professional and flexible manner
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
F) Self evaluates and shows critical evaluation of own sessions
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
G ) Communicates effectively in verbal and written forms
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
H) Relates theory to practice in all aspects of their clinical work
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
I) Demonstrates development as an independent practitioner
EVIDENCE:
AGREED DEVELOPMENT STEPS:
Fail Sufficient Sound Good Excellent
Any additional Comments – this is essential if a student has failed a placement
Please include any feedback you have gathered from clients/families about their experience with your student
Please return this form within two weeksof the end of the placement by email to
Thank you for the clinical placement and receipt of the report form
Examples of completed competency profile charts - for each competency make a judgement about if it has just been achieved , comfortably achieved, or almost at the next level.
3. / COMPETENCIES / Fail0 - 39 / Sufficient
40 - 49 / Sound
50 - 59 / Good
60 - 69 / Excellent
70 – 100
A / Professionalism / x
B / Assessment / x
C / Assembling a profile / x
D / Management planning / x
E / Providing Intervention / x
F / Self-Reflections and session evaluation / x
G / Verbal/written communication / x
H / Knowledge and application of theory / x
I / Developing Independence / x
The profile is mainly “sound” but with some “good” as well. The profile above would suggest that the student’s overallmark could be between 56 and 66. Your final judgement about whether the student’s mark is a low/mid/high “sound” or “good” mark will be based on your overall impression of their performance. Your objective comments on the report form will support your decision.
3. / COMPETENCIES / Fail
0 - 39 / Sufficient
40 - 49 / Sound
50 - 59 / Good
60 - 69 / Excellent
70 – 100
A / Professionalism / X
B / Assessment / X
C / Assembling a profile / X
D / Management planning / x
E / Providing Intervention / x
F / Self-Reflections and session evaluation / x
G / Verbal/written communication / x
H / Knowledge and application of theory / x
I / Developing Independence / X
The profile is a mixture of “good” and “excellent”. The profile above would suggest that the student’s overallmark could be between 66 and 80. Your final judgement about whether the student’s mark is a low/mid/high “good” or “excellent” mark will be based on your overall impression of their performance. Your objective comments on the report form will support your decision.
3. / COMPETENCIES / Fail
0 - 39 / Sufficient
40 - 49 / Sound
50 - 59 / Good
60 - 69 / Excellent
70 – 100
A / Professionalism / x
B / Assessment / x
C / Assembling a profile / x
D / Management planning / x
E / Providing Intervention / x
F / Self-Reflections and session evaluation / x
G / Verbal/written communication / x
H / Knowledge and application of theory / x
I / Developing Independence / x
The profile is “sufficient” but you have failed the student on “professionalism. Your judgement about whether the student has passed the placement and hence achieved a mark in the 40s will be based on why you failed them on professionalism, as well as on your overall impression of their performance. Your objective comments on the report form will support your decision. It would be expected that for this student that you would have documented evidence of discussions with the student about professionalism, and an agreed action plan with review dates. It is expected that you will have also been in discussion with the university throughout the placement and will have an agreed and documented action plan with the University
School of Psychology and Clinical Language Sciences
Notes to support the completion of the 4BSc report form
Competencies / EvidenceProfessionalism
Demonstrates the development of a professional manner including effective communication style and ability to establish professional relationships; ability to understand and implement the HCPC standards of conduct, performance and ethics. / The student is aware and asks questions regarding trust policies including a range of topics e.g. stat- mandatory training, confidentiality, case note management, infection control, and trust values.
The student makes a good working relationship with clients and other professionals.
The student fits well into the clinic and carries out appropriate tasks without needing to be asked.
The student shows management of her time , both in terms of punctuality but also task completion and deadlines for reports etc.
Assessment
All sources of data about a client,
Formal standardized,
Informal,
Observations,
Report / The student is able to suggest a relevant assessment strategy when presented with a new referral, or case history information. The student is also able to suggest alternative formal and informal strategies for the client.
The student is able to recognise and discuss why certain assessment strategies are not appropriate.
The student is able to discuss from the information she has, a holistic approach to the client management.
The student is able to take a case history from a carer/client that gleans information in a way that includes the care/client in the process and explains why the information is needed and how the information will be used. The student is able to devise their own informal assessment based on the target information they want to collect.
The student is able to observe a client in a natural situation and record relevant data and apply it to intervention.
Assembling a profile
A profile may include relevant information about
communication skills, language skills, speech skills, mobility, social factors, feeding and swallowing etc. / The student is able to put together all the relevant data from informal, formal, observational, documented and reported sources and extract the key factors that will inform intervention.
The student can connect the profile assembled with other similar profiles she has encountered and use this information appropriately.
Management
This includes all decisions that influence intervention strategies, including decisions that lead to discharge/care aims / The student makes a relationship with the client/carer that permits their active involvement.
The student demonstrates knowledge of the possible management options available to the client.
The student is able to demonstrate an understanding of the part that SLT intervention takes in the wider context for the client.
Intervention
This could include a structured programme e.g. intervention on a one-to-one basis, a programme of work set up in a school with a TA, or daily routine on a ward. / Student forms a good working relationship with client and where relevant with carer. The relationship is adapted within the session as relevant to take into consideration the needs of the client/carer.
Flexibility is demonstrated.
E.g. This might be changing approach to accommodate a child’s behaviour, adapting the session towards teaching /demonstrating or discussing with a carer, adapting a session around a change in location etc.
The student demonstrates that she is able to decide a task is appropriate both for the client and the target set.
Self-reflection
Students are required/encouraged to keep a reflective diary which allows them to put into practice a cycle of reflection to work through a range of learning situations. / Self- reflection becomes part of the skill of adaption and this is demonstrated when the student is able to deviate from her set plan and is able to discuss exactly why with the therapist after the session.
The student can demonstrate evidence of this by working through the cycle of reflection on tasks/activities/decisions during discussions.
Verbal and written
This encompasses all mediums where information is communicated. This will include reports, letters, referrals, programmes and spoken explanations to a wide variety of recipients.
It will also include how the student is able to feedback information to the client and carer within a session or on the telephone. / Student produces a report that needs little modification from educator. Modifications being largely due to knowledge regarding local practice/procedure.
Report is clear and relevant to recipient.
Report takes into account the information the student has about the recipient.
The student is able to collect relevant data in an assessment session and present this during or after the session to other professionals e.g. teachers and physiotherapists, and/or carers in a succinct and appropriate manner.
The student is able to present data in a way the takes into consideration the recipient e.g. The use of complex ideas, avoiding jargon, the skill of adapting information for parents, teachers etc.
Knowledge and application of theory / The student demonstrates that she has a theoretical basis for the decisions she is making and is able to source this basis.
The student is able to apply the knowledge she has learnt on previous placements and applies this to the current client group.
The student is able to discuss more than one source of information and is able to use the theoretical basis for explaining her decision making.
Developing Independence / The student is able to fit within the placement with little direction, arranging her time and relating to other staff e.g. teachers/nurses/carers in a professional way. The student is aware when she needs support and will ask for this.
A student can give evidence of this by being able to follow through clients/and manage each step of intervention independently, making decisions as they go along and managing information giving and intervention. A student can give evidence of this by feeding back to placement educators in situations that allow them to work separately from the placement educator.
School of Psychology and Clinical Language Sciences
Developing professionalism within clinical placements - 4BSc
The student is expected to collect evidence throughout the placement and then use this to contribute to the half way and final feedback discussions. The student will email this form to their clinical tutor at the end of the placement.
Student / Setting (e.g. community clinic; rehab wardAdult/Paediatric / Nature of Client Group (e.g. voice; ASD)
Learning outcome: Conducts themselvesin a professional manner in the establishment of relationships, communication skills, appearance, reliability, understanding and adherence to the HCPC standards of ethics, conduct and performance
Activity / EvidenceDemonstrate awareness of trust information governance policy
e.g. demonstrate compliance with confidentiality policy, stat and mand training for SLT, standards for infection control, gaining consent, equality and diversity (inc where English is not 1st language). Demonstrate understanding of professional appearance. Time management – how are you balancing workload?
Demonstrate awareness of NHS/Education values
e.g. How is new legislation etc cascaded to team? Recognising different pressures for client/carer/other professionals. Awareness of care pathways for different client groups. Awareness of national standards – how do these link with service delivery in this trust? How are standards audited?
Build rapport with child/adult client
e.g. does student pick up on social cues, does he/she show empathy, engaging attention. Demonstrate flexibility within sessions re communication styles. Adapt communication style for interaction with adult clients. Carrying out sessions independently
Build rapport with parent/carer
e.g. greeting clients and carer, feedback of session, notice anxiety, use plain language, ensure info is understood. Providing feedback on client performance – recognising limits of responsibility and when to ask for clinician support
Take part in professional discussion
e.g. interpret assessment results, comment on observations made in session (on child/adult client/therapist). Language/terminology used. Feedback to other professionals. Discussion on audit topics and results. Represent SLT in team meetings
Take initiative
e.g. set up/clear away clinic, preparation for sessions. Use of phone, information gathering from a range of sources. Use lecture notes to inform practice. Take part in team projects, contribute to SLT meetings
General
E.g. appearance, timekeeping, time management. Integrating into team
1