UNIVERSITY OF WALES INSTITUTE, CARDIFF l ATHROFA PRIFYSGOL CYMRU, CAERDYDD
B.Sc. (Hons) SPEECH & LANGUAGE THERAPY
CARDIFF SCHOOL OF HEALTH SCIENCES
Issued September 2010
Clinical Placement Handbook
CONTENTS Page No.
SECTION 1 INTRODUCTION 2
1.1 UWIC clinical staff 3
1.2 Overall summary of all clinical modules 4
1.3 UWIC Placement Dates 2009/2010 5
1.4 Overall programme aims and learning outcomes 6
SECTION 2 PRE-CLINICAL INFORMATION FOR ALL STUDENTS 7
2.1 Occupational Health 7
2.2 CRB / police checks 7
2.3 Health & Safety 7
2.4 Disability 8
2.5 Student Learning Agreement 9
SECTION 3 GENERAL INFORMATION FOR ALL STUDENTS 10
3.1 Confidentiality 10
3.2 Consent 10
3.3 Practical Placement Issues 11
3.4 Administration Issues 11
3.5 Problems on Placement 12
SECTION 4 TECHNIQUES TO SUPPORT LEARNING 14
4.1 Setting Placement Objectives 14
4.2 Being Reflective 15
4.3 Feedback, Discussion and Self-Evaluation 15
4.4 Session Plans 16
SECTION 5 ASSESSMENTS 17
5.1 Year Two 17
5.2 Year Three 19
5.3 Year Four 24
SECTION 6 FAQ’s 29
6.1 Organisation of the placements 29
6.2 Practical arrangements for placement 29
6.3 Working with others on placement 30
6.4 Support available 31
1 General information for UWIC students attending clinical placements form
2 Student‟s experiences and expectations form
3 Induction checklist
4 a – Safety procedures at your placement form
b – UWIC health and safety sessions content
5 Missed / altered clinic sessions form
6 Dealing with placement problems form
7 a - Ongoing clinical practice hours form,
b - Summary of clinical practice hours form
8 Student‟s evaluation of weekly placements form
9 Year 2 Placement report form and marking guidelines
10 Year 3 & 4 Placement report form and marking guidelines
11 Report form Yr 3 Dysphagia (Paeds)
12 Dysphagia Checklist (Adults)
13 a – Student NHS bursary travel form,
b – Travel disregard form
14 Example consent letter to parent/carer for treatment by student
15 Client treatment and video consent form – written
16 Client video consent form – pictorial
17 Student consent form
18 Return of video to a placement educator form
19 Session plans
20 Reflective tutorial form
21 Format for Case report
22 Giving directions to clinic
23 Module outlines
24 Clinical education references
25 Student Learning Agreement
26 Placement Checklist
27 Video Tutorial/Visit checklist
28 Record keeping checklist
29 Report writing checklist
30 KSF Framework for all years
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 Ruth Daniels, Placement
Administrator or any other members of the UWIC Speech and Language Therapy team.
Clinical Director Placement Administrator
Sarah Patten Ruth Daniels
Direct line: 029 2041 7280 Direct line: 029 2041 7234
E-mail: firstname.lastname@example.org E-mail: email@example.com
1.1 UWIC CLINICAL STAFF
„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, UWIC. Other members of the UWIC
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
Francesca Cooper, MSc (Interprofessional studies), BSc (Hons) Speech Therapy, Advanced Diploma in Voice
Studies, FETC, Cert. MRCSLT, Registered with HPC
Senior Lecturer in Speech & Language Pathology, Voice Disorders, Counselling, Clinical Communication Studies,
Tel: 029 20411546
Calum Delaney, MA, BA (Speech & Hearing Therapy), Dip. Tertiary Ed., National Cert. Noise Control, Cert.
MRCSLT, MSAAI, Registered with HPC
Senior Lecturer in Speech & Language Pathology, Clinical Communication Studies, Fluency Disorders, Information
Technology, Programme Director
Tel: 029 20416881
Sarah Pattten, BSc (Hons) Speech and Language Pathology and Therapeutics, PGCE, BSL (Level 2), Cert.
MRCSLT, Registered with HPC, HEA
Senior Lecturer in Speech and Language Pathology, Hearing Impairment, Professional Studies, Cleft Palate,
Psychometrics, Director of Clinical Education
Tel: 029 20417280
Alison Murray, PhD, MPhil (Computer processing of Speech & Language), BSc. (Hons) Speech Science, Cert.
MRCSLT, Registered with HPC, Member of ILT.
Senior Lecturer in Speech & Language Pathology, Clinical Phonology and Phonetics, Developmental Psychology,
Project Co-ordinator, Meetings Co-ordinator, Assessment/Exams Co-ordinator
Tel: 029 20417290
Hannah Plumpton, BSc (Hons) Speech and Language Therapy, PGCE, Cert. MRCSLT, Registered with HPC,
Lecturer in Speech & Language Pathology, Developmental Disorders including SLI, Autism and ALD
Tel: 029 20417287
Placement Co-ordinator SLT Secretary
Ruth Daniels Sandra Barry
Tel: 029 2041 7234 Tel: 029 20416 889
E-mail: firstname.lastname@example.org E-mail: email@example.com
1.2 OVERALL SUMMARY OF ALL CLINICAL MODULES
During their clinical training, UWIC students have nine clinical placements as outlined below.
Year & Placement Setting Term & No. Hrs Placement University
Module No. days based based
Year 1 Pre Clinical Clinical Foundations Term 1 & 2 *
Nursery Visits Term 1 – 14 *
4 half days
Year 2 1 Clinical tutorials Term 1 & 2 40 *
SLP250 Adult / Paediatric initial Term 1 - 56 *
Clinical practice once weekly 8 days
Practice 1 placement (In Wales)
2 Adult / Paediatric initial Term 2 - 56 *
practice once weekly 8 days
placement (In Wales)
Year 3 4 Clinical tutorials Term 1 & 2 24 *
SLP350 Paediatric (I) treatment once Term 1 - *
Clinical weekly placement (In Wales) 8 full days 56
5 Combined Adult/Paediatric Term 2 - 56 * *
Dysphagia placement (In 8 full days
6 Combined Adult/Paediatric six End of term 3 – 210 *
week block placement (In 30 days
Year 4 7 Clinical tutorials Term 1 & 2 20 *
SLP390 Paediatric (II) treatment once Term 1 or 2 - *
Clinical weekly placement (In Wales) 8 full days 56
8 Adult treatment once weekly Term 1 - *
placement (In Wales) 8 full days 56
9 Adult treatment once weekly Term 2 - *
placement (In Wales) 8 full days 56
TOTAL 588 hours 112 hours
1.3 UWIC PLACEMENT DATES 2010/2011
YEAR 2 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
8 days (but if a half day is available it will be 12 days).
Term No. Days YEAR 2 WEEKLY DATES
Start (week beginning) Finish (week beginning)
1 8 full 27th September 15th November
12 half 27 September 13th December
2 8 full 17th January 7th March
12 half 10th January 28th March
YEAR 3 TREATMENT Paediatric I and Dysphagia Monday or Thursday
The students will have a paediatric placement in term 1. Typically the student will do 8 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 2 students will have a combined paediatric and adult dysphagia placement. This will comprise of 3 days in-
house clinical workshops prior to 4 days of combined placement experience, culminating in a final in-house learning
outcome based workshop day. Organisation of the dysphagia placement will not involve NHS coordinators, it will be
arranged separately by UWIC.
Term No. Days YEAR 3 WEEKLY DATES
Start (week beginning) Finish (week beginning)
1 8 full 27th September 15th November
12 half 27 September 13th December
2 Dysphagia Placement
YEAR 4 TREATMENT Adult and Paediatric II Tuesday, Thursday or Friday
Each student has a placement of 8 full days (or 12 half days or 10 ¾ days) in both terms 1 and 2. The students will
either have two placements in term 1 and one in term 2 or one in term 1 and two in term 2. The placements will be
on a Tuesday, Thursday or Friday (2 out of these 3 days). The types of adult client groups to be covered are: acquired
neuro (rehab/acute), progressive disorders; dysphagia; neurological; TBI; voice; head and neck cancer
Paediatric II placements are settings which require a consultative/advisory role such as pupil support, adults with
learning difficulties, Children‟s Centre. They are also settings for children with severe learning difficulties, multiple
disability, complex disorders and very challenging behaviours.
Term No. Days YEAR 4 WEEKLY DATES
Start (week beginning) Finish (week beginning)
1 8 full 18th October 6th December
10 ¾ day 18 October 20th December
2 8 full 17th January 7th March
12 half 10th January 28th March
Term No. Days YEAR 4 WEEKLY DATES
Start (week beginning) Finish (week beginning)
1 8 full 27th September 9th November
12 half 27 September 7th December
2 8 full 17th January 1st March
12 half 10th January 28th March
SUMMER BLOCK PLACEMENT
Mixed paediatric and adult placement students should do about a 50/50 split.
Year Term Dates No. of Days
3 End of Term 3 6th June 2011 – 15th July 2011 30 (six 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)
1.4 OVERALL PROGRAMME AIMS AND LEARNING OUTCOMES
The overall aim of the UWIC undergraduate degree in Speech & Language Therapy is to develop competent and
confident Newly Qualified Practitioners. In order to do so the student is expected to engage in a life long 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 Professions Council of a student‟s
eligibility to be registered to practise, and advise RCSLT of their eligibility to be registered with Certified
Membership of RCSLT.
2. PRE-CLINICAL REQUIREMENTS FOR ALL STUDENTS
There are several statutory requirements with which the students have to comply prior to their placements to
ensure that they are adhering to RCSLT, LHB, Trust and Government policies and legislation. These are detailed
2.1 OCCUPATIONAL HEALTH
In agreement with all of the Welsh NHS LHB‟s/Trusts our students are now required to complete and submit an
occupational health questionnaire prior to attending the course. This questionnaire is sent to prospective
students within their admissions packs following an offer of a place on the course. They will then be required to
attend an occupational health appointment to ensure they fully comply with all of the inoculations required by
the LHB‟s/Trusts and to screen for additional potential health difficulties. Students who are not cleared by the
screening process will be offered the inoculations/support they require prior to attending the course. The list of
inoculations is extensive if you require further detail please contact the placement administrator, it does however
include the following essential areas:
Rubella (German measles)
Tetanus and Diphtheria
Hepatitis B (a programme of vaccinations)
The students are then required to submit an annual declaration throughout the duration of the course, which
states there have been no changes in their medical history during the past 12 months. Should they have a
change to declare they will be re-referred to the occupational health department where they will be re-screened.
If at any point during the course there are additional concerns identified by placement educators or university
staff an additional referral can be requested.
2.2 CRB/POLICE CHECKS AND ISA REGISTRATION
All students are required to be ISA registered and they will need to obtain an enhanced level disclosure from the
Criminal Records Bureau as part of the admission process. Certain types of criminal cautions or convictions could
result in a student being refused a place on the course or subsequently be unable to complete their clinical
training and therefore unable to obtain a clinical degree. The student is required to keep their disclosure
certificate safely in order that it might be produced to placement providers on request.
At the beginning of Years 2, 3 and 4 the student is required to sign a declaration that there are no changes to
their CRB status. This must be signed and returned to the Placement Administrator before the student goes out
It is the student's responsibility to inform their individual tutor immediately of any changes to their disclosure
status while they are enrolled on the programme, that is, if they are cautioned or convicted of a crime during
their 4 year training.
Failure to inform of any change in disclosure status will be viewed as a very serious omission on the students‟
2.3 HEALTH AND SAFETY (Appendices 4a and b)
To ensure that the student is aware of LHB/Trust-specific health and safety procedures, he/she is required to
complete the Safety procedures at your placement form (appendix 4a), or an equivalent as provided by the
LHB/Trust, on the first day of the placement. This should be kept safely by the student and may be audited by
In-house UWIC Health and Safety workshops are completed by the student at specified times during their
training (see table below and appendix 4b). These workshops are compulsory and the student is issued with a
'Certificate of attendance‟. The in-house Health and Safety programme is updated annually in response to the
needs of placement providers with input from Registered Health and Safety advisers from UWIC. They include
discussion of real-life SLT scenarios related to students on placement.
Students are advised that they may also be required to attend their placement provider‟s Health and Safety
programme. If this is a LHB/Trust requirement, placement educators are requested to inform UWIC as soon as
possible so that arrangements are made for the student to attend prior to the start of the clinical placement.
YR MODULE TIME OF YEAR TO COVER
Term 2 Year 2 initial practice weekly placements
Clinical Communication Studies
250: Term 2/3 Year 3 Paediatric (I) weekly placement, Year 3
2 Clinical Practice 1 dysphagia placement
350: Term 2/3 Year 3 six week summer block
3 Clinical Practice 2 Year 4 Adult & Paediatric (II) weekly placements
As stated previously it is a Health and Safety requirement that UWIC is advised of any changes to the placement
e.g. venue, day of placement etc. Students have a responsibility to report any Health and Safety concerns to
their placement educator and UWIC. These must also be recorded on the placement evaluation form.
If the student becomes aware of any Health and Safety concerns during the placement they should inform the
placement educator and/or UWIC. Issues should also be recorded on the student‟s Evaluation of Clinical
Placements form (appendix 8).
2.4 DISABLED STUDENTS
1 in 7 of the population has a disability and the Disability Discrimination Act (part IV 2001) requires that
universities and placement providers should not treat disabled students less favourably, they should make
reasonable adjustments and anticipate their needs. Students may be identified as requiring additional support via
the occupational health process, course tutors, student services, themselves, disability services, etc.
In order to adhere to this act any student, who has been identified as having a mental or physical disability and
is being supported by the UWIC Disability Service, is invited to have a personal meeting with the Clinical Director
and the Placement Administrator. In this meeting the information provided by student disability services and the
impact of their disability are discussed and reasonable adjustments for placements are considered/
identified. Following the meeting, with the student‟s consent, we send a summary of the meeting to a
prospective placement co-ordinator to enable them to plan for the student, outlining to whom the summary
information may be disclosed (such as placement co-ordinator only, or all placement educators involved in the
placement). This information (with the student‟s consent) is also shared with UWIC Disability Service to ensure
parity and effective support.
We endeavour to supply the placement educator/s with this information at the earliest possible point in order
that adjustments (where necessary) can be made. At this point we rely on the PE to give feedback regarding the
suitability of the placement. If the suitability of the placement is compromised, despite adjustments being made,
we will endeavour to find a more appropriate placement for the student. This could however result in a
placement being undertaken outside of the scheduled times.
The process takes some of the pressure off the student having to raise their needs in the first session of their
placement, and also enables the placement provider to anticipate and plan for necessary adjustments, thereby
ensuring the whole process is transparent. However, we strongly advise students to remain open, honest and
proactive regarding any difficulties that may occur within their placement, they should engage in discussions with
their PE and/or UWIC.
Students have the right not to disclose their disability, and they may elect not to attend a meeting to discuss its
impact. However, if in such a case, the disability subsequently has a negative effect on their performance the
grade awarded must reflect this performance, without adjustments being considered at the time or
retrospectively. The RCSLT National Standards for „Practice-based Learning‟ (RCSLT 3.30) states that “The
student has a responsibility for alerting the placement educator and the Higher Education Institution of any
factors negatively affecting his/her performance ”. By discussing their requirements, we are hoping to prepare
students for the workplace, where employees need to state their requirements, in order for employers to meet
As with all placements, either the placement educator or disabled student may contact UWIC at any time should
they have any concerns before, during or after the placement. UWIC remains committed to supporting both the
placement educator and the student given these additional circumstances.
In all cases where the student and/or PE are required to make reasonable adjustments, these assume that the
student will be able to perform at an acceptable level if allowances are made for their disability. Reasonable
adjustment means adjusting the method of the assessment, or how the student achieves a standard. It does not
mean adjusting the standard itself. PE‟s are reminded that they are required to be flexible in their approach to
these students and if they have any concerns they should contact UWIC for advice. Students should discuss any
potential lack of adjustments with their PE in the first instance and then with UWIC.
2.5 STUDENT LEARNING AGREEMENT (APPENDIX 25)
Prior to commencing year 2 of the course all students are required to complete the student learning agreement.
This is discussed with the students during the clinical induction process at the start of year 2. The clinical
handbook identifies UWIC‟s commitment to the students clinical education, the completion of the student
learning agreement is an indication of their commitment to their learning and conduct during the clinical
placements. In order to complete this agreement they are required to have read and understood the clinical
3. GENERAL INFORMATION FOR ALL STUDENTS
This section aims to provide generic placement information and is applicable to all years of the course. It will
cover areas which are applicable during the placement rather than information required in preparation for
Students are responsible for the maintenance of confidentiality. This applies to their PE, clinical setting, other
professionals/carers and the clients. This relates to all verbal, audio visual and written material. Failure to do so
is regarded as a professional misconduct issue.
In order to maintain confidentiality people and/or places must not be identifiable in any way, under any
circumstance. As such no reference should be made to the names of people, clinics/schools/hospitals, dates of
birth, etc. Where an individual needs to be referred to, details must be coded by the use of a single letter.
During the written submission of material to UWIC e.g. for assessment, written protocols are provided to help
ensure the student adheres to the confidentiality policy. On occasions when this protocol is not followed correctly
but confidentiality is not breached, e.g. the provision of a first name with no other identifiable information, a
student is at risk of a reduction in their marks. If however there is information that allows the identification of a
person/place this will be a breach of confidentiality and will result in 10% being deducted from their grade, e.g.
75% will become 65% and 45% will become 35%. As such students need to be aware that this could result in a
full grade reduction or potentially a fail if the original grade was in the D band. More than one breach of
confidentiality by a student during the course will be looked at on an individual basis by the course team, in
order to ratify the nature and extent of any subsequent penalties.
In instances where procedure has not been adhered to as outlined above, but no individual/place is fully
identifiable (e.g. where a client‟s first name is used rather than a single letter, but there is no other identifiable
information) this will be considered a breach of procedure and will result in a loss of marks. The severity of the
reduction in marks will depend upon the significance of the breach of procedure.
In respect of audio visual material students must adhere to the process outlined in section 5.3, in order to
ensure confidentiality and security of this material.
3.2 CONSENT (Appendices 14, 15, 16, 17 and 18)
In all cases consent for the student to be present/involved with a client should be sought by the placement
educator, and recorded in the client's case notes. In the case of children this consent should be obtained from
the person with parental responsibility. The placement educator will need to refer to his/her LHB/Trust policy on
In the case of clients who are unable to consent for themselves, guidance should be sought by accessing the
Department of Health website at
When obtaining consent for student involvement it is advisable to ascertain at this point whether the client would
be prepared to be videoed as part of the students assessment. This avoids stressful situations arising where the
student is refused permission to video a session with a client after/during an episode of treatment. However, it is
accepted that any client has the right to withdraw consent at anytime. It is the students responsibility to obtain
written consent from the client if they intend to video them. Please see the appendices above for relevant forms.
The student is required to provide evidence of consent for all parties who may be recorded whether visual
and/or audio recordings. This includes any person who can be heard and/or seen within the recording whether
intentionally or accidentally.
Students need to be aware that they are not authorised to access and/or obtain information from case
notes/files WITHOUT the consent of the PE.
3.3 PRACTICAL PLACEMENT ISSUES
- The Placement Administrator is responsible for all arrangements regarding placements; students must not
approach placement educators or their colleagues to arrange a placement independently or to
arrange observation sessions. Contact the Placement Administrator if you feel you need more sessions.
If you are intending to volunteer/undertake paid work with potential SLT clients you must inform the
placement administrator or clinical director prior to agreeing to undertake such work.
- It is a Health and Safety requirement that UWIC is made aware of any changes to placements.
If the placement details change before the start of the placement e.g. location, day of placement, client
group etc, it is the responsibility of the Placement Educator to inform the Placement Administrator of
these changes as soon as possible.
If the placement details change during the placement e.g. location, day of placement, client group etc, it is
the responsibility of the student to inform the Placement Administrator of these changes as soon as
possible. 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. Students are not allowed to make any changes to their placement
without prior agreement with the placement administrator.
- The roles and responsibilities of the student are stated in the RCSLT National Standards for Practice-based
Learning in the sections for the student. This also includes a self-audit checklist which the student is
encouraged to complete.
- The roles and responsibilities of the placement educator are stated in the RCSLT National Standards for
Practice-based Learning in the sections for the placement educator/placement provider. This also includes a
self-audit checklist which the placement educator is encouraged to complete.
- New placement educators are requested to telephone the university after the student has been on placement
for three sessions, or earlier if deemed necessary. This is an informal discussion regarding how the
placement is going.
- Students should contact their placement educator/lead PE at least one week before the start of their
placement. If the student has problems getting hold of their PE, it is expected that they will try to call at
least 3 times before leaving a message for the PE to call them back. They will also be provided the PE‟s
email address in case contact via phone is problematic.
- Whilst on placement students are expected to discuss mutually agreed methods of contact with their
placement educator. Students are reminded to respect the workloads of their PE‟s on days when they are
not placed with them and as such contact may not be possible outside of placement hours, unless previously
- The student must not undertake home visits alone, but may attend with a qualified professional, e.g. speech
and language therapist or occupational therapist.
- If the placement educator is not on the clinic premises at any time during the student‟s placement, or is not
with the student, for example on a home visit, it is the placement educator‟s responsibility to deputise to
another professional on his/her behalf. It is not deemed good practice for the student to be without regular
access to their designated Placement Educator. Regular observations are required to inform the feedback
3.4 ADMINISTRATION ISSUES
- Placement educators are requested to return the general information for UWIC students form to UWIC once
a placement has been agreed. It can be obtained by the student from the UWIC SLT coffee room (appendix
- The student should refer to the LHB/Trust specific student pack related to their forthcoming placement, and
read it before the first session. These packs are located in the UWIC SLT coffee room.
- On the first day of a placement, the student will bring a completed experiences and expectations form
outlining their clinical experiences to date and their expectations of this placement (appendix 2).
- The checklist in appendix 3 outlines issues which will normally be discussed on the first day to ensure that
the student is properly introduced to the placement. It provides the forum for discussion and shared
negotiation from the outset, and also aims to prevent misunderstandings arising.
- The placement educator may feel it is useful to receive feedback from the student's perspective on the
placement, thereby improving the quality of the learning process for the student concerned, and for
subsequent students. All students are required to fill out a student evaluation of weekly placement form at
the end of every placement. These forms are located in the UWIC coffee room.
- All students who can claim travelling expenses should fill out the relevant form (appendix 13a and b) which
can be found in the UWIC SLT coffee room. All forms need to be submitted to the UWIC SLT department
secretary at the end of each calendar month.
- Students need to keep an ongoing record of clients seen for each placement, they should use the ongoing
clinical practice hours form (appendix 7a), which can be found in the SLT coffee room. They also need to
submit a summary of clinical practice hours form (appendix 7b) at the end of each academic year, after the
summer block placement for years 2 and 3 and prior to the vivas for year 4.
- Each LHB/Trust will have its own guidelines to ensure the accurate and contemporaneous recording of client
information adheres to legal requirements. Students are required to follow specific LHB/Trust guidelines.
These will over-ride the Record Keeping and Report Writing best practice checklists devised by the UWIC
Clinical Placement Action Group in appendices 28 and 29 which are intended as guidelines only.
- Throughout the placement, the student should refer to the clinical module aims and outcomes as outlined in
Section 1 of this handbook. It is the student‟s responsibility to demonstrate the learning outcomes are being
met and record such evidence. Any gaps in learning outcomes may be used to inform their placement
objectives for subsequent placements.
3.5 PROBLEMS ON PLACEMENT
DEALING WITH PLACEMENT PROBLEMS (Appendix 6)
If any problems arise, for either the student or placement educator, it is preferable to try to deal with them as
soon as possible, by discussing the issue openly with the person concerned. The form in appendix 6 outlines a
process that may help clarify the issue, why it has arisen and what could be done to resolve it in the first
Issues identified should be raised immediately and reflected within the half way discussion to enable either the
student and/or placement educator to have the opportunity to redress issues before the placement ends. If the
situation has not been resolved, the student and/or placement educator should contact the clinical director or
placement administrator to discuss possible resolutions as soon as possible.
Each NHS LHB/Trust will also have a procedure for dealing with problems and complaints. The placement
educator should make the student aware of this (see also appendix 3).
MANAGING WEAK / FAILING STUDENTS
Students in year 2 will be attending placements with no/little prior clinical experience, in years 3 and 4 they may
have had little experience of particular client groups/clinical settings. In these circumstances a student not
previously identified as having any difficulties may present as weak or failing. In this situation the placement
educator is expected to make their concerns explicit to the student at the earliest opportunity (you are advised
not to wait until the half way discussion point) and identify appropriate learning targets. Concerns at this point
should be raised with UWIC staff.
During any placement, at any point on the course, support is available over the phone however if required a visit
from a UWIC tutor can be arranged in order to further support both PE and student. The visit will incorporate
observation of the students work and the feedback offered by the PE. A full and open discussion will then take
place between all three parties, the course of action to be taken will be agreed upon and recorded at this point
in time. All parties will have a record of this discussion to ascertain whether or not the student subsequently
shows the improvement required. It is expected that the student will have the opportunity to make progress by
completing the placement unless there is evidence of gross misconduct which could adversely affect the client.
On occasion UWIC may place a student within a LHB/Trust who has previously been identified as weak or having
previously failed a placement. If they are a weak student the PE will be offered specific guidance regarding the
areas the student requires support in and will be contacted by UWIC on a regular basis to monitor the situation
and offer advice if required. If a student has previously failed a placement they will require a re-sit placement, in
this circumstance the provision of a placement within a LHB/Trust will only occur following discussion with and
the agreement of the PE involved. Full support and advice will continue to be offered throughout the duration of
the placement. Should a student continue to be identified as having difficulties that may result in a fail of the re-
sit placement then there will be a visit from a UWIC tutor which will be videoed. This enables the student‟s
performance to be independently assessed by the external examiner, and is therefore a quality assurance
mechanism which safeguards the student and the placement educator. (Please also see the above section
'Dealing with placement problems‟ and appendix 6).
If a student fails a placement at the first attempt, he/she will have one opportunity to retrieve it. The student
may have to wait until a suitable retrieval placement is obtained, which in exceptional circumstances may not be
possible within that current academic year. Students in years 3 will not be able to undertake their block
placement unless all previous placements have been passed. If a student fails the block placement it will not be
possible to re-sit this placement prior to the commencement of year 4, as such the student will be required to
take a year out. Re-sit placements are usually arranged with a different LHB/Trust to the one within which the
student originally failed.
4. TECHNIQUES TO SUPPORT LEARNING
Whilst on placement both the student and the PE will benefit from transparent recognised mechanisms for
supporting a good learning experience. Some of these are explored in the sections below and are further
expanded within the rolling programme of UWIC‟s placement educator training days, which all PE‟s will be
expected to attend.
4.1 SETTING PLACEMENT OBJECTIVES
What and why
An objective is something that the person will be able to DO or ACHIEVE within a stated time. For the student
stetting a placement objective, this may be written as „By the end of the placement, I will be able to….‟
When identifying what might be useful objectives to set, it is useful to consider:
- module learning outcomes
- items in all three sections of the UWIC placement report form
- feedback from previous placement educators and tutors
- self-awareness of aspects requiring development (e.g. from Personal Development Form)
Objectives for both personal development and for clients need to be specific and to be broken down into small,
achievable and hierarchical steps.
An example of an unsatisfactory objective is „I want to be more confident‟. This is too broad and vague. Here,
the broad objective of increasing confidence needs to be clarified, i.e. confidence „in what‟ (e.g. knowledge of
disorders/tests), „with whom‟ (e.g. parents vs. children), „about what‟ (e.g. explaining test results).
Breaking down an overall objective into the different sub-component or areas, specific objectives can be set to
develop the confidence in each area. This greater specificity is rewarding as it enables the small steps of
progress to be monitored. These small, achievable steps also enable the student to demonstrate more genuine
reflection on his/her performance and how to address issues.
It is important to think about what the student needs to DO to help achieve an objective. Taking the example
above, the student‟s objective to improve confidence in explaining might be written as: „By the end of week 3, I
will role-play explaining test results with a peer, video recording my performance to monitor any changes‟
Regarding confidence in knowledge, this could be stated as: „I will research two different theoretical approaches
and discuss the key points of them both with my placement educator by session 4‟. By having broken down the
objective down into specific, achievable steps, there is also concrete evidence and a measure of achievement.
There are some frameworks for writing objectives, whether for clients or for the student‟s own personal
development. A commonly used framework is that an objective should be „SMART‟ (Specific, Measurable, Agreed,
Realistic and Timed). Another is the ABCD framework.
ABCD behavioural framework for setting objectives
This framework can work well for both personal development and planning client intervention. The letters stand
A = Audience (who is doing the behaviour, i.e. me)
B = Behaviour (what you want to do)
C = Context or Condition (when, environment)
D = Degree (e.g. time/date, number of times)
A useful way to practice setting ABCD objectives is to pick a task related to a domestic situation before
translating the principles to the clinical practice setting.
For example, a vague objective is „I want to play the guitar!‟ The problem is how to get there! This objective can
be re-written identifying what needs to be done, how often and when.
ABCD: During the summer holidays (C), I (A) will practices „God Gave Rock and Roll to You‟ (B) for half and hour
at least four times a week (D).
Another example of a vague and unsatisfactory objective is: „I want to be tidy‟.
ABCD: „Next Saturday (C), I (A) will tidy up the cupboard at the back of the kitchen (B) within 30 minutes (D).
This ABCD framework cannot capture all aspects of placement work, and breaking things down if taken to
extreme, could be somewhat artificial. However, it is helpful in making objectives more specific, structuring the
student‟s thoughts, and encouraging the student to consider what aspect of behaviour needs to be changed and
how. It is also a useful reference point of discussion and feedback between the placement educator and student,
both half way through and at the end of the placement.
Reflecting on the extent objectives set have been met (or not) can provide the basis for useful discussion
between the student and placement educator. At the half way point, it may help identify whether objectives
need to be revised or modified and reasons for this. At the end of the placement, objectives reached can inform
the placement outcomes.
ABC steps for “unpicking problems” / challenges
This ABC steps compliments the ABCD behavioural framework but is used to help understand the thoughts and
emotions behind the behaviours. They will not always need to be used, but are useful to help make sense of
what happened and why in order to then formulate the ABCD objectives.
The steps for ABC are:
Step 1 briefly describe the problem
Step 2 what was the antecedent? (A)
Step 3 what was the behaviour? (B)
Step 4 what were the consequences? (C)
A = Antecedent
What event/s preceded this issue?
How were you feeling?
What might have triggered these feelings & why?
What were you thinking?
What might have triggered these feelings & why?
B = Behaviour
What did you actually say/do because of these events, feelings or thoughts?
What action did you take?
C = Consequences
What happened next as a result of this?
What impact did your behaviour have on other people?
What impact did your behaviour have on you?
Please note that the „A‟ and „C‟ in the steps do not represent the same as the „A‟ and „C‟ in the ABCD framework.
4.2 BEING REFLECTIVE
Both placement educators and students are required to reflect on the clinical education process as part of their
CPD/PDP profiles. Why questions are especially useful e.g. “why did you……?” for understanding the thinking
underpinning an action, thought or behaviour. We would advise that a spiral rather than linear or cyclical model
is used to support this and develop ongoing action plans. The following stages (Johns 2004) could be employed
within this process:
Description – What happened?
Feelings – What were you thinking/feeling?
Evaluation – What was good/bad about it?
Analysis – What sense can you make of the situation?
Conclusion – What else could you have done?
Action Plan – If it arose again, what would you do?
All healthcare practitioners are required to demonstrate evidence of being reflective. The student is strongly
advised to maintain a clinical journal/log. This is a personal record of thoughts and feelings experienced on
clinical placements to help understand, monitor and develop personal and professional practice. It is not seen by
placement educators or tutors, but will also provide material for discussion in university clinical tutorials. This can
be kept with the student‟s personal and professional (PAP) records file.
Examples from the student‟s clinical log can be used as evidence for discussions with the placement educator, to
self-monitor development and demonstrate reflective thinking.
4.3 FEEDBACK, DISCUSSION AND EVALUATION
The placement educator is encouraged to give the student regular weekly feedback to guide the student‟s
development. Pendleton‟s Rules suggest the following framework is useful when giving feedback:
1 The learner goes first and performs the activity
2 Questions are then allowed only on points of clarification of fact
3 The learner then says what they thought was done well
4 The teacher then says what they thought was done well
5 The learner then says what was not done so well and could be improved upon
6 The teacher then says what was not done so well and suggests ways for improvements,
with discussion in a helpful and constructive manner
Half way through the placement, the placement educator and student are encouraged to set some time aside to
discuss the student‟s performance. This is in addition to the ongoing feedback and the end of term report. This
mid point evaluation, is usually based around the placement report and enables both parties to review the
progress made to date, the extent to which the student‟s objectives set at the start of the placement are being
met, and what may be done to facilitate achieving them by the end of the placement. It helps focus on what
needs to be achieved and how. By the end of term and may involve identifying new aspects to focus on. It is
essential that this half way evaluation is undertaken to ensure the student has the opportunity to try address
issues identified before the term ends. It may be helpful to devise an „action plan‟ to facilitate achievement of the
The student is encouraged to be pro-active and complete a self-assessment of the placement report form for the
half way discussion, and include examples in the report comments box, to provide supporting evidence for the
self-ratings given. The placement educator and student are encouraged to share their respective evaluations and
discuss why any differences in perceptions may have occurred. Examples from the student‟s clinical log can be
used as evidence for discussions, to self-monitor development and demonstrate reflective thinking. The student
should reflect on the discussion and feedback provided by placement educators and others to inform their overall
development as recorded in their Personal Development Plan (PDP).
4.4 SESSION PLANS (Appendix 19)
The preparation of weekly written session plans is intended to develop a logical and systematic approach to
clinical decision-making and provides evidence of a students problem solving and knowledge base. Such an
approach is essential if clinical time is to be used effectively, and is equally important whether a session is to be
used for observation, assessment or for therapy.
The student is normally required to prepare a written plan for each session assessment, treatment or advisory
session with each of their clients during a clinic placement. Initially the student is expected to prepare session
aims and plans only after discussion with and advice from the placement educator. By the end of the course the
student should be able to devise interim objectives, therapy plans and intervention strategies independently and
rationalise the intervention approach taken. It is expected that a student's abilities and independence in the
preparation of session plans will evolve gradually throughout the course.
The placement educator should ensure they have seen and discussed the student‟s session plans before each
session, so they may be modified if necessary. The session plans will be useful to the student reflecting back on
the client's progress when writing case reports and the case analysis. The course tutor undertaking a video
tutorial or a visit may wish to see the student's previous plans.
A suggested format for session plans is in appendix 19. This format must be followed in the information provided
for the video tutorial and the tutors visit, but alternative formats could be used at other times during the
placement, if appropriate.
The session plans must reflect the rationale for therapy and provide clear objectives for both student and client.
The reasons behind why the decisions have been made must be apparent.
In my previous session I did not provide any verbal information for the parents to help them carry out the
activities at home to aid progress. Therefore in this session I will give one suggestion per activity for the parent
to carry out at home with their child.
In the STAP assessment „F‟ substituted /t/ for /k/ in all word positions. I do not know the level of breakdown on
the speech processing chain which is causing F to make this substitution. Therefore in this session I will assess
F‟s auditory discrimination of /k/ and /t/ to see if he is able to judge whether he can recognise the presence of
the two separate sounds.
Section 4.1 gives detailed information regarding setting objectives, which can be utilised here. The self-
evaluation section (section 4.3) should be used every session to inform the rationale objectives for the following
This section outlines the different assessments and tutorial content for each year of the course. A report form
provides the basis for assessment and feedback for all year groups. There is a report form for year 2 and a
separate form for years 3 and 4. There are two separate assessment forms for the year 3 dyspahagia placement.
Students are reminded that should they require audio-visual and/or written material pertaining to an individual
client/group of clients to support assessments they MUST obtain such material PRIOR to the completion of the
placement, with full written consent. Post placement contact is not authorised, if you encounter any difficulties
please contact a member of UWIC staff.
5.1 PLACEMENT REPORTS (Appendix 9, 10)
The report forms are available for the PE‟s online via the speech and language therapy page of the UWIC
website, or the student can provide a copy which they can collect from the UWIC coffee room. Please ensure
that you have the latest version of this form, the academic year will be visible on the top of the form.
Placement reports are used to indicate the student‟s overall level of clinical ability. The evaluation includes
application of knowledge; interpretation of data decision-making; clinical skills; reflective practice and ability to
work as a professional and in a team. The year 2 weekly placements require a pass/fail mark and an indicative
grade. The year 3 dysphagia placement requires a pass/fail mark and a completed competency checklist. All
other placements require a grade from the PE (in year 3 this will be agreed with a UWIC tutor). The structure of
the placement report form allows the PE to indicate the students level of ability in each skill area, performance in
all areas is rated by marking the form on a 5 point continuum: excellent / good / satisfactory / weak / fail, these
roughly equate to A / B/ C / D / F grading. The final grade you are asked to provide should reflect the markings
on the form i.e. if the student is identified as consistently excellent they should be receiving an A grade. Referral
to the guidelines and grading criteria provided with the report form will help guide this process.
The extent, to which the student is independent of the placement educator and takes responsibility for their own
learning / development, is rated on a separate 4 point scale. It is anticipated that the student will become
increasingly autonomous and less placement educator dependent as they progress through their clinical training.
A student who remains heavily dependant upon their PE can expect a reduction in their grade to acknowledge
this. Comments and suggestions are very helpful to guide the student‟s learning, especially where examples are
given to reflect the markings given. These should be written in the comments boxes by the placement educator.
The placement educator should use the report form to inform the half way discussion with the student. It is also
expected that placement educators will discuss the final report form with the student upon completion, this will
allow the student to have the opportunity to comment on it before it is sent to UWIC. It is also good practice for
the student to independently fill out a report form for discussion and comparison at the half way point and at the
end of the placement, which will help evidence the relevance of their own reflections. Placement educators
are advised to keep a copy of the final report form prior to sending it directly to the placement
administrator, within two weeks of the completion of the placement. The student is strongly advised to
take a copy of the report form to reflect on their performance and to inform objectives for future placements,
and file it with their Personal and Professional Records.
5.2 YEAR TWO
The assessments for this module are two placement educators‟ reports and the written clinical appraisal.
Term 1 placement report Pass / fail
Term 2 placement report Pass / fail
Term 3 Clinical appraisal 100%
THE CLINICAL APRAISAL ASSIGNMENT
The student is required to complete a written 1500 word Clinical Appraisal, 375 words for each of the four
sections below. It will be handed in during the second term, after the term 2 weekly placement has ended, and
is marked by a UWIC tutor.
At the outset, the two placement settings and client groups seen must be stated. The appraisal should be
supported by examples from both placements. A range of references to the literature should be provided, such
as peer reviewed journals and textbooks (do not over rely on web references). Evidence of critical reflection and
analysis is required. The assignment is to be written in the third person. Attention should be given to style, for
example ensuring abbreviations have first been stated in full and thereafter, used consistently. If tests are cited,
their full title should be stated in full on first mention, with the abbreviated form in brackets which can be used
thereafter. Tests should be appropriately referenced in the reference section at the end of the assignment. Any
colloquialisms should be avoided. Presentation should be 1.5 line spaces and proof read carefully before handing
in. Each section should have its own heading. You must include a SLT Confidentiality Checklist and ensure any
identifying features are removed/altered.
This assignment was informed by the RCSLT NQP framework, additional evidence of the competencies related to
communication and collaboration are provided by the placement educator‟s report.
Section 1 The process of change
Effectiveness in Practice
a) Identify one direct interaction in which change occurred between client and the placement educator or
yourself and the placement educator.
Discuss what you think might have been instrumental in making this change.
How might this change be monitored?
b) Identify one indirect interaction involving significant others as intermediaries in the therapy process, that
influenced the outcome for that client.
What change did the placement educator intend to bring about through this action?
(e.g. discussion with class teacher, phone-call to social worker, accessing a specialism within the LHB/Trust such
as specialist SLT or another professional, case conference when client not present, implementing diet
recommendations, implementing IEPs, observing child in playground, feedback to parents/carers).
Section 2 Ethical issues
Practices within the profession‟s moral and ethical framework
Identify one actual or potential ethical issue which emerged during your placement experience and
a) Outline the issue
b) Explain the dilemma
c) Discuss its possible resolution
(e.g. re. duty of care - once a problem has been identified there is a need to respond; problems of resourcing -
such as a LHB/Trust which does not provide domiciliary visits; consent; importance of record keeping and
confidentiality and so on).
Section 3 Roles, responsibilities and skills (how and why)
Understand, work within and respond appropriately within the limits of your professional practice; think critically
about your own personal practice in its context.
Part of your professionalism includes an ability to adopt a number of roles (see examples below). With reference
to a task assigned to you by your placement educator (e.g. preparation of materials, planning a task, carrying
out part of an assessment, liaising with a colleague and so on).
Critically analyse the aspects of the role(s) you played and how these aspects affected the outcome of the task,
i.e. what worked and what didn‟t, and why?
What have you learnt from this and how will you apply this learning in subsequent placements?
Some clinical roles include: an observer; a theorist; a collaborator; a mentor; an administrator; a verbal
communicator; a written communicator; a recorder of data; an organiser; an interpreter of data; a researcher; a
facilitator; a team member; a colleague; a planner; a confidante; a decision –maker; an analyst; a teacher; a
listener; an explainer; a learner and so on……
NB These are just some examples and you are expected to consider other relevant roles too.
Section 4 Challenging expectations and Dealing with the new and non-routine
Deal appropriately with the new and the non-routine
Identify a situation in which any kind of an expectation related to speech and language therapy that
you held, was not fulfilled. This might be related to stereotyping (e.g. “I expected all parents of
children with disabilities to behave in such and such a way, but what I saw was…” or “I thought all
teachers would think in such and such a way about a child‟s speech and language but…” and so on).
Alternatively, it might be regarding the number/type/severity of the clients SLTs see, the level of
autonomy SLTs have, the proportion of client-contact time to other time, the way DNAs are dealt with.
(e.g. “I expected working with autism would involve X, but in fact…”)
Discuss the reasons for your expectation.
Discuss the disparity between your expectation and the reality you encountered.
Explain what you have learned through this disparity.
Explain how you will incorporate this learning into your thinking.
NB These guidelines include examples, but they are not exhaustive and the student should make every endeavour to include
their own original examples to illustrate concepts. Refer to: www.RCSLT.org
5.3 YEAR THREE
The table below summarises the clinical and written assessments and their respective weightings.
Assessment Weighting Assessed by Approximate date of
Term 1 agreed placement grade 20% PE and UWIC/external End of term 1
Term 2 Pass/Fail grade Pass/fail PE End of term 2
Term 3 block placement agreed 50% PE and UWIC tutor July
Term 1 case report 30% UWIC tutor End of term 1
AWARD OF CLINICAL MODULE GRADES
The term 1 and block placement grades contribute towards the final degree classification. The grade awarded
will consider the extent to which the student has achieved the goals that were agreed previously (see section 4)
and as a result of the half way discussion. The term 2 dysphagia placement will not result in a grade which
contributes towards the final degree classification; however the students will receive an identified competency
level from their PE on this placement.
Negotiated placement grades term 1 and term 3 block placement
In term 1 the student will have a video tutorial at UWIC. For the summer block placement the student will have a
tutor visit from a UWIC. The tutor may be an external or internal UWIC tutor. The term 1 and block placement
grades are negotiated grades, agreed between the placement educator and the tutor.
The negotiated grade is based on the Placement Educator‟s evaluation of performance and development over the
term and the tutor‟s evaluation of performance during the visit/video tutorial. After the final placement session
of term 1, the tutor will telephone the Placement Educator to agree a clinical grade. As this grade is agreed
between both the placement educator and tutor, it is important that the placement educator does not
provide a grade to the student prior to this discussion, as the tutor‟s perspective will be based on the
student‟s performance during the in-depth tutorial. For the block placement the same process will occur with the
visiting tutor after the last day of clinic. At any point in time during the placements any queries relating to
grading can be discussed with a member of the UWIC team.
In term 2 all students will undertake a combined paediatric and adult dysphagia placement. This placement is
idiosyncratic and does not follow the format of the other weekly placements on the course. For all students there
will be three full days of in-house specialist teaching and workshops specifically relating to the theory,
management and practical aspects of working with clients with swallowing difficulties. On a rolling programme
throughout the term; pairs of students will undertake two days of placement with adult clients and two with
paediatric clients. The first day with each client group will be an observation day, the second day will be a hands
on experience applying your knowledge and skills in practice. The timetable for the rolling placement will be put
on the student‟s notice board at the start of the three day in-house training. At the end of the term there will be
one further in-house workshop day for all students to; discuss and reflect upon knowledge and practice, apply
these to theoretical cases, undertake a final e-learning assignment to ascertain individual learning outcomes.
This placement will be a pass/fail placement, the paediatric section of which will result in a report form being
completed by the PE (see appendix 11), the adult section will result in the completion of a competency checklist
by the PE (based on King‟s College dysphagia schedule see appendix 12). The students will ultimately have a
report form with a pass/fail and indicative grade and a competency level reflecting each student‟s clinical
GENERAL INFORMATION ON TUTOR VISITS AND VIDEO TUTORIALS
Students will have an assessed video tutorial and a tutor visit in their third year. Each student will have both
types of assessment; the video tutorial will be in term 1 and the visit will be during the block placement. The
timing of the assessments will vary from student to student. The placement administrator will organise the dates
of the visits and videos and will liaise with PE‟s, tutors and students as appropriate. It is the student‟s
responsibility to liaise with their PE regarding the logistics of the visit, they should report any difficulties back to
the placement administrator. The list of dates will be written on the students‟ notice board when confirmed.
Occasionally it is necessary to change a date and any changes will be posted 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 UWIC emails regularly).
The year 3 tutor visit/video checklist (appendix 27) will be undertaken at the point of the UWIC tutor assessment
and as such students and PE s are advised to familiarise themselves with these forms. Students need to conform
to section 3.1 regarding confidentiality and procedures.
The video tutorials are undertaken in term 1 no earlier than 3 days following the commencement of the
placement (or after 5 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 early in the term. The
visits take place during the summer block and will be undertaken no earlier than two weeks following the
commencement of the placement.
Video tutorials are normally of 2 hours duration, although more/less time may be required in some cases. The
tutor will normally view a minimum of 20 minutes of a year 3 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.
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 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 UWIC tutor to observe, the visit will have to be rearranged.
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 visit or video tutorial, e.g. Tuesday for a Monday visit and Monday for a
Friday visit, the placement administrator must be electronically sent the information as outlined below. The client
information must be typed and be 1- 2 sides of A4 per client, the session plans need to be in the appropriate
UWIC format and are supplied in addition to the client information. 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 information which adhere to the guidelines could affect
the clinical grade.
Client‟s first initial 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 plan following the specific visit video guidelines (the preceding normal session plans, including
evaluations, should be available to the tutor during the visit)
References to support the theoretical basis of the intervention.
Clear written travel directions to the clinic by car from UWIC, with an indication of the approximate
travelling time, preferred time of arrival and time of first client should be provided unless otherwise
instructed (see appendix 22).
With the clinic directions students are requested to provide the name and phone number of the PE for
the day of the visit. The student is required to provide a current mobile number and is asked to keep this
switched on until the tutor arrives.
(Two emails should be sent to the placement administrator, one containing the directions to the clinic and one
containing all other information.)
In exceptional circumstances, where arrangements for a visit/video tutorial are altered at short notice, the
student should clarify the arrangements with the Placement Administrator beforehand.
Following the visit/video tutorial, the tutor’s report will be returned to the placement administrator
within 2 weeks of the assessment. This must be signed by the student and returned to the placement
administrator within 1 working day.
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 be informed by the placement administrator when they are able to
take the video equipment out. There will be a timetable posted on the student notice board.
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 tape/DVD secure and maintaining confidentiality whilst in transit. The
video can only be viewed in the clinic, on UWIC premises or in an assessment with a member of staff.
Tapes/DVDs must be stored in a locked cabinet at all times. When transporting from clinic to UWIC the security
storage boxes held by the technicians MUST be used.
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.
1 Written consent
The student must seek written consent well in advance from the client and/or the carer. The student must not
video anyone without written consent (see section 3.2). This includes SLT, teacher, parent, LSA and any other
individual who may appear in the video. Consent must be gained on the appropriate form. In requesting
permission for videoing, 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.
The student should aim to video 2 clients, but arrange for 3 clients in case of cancellations.
It is very helpful if the placement educator can video the student using the clinic‟s video camera where possible.
If there is no video camera at the clinic, then the student must adhere to the timetable posted on the notice
board to see when they can take out cameras and tripods from the UWIC technician. The student must obtain a
lockable video storage case from the UWIC technician and take this to the sessions to be filmed.
3 Labelling the video
The student must label the video with the following information:
- Client‟s first initial
- Student‟s name and year of study
- Date of Video
- Type (paediatric/adult)
4 Student consent
The student is also required to complete a consent form to being videoed and must hand this in to the UWIC
technician with the client video (see appendix 15)
5 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 tape and the form in the confidential,
The student then returns the confidential box at their earliest opportunity to UWIC, giving it to the UWIC
technician who will store the tape and both client and student consent forms in a locked cabinet. The student
must fill out and sign the video 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 tape will be transported and subsequently stored.
6 Watching the Video
Videos are only to be watched on UWIC premises. Videos must not be copied. Videos must only be
watched by the student and the tutor.
The students are required to watch the video 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 or the Placement Administrator. Just
before the allocated time slot the student will need to sign out the video in the logbook. Once the student has
finished watching the video it must be immediately returned to the technician and sign it back into the logbook.
The tape can only be signed out for a maximum of 4 hours and must not be taken off UWIC premises.
7 The Tutorial
The student must sign the video logbook when taking the video from the technicians and collect the consent
forms as a record of proof of permission and again when they student returns the video and consent forms
immediately after the tutorial.
8 Storage of the video
The video is kept in the technician‟s room in a locked cabinet until after the Examination Board, when the tape is
wiped, unless LHB/Trust policy dictates otherwise. Exceptionally, where permission to keep them has been
obtained from the client and the LHB/Trust, the video may be kept for teaching purposes.
9 Exceptional return of the video to the Placement Educator
If the Placement Educator requires a tape to be returned, the student must ask the placement educator to sign a
„Return of video to a placement educator‟ form (appendix 18). On the form, the Placement Educator may select
a) Return via the student in a sealed envelope with UWIC‟s stamp across the seal (to provide evidence of the
tape not having been tampered with in transit)
b) Any other method.
The Placement Educator should record the details of this on the form. The student should give this form to the
UWIC SLT technicians where it will be filed.
CASE REPORT (Appendix 21)
At the end of term 1 students are required to submit a written paediatric case report, which will be marked by
UWIC tutors. Case reports are sampled by the External Examiner. The case report contributes to the overall
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. do not mention an important issue for the first time in
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
For example: If child of 8 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.
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
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. Be aware that succinctness is a virtue and need not compromise rigour.
Administrative details: Recommended length approx 200 words
Summary of past information: Recommended length approx 500 words
Student‟s own work: Recommended length of these two sections taken 2,800 words
Management & rationale: together:
Objectives for episode of care: Recommended length of these two sections taken 500 words
Outcome measures: together:
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.
Group A students (two placements in term 1)
Assessment Weighting Assessed by Date
Adult placement grade term 1 15% Placement educator End term 1
Adult placement grade term 2 15% Placement educator End term 2
Paediatric placement grade term 1 15% Placement educator End of term 1
Reflective tutorial term 1 15% UWIC tutor During term 1
Adult case report 20% UWIC tutor Term 2
Viva (paediatric) 20% UWIC tutor and external May
Group B students (two placements in term 2)
Assessment Weighting Assessed by Date
Adult placement grade 15% Placement educator End term 1
Adult placement grade term 2 15% Placement educator End term 2
Paediatric placement grade term 2 15% Placement educator End of term 2
Reflective tutorial term 2 15% UWIC tutor During term 2
Adult case report 20% UWIC tutor Term 2
Viva (adult) 20% UWIC tutor and external May
AWARD OF CLINICAL MODULE GRADES
The term 1 and 2 placement grades are awarded by the placement educator and contribute towards the final
degree classification. The grade 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.
ADULT CASE REPORT
Summarise the relevant details of a case you encountered during your adult clinical placement [500 words
Explain and provide a rationale for the actions you took when dealing with this case with regard to
If there was an alternative approach you could have taken, include information about this and justify the
decisions you took [2,000 words maximum].
Anderson, C. and Van der Gaag, A. (Eds). (2005). Issues in Professional Practice. London: Whurr Publishers
Gambrill, E. D. (2005). Critical Thinking in Clinical Practice: Improving the Quality of Judgments and
Decisions. Second Edition. Hoboken, N.J: Wiley. Available as an e-book from UWIC library.
Lum, C. (2001). 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 (2005). Communicating Quality3. London: Royal
College of Speech and Language Therapists. Electronic version: http://www.rcslt.org/resources/cq3download
Royal College of Speech and Language Therapists (2005). RCSLT Clinical Guidelines. London: Royal
College of Speech and Language Therapists. Electronic version: http://www.rcslt.org/resources/clinicalguidelines
http://www.rcslt.org/resources/managers_resources/ See the section on National Policy Drivers
Guidelines for Year 4 Adult Case Report
To address this topic, you will need to read widely from a variety of sources such as those listed above. You
may also wish to draw upon other texts which you think are relevant to your argument
Essential areas to cover include:
the relevant case history details
the clinical context
your thought processes when dealing with this case and the factors which prompted you to think and act
as you did
your approach to your clinical reasoning
influences on your practice (for example, social, economic, and political issues; professional guidelines;
the health care context etc.)
Additional Optional areas which may be relevant include:
cultural issues (for examples ethnicity and social diversity etc.)
any other pertinent issues
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 and give a balanced viewpoint. It will offer more than a descriptive account of what
occurred. It may include discussion of topics such as personal values, beliefs and biases, how these impacted
upon interactions with the client, different influences on clinical reasoning, and types of knowledge which
REFLECTIVE TUTORIAL (Appendix 20)
The student will have a reflective tutorial during the term when they have both an adult and paediatric
placement. The tutorial aims to develop the student‟s ability to reflect on the clinical performance and identify
changes needed. It is graded by a UWIC tutor.
In order to undertake this tutorial, it is essential that the half way evaluation feedback session/ report has been
undertaken by the placement educator and student. This will determine the goals for the latter part of the term‟s
placement which will inform the content of the reflective tutorial. The student is required to provide evidence to
support their tutorial presentation, for example video clips of themselves in clinic, or other suitable data. Refer to
year 3 for information regarding procedures and guidelines relating to audio visual data. Once the filming has
been arranged, the student is required to see the tutor concerned as soon as possible to arrange a tutorial date
and time. Tutorials are usually undertaken in the tutor‟s office but the student will need to check whether he/she
will need to book one of the UWIC clinic rooms with the secretary.
This tutorial aims to support the student in their clinical placements and to assess the student‟s skills in:
o Collecting, interpreting and presenting information and observations about their own performance in clinic
o Reflecting on, understanding and explaining the processes underlying self-development as a clinician
o Identifying areas for self-development and finding insightful ways to bring about and assess the success of
o Collecting information and observations about clients and the process of therapy
o Reflecting on, interpreting and presenting this information logically
o Using it to identify challenges and illustrate the process of clinical decision-making
o Understanding and explaining the therapeutic process and the ways in which change can be brought about
Part 1 requires the student to reflect on their own development as a clinician.
Using the half-way discussion with their Placement Educators from both paediatric and adult placements as a
starting point, the student is required to assess their current status as a clinician and devise a structured plan for
improving their skills. The first half hour/forty five minutes of the tutorial will relate to discussion of this plan.
Part 2 requires students to give a short presentation regarding an ongoing client and to raise discussion points
The presentation will be followed by a discussion with the tutor on related topics. This part of the tutorial,
including your presentation, will last approximately an hour. Thus the total tutorial time will be 1.5 hours. Please
see the following sections for information about the forms you are required to complete, information you are
required to hand in and full guidance on how to go about preparing for both parts of the tutorial.
Guidelines / Preparation for Part 1 (Appendix 20)
Prior to the tutorial, read and reflect on the half-way report/s you have from both your placement educators
(Paediatric and Adult). Think about any discussions or feedback you have had, and any observations you yourself
have made about your own performance. What do these things tell you about you as a clinician?
To help you in this, think how you present in - and how you feel about - as many clinical roles as you can. That
is, combining all the feedback and observations you‟ve got from clinics, think about yourself as:
an observer a communicator a team member an analyst
a theorist an organiser a colleague a teacher
a collaborator an interpreter of data a planner a listener
a mentor a researcher a confidante an explainer
an administrator a facilitator a decision-maker a learner
a student/(NQT) an expert …… etc.
These are just a guide - there are many more. Don‟t restrict your reflections to these roles alone.
Using the evidence you have, list the roles or aspects of your performance which you feel you need to develop or
change. From these, choose the two which you feel you most need to work on and for each of them think
o Why you have selected this area (evidence)
o Why it might be that this area is not a strength for you
o What this tells you about yourself, your attitude, your abilities, your concerns…
o Whether it is an issue for you in placement/s – if not why is this? What are the dynamics behind any
difference between the way you perform in different settings?
o What you want to change and how
o How you can change it and what the challenges might be
o Exactly what you will do in the remaining sessions to bring about change
o How you will monitor your success in effecting change
Then from your reflections identify two areas of strength, and consider
o How you have identified these
o How you might be able to use or direct these strengths to help with the weaker areas you‟ve already identified.
Complete the appropriate form and send it with part 2 four working days prior to the tutorial. You will
be asked to present it, explain it and discuss it with the tutor. This part of the tutorial will take up 45 minutes
Guidelines/Preparation for Part 2
Part 1 required you to reflect on your own development as a clinician using information from both your paediatric
and adult placements. Part 2 relates specifically to one of your placements (either adult or paediatric). This part
of the tutorial will relate to a client you have worked with and will last for not more than 1 hour. Aspects of this
part of the tutorial will offer useful preparation for your Viva at the end of Year 4.
Information to be supplied to tutor in advance of tutorial
You are required to supply both the completed part 1 information and the following part 2 information
to your tutor at least four working days in advance of the tutorial.
Information required for part 2:
The information should not exceed one typed (min 10 point font) side of A4.
Placement setting (e.g. stroke unit, special school etc):
Client (first name/initials) and client‟s age
History of SLT before student contact and number of times seen by student
Very brief history of disorder
Family/social history (to illustrate impact of disorder)
Further information (A summary of the client‟s receptive, expressive and cognitive abilities as far as these are
known, and any other useful background information not already covered)
Two different discussion points relating to this client which you will raise in the tutorial. To help you identify
o What have you found interesting about this client?
o What seems to be anomalous - what can‟t you explain?
o Are there any management issues which have proved particularly informative or challenging?
o What are you learning about the process of therapy from this client?
You need to specify each discussion point clearly: What is the issue? Why is it relevant to discuss it? What do
you think might be gained from discussing it?
Your tutor will have read this information and looked at your discussion points prior to the tutorial.
Presentation by student
Part 2 of the tutorial will start with a 15 minute presentation on the client you have selected. Clearly you will
need to take some time preparing this. Try to imagine you are presenting a case to colleagues at a departmental
seminar or case-discussion session. The tutor will not interrupt this presentation unless you take longer than 15
minutes in which case you will be stopped. Part of your assessment will be your ability to keep to time – marks
will be lost by those whose presentations are too short as well as by those who overrun. Although you may of
course have notes as a prompt, you are strongly advised not to read your presentation from a script.
Your presentation should set the context for your discussion points and elaborate on these. In order to do this
you may need to focus on the client‟s case as a whole, on a particular session or on a particular aspect of
assessment or therapy: this is up to you to decide and rationalise. You must supply evidence to illustrate your
presentation and support your arguments. In addition you may wish to use video or audio clips or other
selected evidence which illustrates a specific point.
Remember that the “doing” aspect of your clinical work is being assessed by your placement educator in your
placement. The UWIC tutorial is assessing how you think about your clinical work, that is, how you use and
interpret observations and data about yourself and the client and your understanding of the processes underlying
therapy and self-development.
It is important to think not just about presenting the client‟s details, but about your own role in the therapeutic
process: what are you learning from this client about yourself as a clinician and how does this tie in with the
aspects of your practice you have discussed in Part 1?
Your presentation will be followed by a discussion with your tutor. The tutor may ask you about any aspect of
your presentation, that is the written information supplied in advance, the oral presentation or the evidence
you‟ve used. The tutor may or may not choose to focus on the discussion points you have identified. Although
the tutor will be asking you questions, you are expected to participate fully in the discussion and take the
initiative in offering your own thoughts and ideas so that the tutor can make an assessment of your insight, on
the spot thinking and decision-making processes.
The tutorial will be graded by the tutor and the form will be passed to the placement administrator, you will be
able to pick up the grading and feedback from the placement administrator the following day. Blank feedback
forms are available in the UWIC coffee room to give you a clearer idea of the areas your tutor will be assessing.
The viva is the final clinical examination at the end of year 4 and will contribute towards the final degree
The student will be allocated either a paediatric or adult video. The allocation will depend on the term in which
they have their paediatric placement (see section Summary of Clinical Modules and Assessments above). If the
student has a paediatric placement in term 1 they will have a paediatric viva video; if they have a paediatric
placement in term 2 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 4 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 UWIC 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 5 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 UWIC 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:
GROUP 1 GROUP 2 GROUP 3
9.30-11.30 10.30-13.00 13.30-16.00
09.00-09.05 10.30-10.35 13.30-13.35 Students read background information
D002 D002 D002 (5 mins)
09.05-09.20 10.35-10.50 13.35-13.50 Students and Neil watch video of client (examiners watch it
D002 D002 D002 in different room)
09.20-10.00 10.50-11.30 13.50–14.30 Students write up observations and recommendations
D002 D002 D002 (40 mins)
10.00-10.20 11.30-11.50 14.30-14.50 Ruth collects students' observations & recommendations
and photocopies x 2 (original and one photocopy to
D008 D008 D008 respective examiners, one photocopy returned to student)
Ruth take students to Sandra Room D008 to reflect on
observations until examiners are ready for them (15 mins)
10.05-10.20 11.35–11.50 14.35-14.50 Examiners read students' observations & recommendations
Staff rooms Staff rooms Staff rooms (15 mins)
10.20–10.50 11.50-12.20 14.50–15.20 Viva in designated staff room
Staff rooms Staff rooms Staff rooms (30 mins)
10.50–11.20 12.20–12.50 15.20–15.50 Examiners write report
Staff rooms Staff rooms Staff rooms (up to 30 minutes)
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.
6.1 ORGANISATION OF THE PLACEMENTS
How are clinical placements organised?
The placement administrator will contact all Welsh NHS LHB‟s/Trusts in April to find out how many 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.
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 childcare arrangements, disability
info, previous placements, type of placement, etc. In some circumstances where there are conflicting
requirements it is impossible to consider every preference 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 UWIC staff.
We will endeavour to resolve the situation wherever possible, however students are not in the position to cancel
or change their placements independently.
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.
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 not continually
send students to the same NHS LHB/Trust. Unfortunately for those of you who reside in England we are
presently unable to procure 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.
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 UWIC email address at the beginning of September. Information for placements during term two will
be sent to the student‟s UWIC email address in December. Following confirmation by UWIC 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 find out in April which LHB/trust they will be going
to in that June, the timetable will be emailed to the student‟s UWIC email address or left in their year tray in
6.2 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.
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 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 do I do 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
UWIC you will need to fill out a missed/altered clinic form (appendix 5) and hand this in to the placement
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 and work a full day as this only
constitutes one day of your working week. On the block placements however we will do our best to ensure
students aren‟t travelling excessive distances daily, where we are unable to do 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. Forms can be obtained from the SLT
coffee room and should be returned to the UWIC SLT department secretary (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 UWIC 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 secretary 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.
6.3 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 do 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. It is worth finding out exactly what is
expected of you 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.
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 UWIC 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.
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 dependant 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.
6.4 SUPPORT AVAILABLE
Who do 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 UWIC staff. This will allow you to independently discuss the issues and an agreed plan of action
will be formulated. UWIC 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?
UWIC 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 able to do 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 HPC 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) will result in a failed placement. Please
see section 3.5 for more information on failing a placement.
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.
6.5 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
Does UWIC 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 HPC‟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 UWIC/NHS/education premises. Misconduct procedures apply to any behaviours deemed unsuitable
or likely to bring the profession/UWIC into disrepute. Please be aware this also encompasses the content of your
internet social networking sites.