clinical education handbook 2014-15 · this handbook was revised and updated in september 2014 and...
TRANSCRIPT
CLINICAL EDUCATION HANDBOOK
2014-15
Roinn an Staidéir Chliniciúil ar Urlabhra agus Teanga, Scoil na nEolaíochtaí Teangeolaíochta, Urlabhra agus
Cumarsáide
Coláiste na Tríonóide, Baile Átha Cliath 2,
Éire
Clinical Speech and Language Studies, School of Linguistic, Speech & Communication Sciences
Trinity College,
7-9 South Leinster St Dublin 2
Ireland
Guthán / Phone 353 (0)1 896 1496
CSLS TCD 2014-15 3
Introduction 6 Contact information 7
Undergraduate education programme 10 Clinical education 13 Overview of the clinical education programme
16 Placement Calendar 2014-15 18 Practice placements and student learning
progression 19 Junior Freshman 21 Senior Freshman 23
Placement 1.2 23 Junior Sophister 28
Junior Sophister placement 2.1 28 Junior Sophister Block placement 2.2 31
Junior Sophister case reports 34 Table 9 Junior Sophister Competencies Level
2 Transition Clinical assessment and
planning 37 Senior Sophister 40
Senior Sophister placement 3.1 42 Senior Sophister Placement 3.2 44 Senior Sophister Competencies Level 3
Entry 49 Evaluation of developing professional
competencies 52 Clinical assessments and examinations 53 Teaching and learning approaches 54 Learning reviews 57 Feedback 57 Professional conduct 60 Roles and responsibilities in clinical education
61 College 61 Student speech and language therapists 66 Practice educators 69 Induction day 70
Clinical placements types 76 Useful websites and further reading 79 Appendices 80
Appendix 2 Undergraduate education programme in feeding, eating, drinking
and swallowing 87 Appendix 3 Bloom's Taxonomy and Critical
Thinking 89
This handbook was revised and updated in September 2014 and all information contained is
accurate as is possible. Amendments to the programme content, timetables or schedules will be notified to relevant groups by e mail and will be posted on the departmental website
(http://www.tcd.ie/slscs/clinical-speech-language/practice-education/).
Practice educators and students are strongly advised to delete / discard copies of past handbooks
and forms (current forms should have the current academic year in the footer).
CSLS TCD 2014-15 6
Introduction
Practice education is a vital component of the educational programme that enables students of
clinical speech and language studies to attain both academic and professional qualifications on
graduation. The achievement of these outcomes is dependent on partnerships between the Higher
Education Institutions (HEIs), Health Service Executive (HSE) and the health service agencies
(HSAs). The undergraduate clinical education programme has been developed by the department in
association with the profession to facilitate the integration of theory into practice and the development of
the professional skills and clinical competencies which will enable students to join the speech and
language therapy profession. Practice education is dependent on small teams of lecturers, facilitators
and tutors who provide students with learning opportunities in college to prepare them for the
experiences they will obtain from therapists in a range of clinical situations to ensure that they can
achieve the competencies necessary to enter the profession.
This handbook is provided to inform speech and language therapists and students of the content,
structure and processes that constitute the clinical education programme. The handbook is
supplemented additional information on the departmental website.
CSLS TCD 2014-15 7
Contact information The main contact for the Department is
Tel: (01) 896 1496 Fax: (01) 2321005
Clothra Ní Cholmáin 896 1336 [email protected]
Caroline Jagoe 869 4029 [email protected]@tcd.ie
Margaret Leahy 896 1492 [email protected]
Kathleen McTiernan 896 2947 [email protected]
Pauline Sloane 896 1494 [email protected]
Martine Smith 896 2027 [email protected]
Irene Walsh 896 2420 [email protected]
Margaret Walshe 896 2382 [email protected]
Administration
Noreen Coyle Senior Executive Officer 896 1588 [email protected]
Sarah Ryan Secretary 896 1496 [email protected]
Members of staff
Clothra Ní Cholmáin
Practice education coordinator/ Senior Speech and Language Therapist Lectures on clinical, caseload
/service management and communication impairments associated with intellectual impairment Research
interests include speech intelligibility, phonology, communication difficulties encountered by clients with
intellectual impairment/learning difficulties.
Caroline Jagoe
Assistant Professor in Speech and Language Pathology; lectures on acquired language and
communication disorders within the undergraduate and postgraduate programmes. Main research
interests relate to enhancing community engagement of people with acquired communication disorders;
reciprocal relationship between community engagement and wellbeing; language and communication in
adults with mental health disorders; application of Relevance Theory to acquired communication
disorders; communication disorders and issues of access in developing and developed countries.
CSLS TCD 2014-15 8
Margaret Leahy
Associate Professor in Speech & Language Pathology, provides courses in fluency and fluency disorders,
counselling, ethics, and contributes to clinical supervision and examinations. Research interests include
fluency disorders, therapeutic interaction, the evaluation of problem based learning in undergraduate
education and clinical education.
Kathleen McTiernan
Assistant Professor in Psychology; lectures on social and developmental psychology; cognitive
neuropsychology; research design and methodology and counselling. Dr. McTiernan also coordinates the
Sophister projects. Research interests include psychosocial issues related to communication disorders;
gender and aging; and speech and language therapy intervention and education.
Pauline Sloane
Director of Teaching and Learning (Undergraduate); Associate Professor in Speech and Language
Pathology; lectures on pre-clinical skills, voice and vocal health problems; assessment & intervention.
Special interest in vocal health problems and related disorders such as reflux, cough and irritable larynx
syndrome.
Martine M. Smith
Head of School; Associate Professor in Speech and Language Pathology: lectures on developmental
speech and language disabilities, and augmentative communication. Main research interests are in
augmentative and alternative communication, language acquisition in atypical circumstances and
language-literacy connections
Irene Walsh.
Head of Discipline and Associate Professor in Speech and Language Pathology; lectures on
discourse analysis, developmental language disorder and language and communication disorders
associated with mental health disorders. Research interests include: discourse analysis in
clinical/non-clinical interactions and in the media; language and communication disorders
associated with mental health disorders; professional identity.
Margaret Walshe
Assistant Professor in Speech and Language Pathology; Taught Postgraduate Course Director; lectures
on acquired motor speech disorders, dysphagia, research methods and evidence based practice within
the postgraduate courses. Main research interests include evidence-based practice; outcome
measurement in communication impairment and dysphagia.
CSLS TCD 2014-15 9
In addition to the above members of staff, lecturers from other departments in College contribute to the
undergraduate programme as do practicing speech and language therapists and members of allied
professions.
Posts to support clinical education have been established in Health Service Agencies by the HSE. These
posts include practice education coordinators, regional placement facilitators and practice tutors based.
The following are currently in post in the eastern area.
Regional Placement Facilitators
These posts are funded by the HSE and may be based either in the HSE services or in the
university. The posts are at senior grade level with responsibilities in supporting practice educators
across service locations as well as in the provision of clinical teaching and supervision.
Regional Placement Facilitators currently in post
Aoife Mhic Mhathúna, Ballinteer [email protected]
Sarah Scott Swords, [email protected]
The Regional Placement Facilitator placement post in Tallaght is currently vacant
Practice tutors
Anne Claffey Mater Hospital [email protected]
Lindsay Harrison Enable Ireland (Ballsbridge / Bray). [email protected]
Marie Cox National Rehabilitation Hospital [email protected]
Helen Ní Mhurchú Central Remedial Clinic [email protected]
Emma Wall, James Connolly Hospital, [email protected]
Katie Walsh St. James's Hospital, [email protected]
CSLS TCD 2014-15 10
Undergraduate education programme
Clinical Speech and Language Studies (BSc Clin. Sp &Lang.)
The Department of Clinical Speech and Language Studies at the University of Dublin, Trinity College,
provides a four year course undergraduate course leading to a clinical qualification in Speech and
Language Therapy (BSc Clin. Sp. & Lang.). The clinical education programme in Trinity College has been
developed in association with the profession and the Education Committee of the I.A.S.L.T. and adheres
to the Standards for Practice-based Learning (RCSLT 2006) and follows the guidelines set by the Irish
Association of Speech and Language Therapists (IASLT) and HSE as outlined in the Therapy Project
Office documentation. The Therapy Project Office was funded by the HSE and with members
representing the Irish Association of Speech & Language Therapists (IASLT), Association of
Occupational Therapists of Ireland (AOTI) and the Irish Society of Chartered Physiotherapists
(ISCP). The Office produced an outline of competencies developed for Speech and Language
Therapists in Ireland at Graduate/ Entry, Senior and Clinical Specialist levels (Speech and Language
Therapy Competencies, 2008). These competencies have influenced to development of the
curriculum within the colleges and also formed the basis of the national Student Clinical
Competency Evaluation pack.
Entry level competencies are grouped in three areas:
Expectations of a Speech and Language Therapist in providing Patient/ Client Services
Speech and Language Therapy Competencies
Knowledge and Understanding
Expectations of a Speech and Language Therapist in providing Patient/ Client Services
Gradate / entry level therapists are expected to be aware of, and conform to the IASLT code of
ethics and to CORU and international standards of professional conduct and practice. They are
expected to exercise a professional duty of care to clients and to provide services that conform to
legal and professional guidelines in a manner appropriate to the clients and their linguistic and
cultural backgrounds. Entry level therapists are also expected to take responsibility for their own
health, wellbeing and professional development and to access support from mentors and
supervisors as necessary
Speech & Language Therapy Competencies
Entry level therapists are expected to demonstrate competency in
Systematic collection and collation relevant client-related information (e.g. case history,
interviews and health records)
CSLS TCD 2014-15 11
Selection of assessment procedures and tools (formal and informal) appropriate to the
client’s needs, abilities and cultural background to assess communication and feeding eating
drinking and swallowing.
Accurate administration, recording and scoring of a range of assessments
Analyses and interpretation of assessment findings using the professional knowledge base
Formulation of appropriate diagnostic hypotheses
Evaluating interaction between medical, social, cognitive, educational and communication
needs.
Evaluating the impact of communication difficulty on the well being and functioning of the
client and relevant others
Evaluation of findings in light of client’s needs and service resources
Establishing clear long and short term intervention objectives in consultation with the client and
relevant others
Accurate oral and verbal reporting of evaluation findings to clients/ carers and relevant others
Maintaining precise and concise therapy records
Completing administrative tasks and maintaining accurate service records
Implementing therapy using appropriate therapy techniques, materials and strategies
Continuously evaluating intervention and modifying programme as necessary
Adapting service delivery/ therapeutic approach in response to client/significant other needs
Evaluating intervention and contributing effectively to clients long term management and
discharge plan
Facilitating client participation by using clear instructions, modelling and appropriate
vocabulary, syntax, intonation, volume and rate for context during intervention
Providing appropriate verbal and non-verbal feedback on client performance
Communicating and consulting with relevant team members to progress the client
management plan
Using outcome measures to determine efficacy of intervention
The undergraduate education programme aims to provide students with learning opportunities to
develop the required knowledge base over the four year course. The clinical education programme links
to the other strands of the course (table 1) by providing opportunities to develop and acquire the
professional knowledge, skills, attributes and attitudes required to become a competent practitioner.
CSLS TCD 2014-15 12
Table 1 Course Outline
Subject
Strands
JF
Foundation
SF
Novice
JS
Transition
SS
Entry
Speech and Language
Pathology
Introduction to SLT: Professional
Role, clinical
context and
content
Assessment Principles: Profiling
communication and
feeding eating
drinking and swallowing
Intervention Principles:
Communication and
feeding eating
drinking and swallowing
Management Communication
and feeding
eating drinking
and swallowing disorders
Clinical Education
Observation,
Foundation clinical skills
CONNECT
Audiology
Baby study Preschool study
FEDS
Developmental
Assessment
& Case management
1.1 Clinical
workshops
1.2 Weekly practice placement
Intervention:
Clinical intervention workshops
Case management
Placements
2.1 Weekly practice placement
2.2 Block placement
Ethics,
administration and reflection on
practice
Caseload and
case management
Placements
3.1 Weekly
placement
3.2 Block placement
Speech
Language & FEDS
Introduction to
Language Studies Language
acquisition
Assessment and
diagnosis communication and
feeding, eating
Sociolinguistics
Bilingualism Discourse analysis
Seminars
Specialist topics
General
Speech & hearing Phonetics
Anatomy
Physiology
Normal swallow
Speech Sciences Linguistics
Neuroanatomy
Neurology & Psychiatry
Intellectual impairment
Seminars
Specialist topics
Psychology
Social and lifespan
psychology
Cognitive-neuro-
psychology
Learning
Memory & Cognition
Counselling
principles and
practice
Research
Introduction,
Cross subject input
Library courses
Principles and
methods of empirical
research
Research project
The structure of the programme aims to enhance the student’s ability to learn independently, to
integrate information from disparate disciplines within the framework of communication disorders, and
to critically evaluate theory in terms of its application to clinical problems. The end goal is to educate
graduates who demonstrate clinical expertise which combines a scientific approach to intervention and a
commitment to their client population and the profession. A variety of teaching approaches are used
including problem and case based learning, skills workshops, self-directed learning. Students are
expected to take responsibility for their own learning during all stages of the clinical programme. This
may require students to gain and apply knowledge to clinical work before certain aspects are covered in
the college programme. It is expected that the knowledge gained across all subject areas in the
undergraduate programme will be actualised in professional practice by the Senior Sophister year and
that students will be able to demonstrate that they can carry out the basic tasks required of speech and
language therapists in practice to a satisfactory level. These competency areas are outlined in appendix I
and form the basis for the national Student Clinical Competency Evaluation Pack.
CSLS TCD 2014-15 13
Clinical education
The clinical education of speech and language therapists operates as a joint undertaking between
colleges, the HSE and members of the profession. The college provides structured learning and
research opportunities for students to develop the knowledge base that will enable them to use the
clinical placements provided by the profession to develop the skills and competencies necessary to
become a speech and language therapist. The HSE was assigned responsibility in relation to
student training for health care professions under the Health Act (2004) and it is supported in this
role by Health & Social Care Professions Education & Development unit.
Therapists in their role as practice educators provide students with learning opportunities necessary
to apply knowledge to real life contexts and develop skills and competency. These learning
experiences are vital to the development and delivery of the clinical education programme. The role
and responsibilities of the roles and responsibilities of the colleges, therapists and students in
clinical education are outlined in the Guidelines for Good Practice in Practice Education (Therapy
Project Office,2008). The Therapy Project Office also clarified the roles of those involved in practice
education and identified the following key roles:
Practice educators
Practice educators are therapists who undertake the key role in clinical education of providing
practice placements in direct clinical work in a range of settings. They assist in the education of
students by providing them with the clinical learning opportunities in community, school and
hospital programmes that facilitate the linking of theory to practice and fosters the development of
clinical competencies. These placements enable students to link knowledge with clinical skills and
master the competencies necessary to become members of the profession. The role of practice
educator involves the therapist in instructing, demonstrating, educating, supervising, mentoring
and monitoring students as they progress through the clinical education programme. Practice
educators provide opportunities for students to
Observe clients with a range of different communication impairments.
Observe therapists utilising the wide range of clinical skills and models that characterise the
profession.
Observe and participate in clinical administration and record keeping procedures.
Observe and participate in client related team work.
They also provide opportunities for students to develop specific skills and competencies by
providing opportunities to
Administer, score and interpret speech and language assessments with a range of clients
Sample transcribes and analyse communication behaviours.
CSLS TCD 2014-15 14
Evaluate and integrate assessment results with the professional knowledge base to formulate
diagnosis and determine clinical pathways
Prepare, present and discuss clinical findings in a professional manner.
Plan and implement and evaluate therapy programmes with guidance and consultation.
Report and discuss assessment findings and therapy programmes in with clients, carers, co-
workers and clinical educators both orally and in writing
Discuss and evaluate general models and principals and evidence underlying intervention with clients and their carers
Develop self-evaluation and professional monitoring skills
The following posts have been developed to support therapists in their roles as practice educators
Practice Tutors
These posts are funded by the HSE and based in health service agencies. The posts are at senior grade
level with responsibilities for the provision of direct clinical education to students along with the provision
of support to therapists in their role as practice educators.
Regional Placement Facilitators
These posts are funded by the HSE and may be based either in the HSE services or in the university.
The posts are at senior grade level with responsibilities in supporting practice educators across service
locations as well as in the provision of clinical teaching and supervision.
Practice Education Co-coordinators
These posts are funded by the HSE and based in the university. The post has responsibility for
overall co-ordination of placements for the university and for sourcing and allocating student
placements. Clothra Ní Cholmáin is the practice education coordinator in the department in Trinity
College ([email protected]). The practice education coordinator provides clinical educators with
clinical information packs at the start of each academic year and informs regional facilitators, tutors
and practice educators of the general learning objectives of the students assigned to their clinics.
Practice education is supported on a national level by the Health & Social Care Professions
Education & Development unit of the HSE and by the National Steering Group on Practice
Education (NSPGE). The NSPGE was formed in 2014 from the National Implementation Steering
Group on Practice Education (NIG) which was established in 2005, to oversee the provision of
quality practice-based learning in occupational therapy, speech and language therapy and
physiotherapy. The membership of this group is drawn from a cross-section of those with a direct
involvement in practice education including the DoHC, the HSE, the Universities, the Professional
CSLS TCD 2014-15 15
Bodies and the Therapy Managers. The NSPGE is currently reviewing practice education
programmes.
The department and clinical educators accept a shared responsibility to provide opportunities for
students to develop the competencies necessary to join the profession while ensuring that the rights,
needs and wellbeing of clients remain central to all clinical work. It is the responsibility of students to
avail of and maximize these learning opportunities.
Students are expected to take responsibility for their clinical learning by
acquiring an adequate knowledge base for placements
working actively to develop professional knowledge, skills, and attitude.
reflecting on developing professional knowledge and skills
practicing honest self evaluation of performance and professional behaviour
identifying learning needs
communicating needs to clinical educators
accepting feedback from clinical educators and modifying behaviour if requested
respecting client, clinical educators, co-workers and the service
CSLS TCD 2014-15 16
Overview of the clinical education programme
The clinical education programme provides students with opportunities to integrate professional
knowledge with clinical skills through a wide range of activities designed to develop critical thinking and
the clinical skills necessary for competent clinical practice. These activities and the student learning goals
are summarised in table 2
Table 2. Clinical education programme: modules and learning goals
Junior Freshman
Learning goals
Pre clinical workshops
Service Location Visit
and case based learning
Introduction to Clinical Practice - Video
seminars - SLP Foundation
Connect
Baby study
Nursery /Pre-school placement
Audiology clinics
Problem based learning process
Develop professional knowledge of
Human anatomy ,physiology and lifespan development Critical thinking and problem solving
SLT profession and clinical processes
General client groups
Hearing and audiological assessment
Develop basic competency in professional skills
Objective Observation, transcription and analysis Clinical problem solving processes
Oral & written reporting skills
Team working skills Time management
Assessment of hearing
Demonstrate in professional practice Respect for others and an understanding of the implications of
communication impairments in daily life
A range of interpersonal communication skills to communicate
effectively and professionally with others Self awareness and self evaluation skills
Clinical Modules Senior Freshman
Assessment and diagnosis of
disorders of communication and
swallowing
General skills workshops Specific assessment skills: AAC,
Language, FEDS, Fluency, Speech,
Voice Placements 1.1 weekly clinical
workshops
Placement 1.2 10-12 days over a 12 week period
Develop knowledge of
Language, anatomy, neurology and psychology to underpin
diagnostic skills
Knowledge base of principles underlying assessment Develop basic competency in the professional skills of
Clinical assessment (sampling, recording, analyzing and
evaluating communication and FEDS profiles) Clinical oral and written reporting skills
Interpersonal communication styles to facilitate professional
communication with clients and co workers Demonstrate in practice in the ability to
Apply professional and legal guidelines to practice Establish and maintain working relationships with clients to achieve clinical objectives
Apply knowledge and skills to typically developing children and
to clients in clinical contexts
Apply theory to practice in the selection and evaluation of assessments
Select therapy goals and use therapeutic skills and techniques
under supervision Use a range of interpersonal communication skills to
communicate effectively with a wide range of clients,
communication partners and co workers Report orally and in writing in a professional manner.
Self-evaluate developing professional competencies objectively
CSLS TCD 2014-15 17
Table 2 continued Junior Sophister
Intervention of disorders of
communication and swallowing Placement 2.1 (weekly12 days)
Observation and management of
clients under the guidance of a speech and language therapist
Clinical tutorials
Independent learning: Video
observation and use of specialized programmes
Clinical workshops intervention;
AAC, Language, FEDS, Fluency, Speech, Voice
Placement 2.2.
Case and caseload management
Block placement in health service clinics (30 days)
Develop professional knowledge of
The cognitive processes that foster language Linguistic diversity
Evidence based practice
Principles of intervention Therapy approaches
Intervention with specific client groups
Caseload and service management options
Develop competency in critical thinking and in the application of professional knowledge to individual clients in
Diagnosis
Therapy planning and implementation Therapeutic interactions
Evaluation
Reporting Demonstrate in professional practice the ability to
Apply professional and legal guidelines to practice
Relate in a professional manner to clients and co workers Apply theoretical knowledge and research skills to evidence based
practice in client and caseload management
Use a range of communication and interpersonal skills to facilitate
therapeutic interactions with a range of clients Objectively evaluate own developing professional competencies.
Senior Sophister
Case and caseload management
Placement 3.1
10 day clinical practice case and caseload management
Professional studies: Counselling, Ethics and administration
Dysphagia
Intellectual impairment Specialist seminars
Placement 3.2 30 day clinical practice block
Develop professional knowledge of
Speech and language therapy services in the context of global,
national and local health policies Service and caseload management
Service delivery options
Audit mechanisms Research in practice
Demonstrate in professional practice the ability to
Consolidate and generalise clinical competencies and professional skills across a range of care groups and service locations
Develop and demonstrate professional skills required by specific
client groups Apply clinical research skills to case, caseload and service
management
Apply ethical decision making in case and caseload and service management
Apply professional and legal guidelines to practice
use professional decision making skills in case, caseload and
service management
CSLS TCD 2014-15 18
Placement Calendar 2014-15
September
S M T W T F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
October
S M T W T F S
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
November
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
December
S M T W T F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
SF 1.1 Workshops JS 2.1 Induction day
SS 3.1 Induction day
SF 1.1 Workshops JS 2.1 Thursdays
SS 3.1 Mondays or Fridays
SF 1.1 Workshops JS 2.1 Thursdays
SS 3.1 Mondays or Fridays
SF 1.1 Workshops SF 1.2 Induction day JS
2.1 Thursdays
2015
January
S M T W T F S
1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
February
S M T W T F S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
March
S M T W T F S
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
April
S M T W T F S
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
SF 1.2 Mondays
JS 2.1 Thursdays SS 3.2 Induction day week
of 12th Block 27th
SF 1.2 Mondays
SS 3.2 30 day block
SF 1.2 Mondays
SS 3.2 30 day block
SF 1.2 Mondays
JS 2.2 induction day
May
S M T W T F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
June
S M T W T F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
July
S M T W T F S
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
August
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31 JS 2.2 30 days JS 2.2 30 days
Senior Freshman (SF Year 2) Junior Sophister (JS Year 3) Senior Sophister (SS Year 4)
Students should have an average of 3 hours per day direct client work during weekly placements
and 5 hours during block placements. Students at all levels require reflection and management
time for many tasks which are performed automatically by experienced therapists. In order to
facilitate this it is recommended that all clinical schedules allow for indirect client hours. Students
are required to use this time to formally evaluate therapy, prepare equipment therapy plans,
consult with peers, practice educators etc.
CSLS TCD 2014-15 19
Practice placements and student learning progression
Practice
Placement
As they begin the
placement students are
expected to have knowledge of
Students are expected to
be able to
Students are
expected to develop
the following during the placement
Student
evaluation
1.2 Weekly Mondays
January to
April
SLT role and scope of practice
Social and lifespan
psychology Introduction to
Language Studies
Language acquisition
Phonetics
Anatomy&
Physiology Consent guidelines
A range of routine
clinical assessment procedures
including frequently
used standardized formal
tests
Informal assessments of
hearing, FEDS,
fluency, language speech and voice.
Formulate diagnostic hypotheses
Develop assessment
session plans under direction
Administer, record and
score a range of formal and informal
assessments
Evaluate profiles to
identify typical and atypical
communication and
swallowing profiles Identify possible
intervention pathways
with direction
Knowledge of professional role
and scope of
practice General clinical
skills in time
management, record keeping &
reporting.
Specific skills in
sampling, recording and
evaluating
communication and feeding,
eating, drinking
and swallowing (FEDS) using
both formal and
informal assessments.
Knowledge and skills
in assessment should progress towards
competency in
sampling, recording
and evaluating communication and
FEDS behaviours as
the year progresses.
Continuous assessment
Written case
report Oral case
presentation.
2.1 Weekly Thursdays
September
to January
Above plus knowledge of evidenced based
intervention from
lectures and workshops
during the year covering
Developmental and
acquired language disability
Developmental and
acquired motor speech impairments
Fluency
FEDS Voice
AAC
Discourse Analysis
Research Methods Communication
impairments in specific
client groups Traumatic brain injury
Aphasia
The Dementias.
Evaluate history and assessment findings
and plan a short
therapy episode for 2-
4 clients with direction and guidance.
Write outline
intervention programme with goals
and short term
objectives agreed with practice educator and
client/carer
Implement and evaluate intervention
programme with
guidance initially but
moving rapidly towards independence
Students are expected to spend at
least 2.5 hours in
direct client focused
clinical work in order to
link theory to
practice and develop
competency in
the art and science of
therapy.
develop competencies in
SLT caseload and
service work e.g.
EBP research administration,
developing
materials, etc. develop
interdisciplinary
working practice
Continuous assessment
Clinical
examination
(case presentation ,
therapy
session, viva)
Practice As they begin the Students are expected to Students are Student
CSLS TCD 2014-15 20
Placement placement students are expected to have
knowledge of
be able to expected to develop the following during
the placement
evaluation
2.2 Block
(30 days) May to
June
.
The range of
communication and FEDS impairments
encountered in typical
clinical caseloads.
A range of assessment materials and
methodologies to
establish a diagnosis A range of intervention
approaches for typically
occurring communication and FEDS impairments.
To work with a small
caseload under the guidance of practice
educators initially but with
a move towards
collaborative supervision as the placement progresses.
Integration and
application of knowledge
acquired during
the previous 3
academic years and the
competencies
developed in previous
placements to a
wider range of client and
impairments.
Competency in research for
evidence based
approaches to assessment,
clinical
pathways,
therapy approaches and
service delivery
Formative
feedback SCCE Two case
reports with
marks going
towards the final year clinical
mark
3.1
Weekly
Monday or Friday for
8 weeks.
Above plus Knowledge of
the principles underlying
the assessment, diagnosis and treatment
of Impairments /
disorders of communication and of
feeding, eating, drinking
and swallowing. Knowledge of a range of
evidence based therapy
approaches to a range of client presentations
Take responsibility for a
mini caseload and should
be moving towards independence in
assessment, intervention
planning, therapy implementation and
evaluation.
Evaluate own developing competencies and develop
own professional
development plan with guidance
Stabilise
competencies
already established
across a range of
client groups and clinical
presentations.
Develop new skills to cope
with diverse
client needs. Develop
knowledge of
caseload and service
management.
Student learning
is evaluated by
continuous assessment in
the placement
and a college based case
presentation.
3.2 Block
(30 day)
Above plus Knowledge of
broad based
interdisciplinary approaches to
intervention with specific
clients groups.
Students are expected to
be responsible for a small
caseload during the placement and should be
showing independence in
assessment, planning, implementing and
evaluating therapy They
should be able to work
independently with regular consultation with the
practice educator.
This placement
provides students
with opportunities to strengthen and
generalize core
clinical competencies across a range of
client groups and
service settings.
Student learning
is evaluated by
continuous assessment and
a clinical
examination comprising
observation of
two clinical
sessions and a viva.
CSLS TCD 2014-15 21
Junior Freshman
In the Junior Freshman year students confirm and commit to their career choice by obtaining and
sharing knowledge of the profession at work. The pre clinical education begins with visits to clinics to
observe and discuss the roles of speech and language therapists in the Health Services. Therapists are
asked to allow one clinical session (3 hours) to introduce students to the profession at work. The session
may include informal observation and discussion of client groups or formal presentations on service
delivery models, therapy approaches, etc. The session should also include information on working
patterns, team working etc. to enable the students to develop an understanding of the profession at
work. Students present their findings to their peers and discuss their observations as a group to ensure
that all realize the range and variety of work undertaken by the profession. The Department tries to
ensure that each class experience as many service locations as possible.
During the remainder of the year the students focus on acquiring the core knowledge and lay down
the foundation skills on which future professional competencies are built. They acquire basic
knowledge in anatomy, language acquisition, linguistics, phonetics, physiology and psychology and
are introduced to the professional role in modules covering service types, clinical contexts and
practice. Foundation skills in the observation and assessment of general communication skills and
in assessment of fluency, hearing, speech, swallowing and voice are developed through observation
and case based learning.
The preclinical learning goals for the Junior Freshman year are to
Obtain knowledge of the profession and of general client groups
Develop professional interaction, observation and reporting skills
Develop communication and interaction skills
Develop clinical problem solving processes and skills
Develop knowledge and skills in the assessment of fluency, hearing, speech, swallowing and
voice
Develop skills in identifying clinical learning goals and setting and achieving personal objectives
The learning processes used are designed to develop critical thinking, research and presentation skills
as well as the team working skills necessary for later clinical practice.
Students begin to develop and apply clinical observation and recording skills by completing studies of
infants, preschool and school age children. They attend audiology clinics and undertake practical work in
the testing of hearing and the preparation of audiological reports and studies. They also attend the
Introduction to Clinic Practicum. This course is aimed at developing observation and interpersonal
communication skills and facilitates the integration and application of knowledge from psychology,
linguistics and phonetics and language acquisition to clinical work. Students are provided with an
overview of communication disorders supported by video observation and analysis.
CSLS TCD 2014-15 22
Students participate in a CONNECT project organized by Caroline Jagoe in association with the North
Dublin hospitals. This project allows them to meet and engage with people with aphasia as
conversational partners.
Junior Freshman students are encouraged to gain experience of working with potential future client
groups in a general way (i.e. not direct speech and language therapy) during the long vacation. The
objective of this experience is to broaden knowledge of individuals with differing needs on a personal
basis and to develop awareness of the impact of special needs on daily life. The experience gained
should develop transferable competencies in
time management
observation of workplace procedures in areas such as general health and safety
acknowledging and respecting the beliefs and rights of others
recognising and respecting the personal, social and emotional needs of self and others
using a range of interpersonal relationships styles
observation and recording skills
as well as enabling students to integrate and apply the theoretical knowledge gained from their studies
in speech and language pathology psychology, linguistics and human biomedical sciences.
During the academic year participation in the CONNECT project which enables them to meet many of
these learning objectives. Students who feel that they require further experience may organise
placements in schools, day centre/hospitals, etc., independently. They are requested not to contact
Speech and Language Therapists to facilitate such placements. The learning goals do not
require the expertise and supervisory skills of speech and language therapists and are best
met in a broader context with the student usually working as a volunteer in a service agency
or on a specific project.
Table 4 Overview of the Junior Freshman pre clinical education programme Michaelmas
Term Dec. Vacation
Hilary Term Long Vacation
Learning Goals
Off-Site Visits to Health Service
Clinics and
hospitals Baby Study
CONNECT
1 Week Pre School
Audiology Clinics
Baby Study
CONNECT
General client
experience
Obtain knowledge of the profession at work
Develop interaction &
observation skills Team working skills
Develop understanding of
the implications of communication
impairments in daily life
On-Site
Introduction
to Clinical
Practice
Introduction
to Clinical
Practice (SLP foundation)
Develop critical thinking
and clinical problem
solving processes Develop knowledge and
skills in objective
observation and assessment
Develop specific
knowledge and skill in the
assessment of hearing
CSLS TCD 2014-15 23
Senior Freshman
Academic course work is linked to clinical practice throughout the Senior Freshman year by the use
of case based learning, lectures, video observation, role plays and discussions.
Clinical workshops 1.1
Clinical assessment skills are targeted in general and area specific workshops during the first term.
These focus on integrating academic knowledge to clinical practice in the following areas:
observation, transcription, recording and analyses, use of formal and informal assessments,
evaluating assessment findings and developing diagnostic and reporting skills.
Placement 1.2
The weekly clinical placement (1.2) in the second term provides the students with opportunities to
develop practical assessment and client management skills under direction and supervision. During
the 10-12 week placement (1 day per week) students are expected to begin to apply knowledge
and skills of assessment to direct work with clients under the supervision of the practice educator.
As novice students they need direction to develop understanding of the role and responsibilities of
speech and language therapists in clinical contexts and
guidance to develop a holistic approach to the client and clinical context.
support to identify problems and solutions within the clinical context.
time to focus on their own performance and reflect on developing competencies
structured feedback on developing competencies from practice educators
They also benefit from opportunities to
Participate in routine clinical administration.
Gain knowledge of case caseload and service management strategies
Observe and become familiar with the role and responsibilities of co-workers in administration, assessment and service delivery
Observe therapists in assessment and therapy.
Sample, transcribe and analyse communication behaviours.
Administer, score and interpret formal and informal speech and language assessments.
Report and discuss assessment findings in an appropriate manner with clients, carers, co-
workers and supervisor.
Engage in evidence based research to identify appropriate clinical pathways and procedures
Assist in developing intervention goals and activities.
Report and discuss therapy programmes in an appropriate manner with clients, carers, co-workers and supervisor.
Plan and implement therapy programmes with guidance and supervision.
CSLS TCD 2014-15 24
The Senior Freshman weekly clinic is graded by continuous assessment with a grade based on passing
the PDL assignments evaluation, oral case presentation, a written assessment report and on general
competency levels demonstrated during direct and indirect clinical work. Competencies are evaluated
using the Student Clinical Competency Evaluation Form level 1.
By the end of the second year students should be integrating knowledge from speech pathology,
linguistics and psychology to clinical work and should have developed skills in:
administering, scoring and evaluating formal and informal communication and feeding
eating, drinking and swallowing assessments with a range of clients and client groups
formulating a diagnostic hypothesis and discussing possible clinical pathways
professional reporting and discussion of client needs in tutorials and formally in case reports
and presentations.
Students should be demonstrating competency at level 1 (novice) on the majority of competencies
rated on the Student Clinical Competency evaluation form before they enter the Junior Sophister
year. They should be competent in the ability to
Use appropriate communication, interviewing and recording skills when obtaining relevant
information from clients and family members/carers
Apply knowledge of language, anatomy, neurology and psychology to the assessment of
communication and FEDS
Use appropriate formats to obtain and record consent during clinical activities
Devise and implement appropriate informal assessment protocols to identify communication
and FEDS skills and impairments across the lifespan
Identify appropriate formal clinical assessment tools for the identification of communication
/ FEDS skills and impairments
Record observations and interpret behaviour objectively
Communicate information on assessment findings effectively to clients, carers, and co
workers
Demonstrate appropriate professional conduct in all areas of clinical practice
Self evaluate developing professional competencies and identify learning goals
CSLS TCD 2014-15 25
The following forms are used to encourage self-evaluation and provide peer and educator feedback
to students during workshops and practice placements
General forms C Assessment experience log
D Reflective log 1 & 2
E Clinical competency evaluation form: Clinical session
Senior Freshman 1 Student Clinical Competency Evaluation Form and indicators Level 1
1.R Student Mid placement review form Senior Freshman
1.a Evaluation of assessment skills
1.b Detailed evaluation of a test in current clinical use
1.c Test review form
1.2.CA Assessment and case management clinics Continuous assessment
1.2.P Case presentation evaluation
1.2.R Case report evaluation
By the end of the Senior Freshman year students should be demonstrating evident or enhanced
level competency at Level 1 (novice) on the majority of competencies as outlined in table 6.
Table 6 Senior Freshman competencies: Level 1 Novice Clinical assessment and planning
Competency Evident Enhanced
1. Collects and collates
relevant client-related
information systematically (e.g. case
history, interviews and
health records)
Gathers key information from client
records and client/significant other
Demonstrates professional interviewing
skills and shows awareness of gaps in
the available information
2. Selects assessment
procedures and tools (formal and informal)
appropriate to the
client’s needs, abilities and cultural background
With direction identifies specific
areas that need to be assessed and selects appropriate assessments
from range of assessments in
general use.
With guidance identifies specific areas
that need to be assessed. Can select appropriate tools for detailed evaluation
of specific aspects of the
communication /FEDS system based on theoretical rationale
3. Administers, records and scores a range of
assessments accurately
With direction demonstrates ability to administer, record and score
assessments accurately.
Demonstrates ability to administer, record and score assessments
accurately. Identifies need for changes
to procedures in response to the client / context and modifies with guidance
4. Analyses and interprets assessment findings
using the professional
knowledge base
Generates a list of communication FEDS/strengths and weaknesses
from assessment findings
Synthesizes relevant assessment findings to generate a tentative
communication profile
5. Formulates an
appropriate diagnostic hypothesis
With direction analyses and
interprets information generated by the assessment to identify
communication/FEDS profiles and
formulate a tentative diagnostic hypothesis.
With guidance combines assessment
data with a holistic profile of the client to formulate a diagnostic hypothesis
6. Evaluates findings in light of client’s needs
and service resources
With direction evaluates assessment findings and diagnostic hypothesis
to identify possible intervention
approaches in conjunction with the practice educator
Evaluates assessment findings and diagnostic hypothesis using the
professional knowledge base and
identifying service resource and constraints with practice educators
7. Establishes clear long and short term
objectives for
intervention
With direction generates long term goals and short term intervention
objectives based on assessment
findings and professional evidence.
Generates long term goals and short term intervention objectives based on
assessment findings and the
professional evidence base
8. Demonstrates knowledge Demonstrates awareness of the Demonstrates awareness of the scope
CSLS TCD 2014-15 26
of the need for onward referral
scope of the professional remit and of own professional competencies
but requires direction on
appropriate onward referral.
of the professional remit and of own professional competencies. Can suggest
and request guidance on appropriate
onward referral.
9. Reports evaluation findings effectively orally
and in writing
With direction reports orally and in writing in a manner appropriate to
all recipients while conforming to
legal and professional guidelines
Independently reports all relevant information orally and in writing
appropriately to all recipients. Conform
to all legal and professional guidelines.
10. Maintains precise and
concise therapy records
With direction writes objective,
legible, timely records conforming to legal and professional guidelines.
Writes objective, legible, timely records
conforming to legal and professional guidelines with guidance and feedback.
11. Carries out
administrative tasks and
maintains service records
With direction completes
administrative tasks accurately and
in a timely manner
With guidance completes administrative
tasks accurately and in a timely manner
12. Implements therapy using appropriate
therapy techniques,
materials and strategies
Shows evidence of pre placement preparation relevant to the
caseload. With direction selects
appropriate therapy materials, techniques and strategies and
implements accurately.
Shows evidence of pre placement preparation relevant to the caseload.
With guidance and feedback selects
appropriate therapy materials, techniques and strategies for clients
presenting with common clinical
communication profiles and implements therapy accurately.
13. Continuously evaluates intervention and modifies
programme as necessary
With direction monitors and modifies intervention between
sessions in response to client
progress.
With guidance and feedback monitors and modifies intervention between
sessions in response to the client
progress
14. Adapts service delivery/
therapeutic approach in response to
client/significant other
needs
With direction adapts service
delivery/therapeutic approach between sessions in response to the
client/significant other needs
Adapts service delivery /therapeutic
approach between sessions in response to the client/ significant other needs
with guidance and feedback
15. Evaluates intervention and contributes
effectively to clients long
term management and
discharge plan
With direction devises an appropriate and relevant long term
intervention and discharge plan for
client
With guidance and feedback devises an appropriate and relevant long term
intervention and discharge plan for
client
16. Observes, listens and responds to client/
significant other
communications
With direction observes and responds appropriately to
client/significant other verbal and
non-verbal communication.
With guidance and direction observes and responds appropriately to client
/significant other verbal and non-verbal
communication.
17. Uses appropriate
vocabulary, syntax, intonation, volume and
rate for context
Demonstrates appropriate use of
vocabulary, syntax, intonation, volume or rate for client and
context with direction and
modelling.
Uses syntax, vocabulary, intonation,
volume and rate for client/context appropriately for most of the session.
With reflection, guidance and feedback
can identify and modify inappropriate usage.
18. Introduces, presents, closes and evaluates
session components
With direction and modelling can outline purpose, format and
content of session components to
client/significant other
Consistently outlines purpose, format and content of session components to
client/significant other with guidance
and feedback
19. Facilitates client
participation by using clear instructions,
modeling, etc., during
intervention
Facilitates client participation using,
appropriate instruction formats with direction / modeling
Facilitates client participation using
appropriate instruction formats with guidance and feedback.
20. Uses prompts and
clarification requests appropriately
With direction and modelling uses
clarification requests and prompts to facilitate the intervention process
With guidance and feedback uses
clarification requests / prompts to facilitate the intervention process
21. Provides appropriate
verbal and non-verbal
feedback on client
With direction and modelling
provides appropriate verbal and
nonverbal feedback to the client/
With guidance and feedback provides
appropriate verbal and nonverbal
feedback to the client/ significant other
CSLS TCD 2014-15 27
performance significant other in response to their performance and achievements
during therapy
in response to their performance during therapy
22. Communicates and
consults with relevant team members to
progress the client
management plan
With direction and modelling seeks
and gives appropriate client related information
With guidance seeks and gives
appropriate client related information
23. Uses outcome measures
to determine efficacy of intervention
With direction uses appropriate
measures accurately to measure intervention outcomes.
Uses appropriate measures accurately
to measure intervention outcomes with guidance
Professional development
24. Identifies, reflects and
reports on own clinical
strengths and learning
goals
With specific direction and feedback
reviews and identifies developing
competencies and develops learning
outcomes appropriate to the placement.
With guidance and feedback reviews
and identifies developing competencies
and develops learning outcomes
appropriate to the placement.
25. Uses learning resources
appropriately to set and
achieve learning objectives (e.g. feedback
from practice educators,
peers, books, videos, IT
etc.)
Uses appropriate learning resources
and demonstrates behavioural
changes to meet learning objectives with direction.
With guidance uses appropriate
resources to set and achieve learning
goals Demonstrates behavioural changes to meet learning objectives.
CSLS TCD 2014-15 28
Junior Sophister
The application of theory to practice in assessment and intervention is stressed throughout the
Junior Sophister year. Students attend clinical briefings and workshops in the department and are
assigned two practice placements which provide them with opportunities to assess, diagnose, plan
and implement intervention programmes with a number of clients in at least two clinical settings.
Students are encouraged to link professional knowledge and skills to clinical practice in the weekly
and block placements by using evidence based frameworks and accessing the professional
knowledge base to develop and implement intervention programmes.
Junior Sophister placement 2.1
Students attend a weekly clinic during term 1 where they are given increasing responsibilities for
client management as the year progresses. The placement aims to provide students with
opportunities to for assessment and diagnosis as well as planning, and implementing and
evaluating therapy episodes appropriate to the needs of individual clients with communication and/
or eating, drinking and swallowing difficulties. Each student must take responsibility for at least one
client during this placement. They are encouraged to use both direct and indirect observation of
therapeutic interactions to increase knowledge of professional skills and are provided with
opportunities to actuate these skills in their clinical sessions. Clinical tutorials provide the students
with opportunities to reflect on and critically evaluate their own practice. Clinical workshops provide
opportunities to explore and evaluate alternative professional frameworks and intervention
approaches. Students are strongly encouraged to use video and web based learning to link
academic knowledge to clinical work.
Students on this placement are expected to be developing the knowledge, skills and competencies that
will enable them to achieve a passing grade on the Student Clinical Competency Evaluation at Level 2
(Transition). Students at this level will require a moderate level of supervision, monitoring and feedback
to assess, diagnose, plan and implement therapy programmes. They will also need
support to identify significant factors for clients with complex needs and to recognize the
effects of general and clinical environmental factors on client management.
guidance in the evaluation of therapy programmes and their impact on the clients and
environments.
reflection time, structured feedback and guidance to develop self monitoring of professional
competencies
The placement is assessed by continuous assessment and a clinical examination.
Continuous Assessment
CSLS TCD 2014-15 29
The continuous assessment mark awarded for this placement should be based on the competency
levels demonstrated by the student at the end of the placement. Competencies are rated using the
Student Clinical Competency Evaluation Form and indicators for Level 2 (Transition). Competencies
should be evaluated and forms completed at the mid point and end of the placement by the student
and by the key practice educator (in collaboration with other educators should there be others
involved).
Mid placement review
It is recommended that the practice educator should review the student summary file and formally
observe and discuss a therapy session with the student around the mid placement point. Both
practice educator and student should complete written Student Clinical Competency Evaluation
Forms independently. The completed forms should then be compared and can provide a useful
basis for discussion during a formal feedback session. Students should use the information provided
by this review to identify developing competencies and set revised learning goals. If this evaluation
indicates significant gaps in learning opportunities or in the ability of the student to avail of these
the HEI should be notified.
The final assessment mark should reflect the level of competency demonstrated by the student at
the end of the placement. If opportunities have not arisen in the clinic to observe a student’s
competency in a specific area this item may be scored based on responses to a hypothetical clinical
scenario presented by the practice educator. Competencies rated in this manner this should be
indicated in the comments section. The final evaluation should provide students with information on
their current competency levels and this along with feedback from the practice educator should
help the students to set new learning goals and develop a learning plan. Practice educators are
required to assign the student with a grade and percentage mark for this placement. This mark
may be derived from the ratings on the Student Clinical Competency Evaluation Forms (level 2) at
the end of the placement. Marks are not disclosed to students until after the Court of Examiners.
Junior Sophister Clinical examination
Students are examined with a client with whom they are familiar or who is from a client group they
have worked with during the placement. The clinical examination takes place towards the end of
the placement. The examination is conducted by the practice educator and a colleague who may be
a co therapist, practice tutor, regional placement facilitator or a therapist from the department of
Clinical Speech and Language Studies. The examination has 4 components. The student files are
examined for evidence that appropriate diagnostic and therapy competencies are developing along
with the ability to maintain clinical records. The students are required to give a brief oral summary
of the client: relevant history, diagnosis and summary of therapy. The student is then observed
working with the client by both examiners either separately or in turn. The clinical session is
followed by a short viva.
CSLS TCD 2014-15 30
Student files
Junior Sophister students should develop and maintain a summary case files on all clients with
whom they undertake clinical work. These files should follow the appropriate professional guidelines
for the placement/ client group and the requirements of the supervising therapist. They should not
include any identifying information but should contain
Summary of history and previous assessment and therapy (including therapy approach,
focus and outcome) – 2 pages maximum (12 point font, 1.5 spacing)
Relevant findings and evaluations from most recent qualitative and quantitative
assessments (1 page - 12 point font, 1.5 spacing)
Student therapy episode summary sheet and student session notes
Session plans for exam session (2 copies)
These files must be made available to the examiners 24 hours before the examination. Student files
should NOT contain any information that would enable the client or service to be identified
Case presentation
The case presentation allows the student to demonstrate that he/she can identify analyse and synthesize
the key client and clinical factors influencing case management. The case presentation may occur before
or after the session and should not last longer than 5 minutes.
The student files and case presentation should allow the examiners to evaluate the following
competencies
1 Collects and collates relevant client-related information systematically (e.g. case history,
interviews and health records)
4 Analyses and interprets assessment findings using the professional knowledge base
5 Formulates appropriate diagnostic hypotheses
7 Establishes clear long and short term objectives for intervention
8 Demonstrates knowledge of the need for onward referral
9 Reports evaluation findings effectively orally and in writing
Clinic session
The student is observed during the session by two examiners. Both examiners may observe jointly in
some instances but in the majority of cases, the examiners will observe parts of the session separately.
The clinical examination should allow the student to demonstrate levels of competency in the following
areas.
12. Implements therapy using appropriate therapy techniques, materials and strategies
13. Continuously evaluates intervention and modifies programme as necessary
14. Adapts service delivery/ therapeutic approach in response to client/significant other needs
CSLS TCD 2014-15 31
15. Evaluates intervention and contributes effectively to clients long term management and
discharge plans
16. Observes, listens and responds to client/ significant other communications
17. Uses appropriate vocabulary, syntax, intonation, volume and rate for context
18. Introduces, presents, closes and evaluates session components
19. Facilitates client participation by using clear instructions, modeling etc. during intervention
20. Uses prompts and clarification requests appropriately
21. Provides appropriate verbal and non-verbal feedback on client performance
Viva
The clinical session, general principles of intervention and issues related to client group, disorder area
and service delivery are explored during the viva. The viva should allow the student to demonstrate
knowledge of general principles underlying diagnosis and therapy and the ability to use outcome
measures to determine efficacy of intervention (23). The guidelines to questioning in appendix 2 (Fowler
2006) may be of help to examiners in selecting questions to ensure that competencies are assessed at
the appropriate levels
Practice educators may use form 2.1 E to record the examination or may record it on the Student
Clinical Competency Evaluation form. The results should be summarized on form 2.1 for return to the
department at the end of the placement.
Feeding eating, drinking and swallowing, fluency, language, speech and voice are covered in
workshops in the second term.
Junior Sophister Block placement 2.2
The 30 day clinical block placement in May/June allows students to integrate knowledge acquired
during the academic year and apply knowledge and skills to a wide range of client groups and
disorders. The students are assigned four research days during the placement. During these days
they are required to explore assessment and therapy approaches, clinical pathways, and service
delivery options for the client group with whom they are involved.
During this placement students will benefit from opportunities to
Observe therapists in specialized assessments and therapy.
Sample, transcribe and analyse and evaluate communication behaviours.
Administer, score and interpret formal and informal speech and language assessments.
Use information from assessments and history to formulate a diagnosis and plan intervention
programmes
Apply principles of evidence based practice to therapy planning
CSLS TCD 2014-15 32
Report and discuss assessment findings and therapy programmes in an appropriate manner with
clients, carers, co-workers and supervisor.
Discuss and evaluate general models and principles underlying intervention
Plan and implement therapy programmes across a range of client groups, communication
disorders and settings.
Participate in routine clinical administration.
During the block placement, students should be able to work under guidance with regular
consultation with the supervising therapist. While such consultation may occur on an informal basis
throughout the placement it is also suggested that therapists schedule time for formal consultations
on their block timetable. Students will require regular feedback and discussion on their performance
during the placement to enable them to meet their learning goals. We ask practice educators to
help them in this process by completing mid and final placement evaluation forms identifying
strengths and weaknesses.
The assessment mark awarded for this placement is based on the student demonstrating
competency in professional report writing. Two case reports are submitted in the final week of the
JS block placement and are evaluated using 2.2.R Case reports evaluation. The mark from this
assignment contributes to the final year grade.
CSLS TCD 2014-15 33
By the end of the JS year students should have developed professional knowledge and
skills in:
Ability to form appropriate professional relationship with clients, carers and co-workers.
Diagnosis of communication disorders in children and adults.
Reporting and discussion of assessment findings.
Planning of therapy programmes both long and short term, with guidance.
Therapy execution and evaluation of effectiveness.
Report writing and record keeping.
Self evaluation of developing professional competencies
They should show knowledge of general principles underlying therapy in both theoretical and practical areas and should be able to identify their own learning needs in relation to clinical work in general and
client specific matters.
CSLS TCD 2014-15 34
Junior Sophister case reports
Junior Sophister students must demonstrate competency in professional report writing skills by the
submission of two reports based on client management during the block placement. The
assessment mark awarded for this placement is based on the student demonstrating competency in
professional report writing. This mark contributes to the final year clinical mark.
The reports should take the form of onward referral of a client with whom the students has worked to a
speech and language therapist summarizing relevant background information, assessment, diagnosis,
case management, therapy outcomes along with recommendation for further management.
Reports should be submitted to the practice educator on the Monday of the last week of the placement.
The case reports should demonstrate that the student has achieved the professional competencies
required to communicate clinical management decisions in writing in a clear, concise and professional
manner. They are assessed for content, structure, format and writing style. Practice educators evaluate
the reports using the case report marking template and a grade is awarded. Practice educators may
alter the marking template if required but are asked to mark changes in the form submitted to college to
facilitate feedback to students. This marking sheet and the grade should be submitted to college along
with the formative feedback form at the end of the placement. Marks from these reports contribute to
the final Senior Sophister clinical mark.
Each report should give the following information on the face sheet.
Student name / number
Date placement started
Number of days in placement
Date placement completed
Date of submission to practice educator
Date of submission to college
Word count (Reports should not exceed a word count of 1000 words).
Submission
To the practice educator on the Monday of the final week of the placement
To College within 3 days of placement completion
Reports submitted to college must not contain any identifying information other then the name of the student.
CSLS TCD 2014-15 35
Table 8 Case report marking sheet :Content Possible marks 0 1 3 5
Holistic approach
not evid
ent
Presents isolated
information on client /
impairment /context
Present a key facts related
to client and context
Comprehensive and coherent
account of the client and
context
Referral data Referral source and date
only
Referral source / and date
given
Referral source, date and
reason
Background
information
Little or no relevant
background information
presented
Key client history factors
identified and influence on
clinical decisions outlined
All relevant client history factors
and influence on clinical
decisions clearly stated
Assessment
content
Significant omissions in
aspects of communication system assessed.
Assessment covering
majority of relevant aspects of communication
Comprehensive assessment
covering all relevant aspects of communication
Assessment
findings
Errors in scoring and / or
evaluation of assessment
findings
Assessment findings
scored, summarised and
evaluated accurately
Results of range of assessments
and information gathering
processes integrated and used
to inform case management
Case management
plan
Inappropriate case management plan with no
evidence of understanding
client’s needs or context
Selects appropriate standard case
management in light of
assessment findings
Selects appropriate case management plan in light of
assessment findings and service
agency policy and resources
Linking theory to
practice
Few or inappropriate links
are made to theory
Evidence of decision
making based on theoretical rationale
Evidence of effective research
review and decision making supported by theory
Prioritises areas
for intervention
Management plan does not
indicate appropriate long
term aims or short term objectives
Appropriate long term
aims and some short term
episode objectives
All appropriate long term aims
and short term episode
objectives presented
Individualised Intervention
approach
Generic approach selected without reference to
individual or broad
communication profile
Individualised intervention appropriate to assessment
findings and therapy
objectives
Intervention approach appropriate to client,
assessment findings and
therapy objectives
Context Does not identify factors that may influence
outcomes
Identifies some factors that may influence
outcomes
Outlines factors that may influence timeframe and
prognoses
Outcome
measure for
therapy episode
Does not present outcome
measures
Identifies outcome
measure to be used
Identifies specific
communication and
environmental outcome measures
Clinical decision making
Rationale not explicit. Rationale for most management decisions
given
Clear rationale for all decisions evident
Evidence for
approach
No relevant evidence. Relevant evidence
presented as rationale for
case management plan
Relevant evidence for range of
case management options
clearly summarised
Score
Total possible 65 Total achieved
CSLS TCD 2014-15 36
Structure and format
Possible
marks
0 1 3 5
Date Dates not stated or
incorrect
Report and assessment
dates given
All dates and calculations correct
Structure Introduction and
summarising vague or cursory.
Effective introduction,
orderly progress and effective summary.
Clear focused presentation of
client and communication system and intervention
options.
Clarity of
expression
Grammatical and spelling
errors. Inappropriate
vocabulary/ style
Grammar and spelling
accurate. Vocabulary and
syntax apt.
Grammar and spelling accurate.
Concise syntax and vocabulary.
Appropriate for recipient
Inappropriate content / style for intended recipients
Appropriate style and content for professional
recipients.
Appropriate style and content for recipient and client/ carers.
References if
appropriate
Referencing inaccurate or
inconsistent
Referencing relevant and
mostly accurate
Referencing relevant and
accurate
Summary Summary of assessment
findings and
recommendations omitted
Summary of majority of
assessment findings and
recommendations
Concise summary of assessment
findings and clear
recommendations
Signature / date/
recipients
Unsigned Signed and dated recipients listed
Signed / dated above typed name, all recipients listed
Score
achieved
Total
possible
35 Total achieved
CSLS TCD 2014-15 37
By the end of the Junior Sophister year students should be demonstrating competency at the evident or
enhanced level on the Student Clinical Competency Evaluation form level 2 (table 9).
Table 9 Junior Sophister Competencies Level 2 Transition Clinical assessment and planning Competency Evident Enhanced
1. Collects and collates relevant
client-related information
systematically (e.g. case history, interviews and
health records)
Demonstrates professional
interviewing skills and shows
awareness of gaps in the available information
Consistently systematically collects
and collates complete information
from client/ significant other and/or health records and communication
environment. Identifies and
researches gaps in required information
2. Selects assessment procedures and tools (formal
and informal) appropriate to
the client’s needs, abilities and cultural background
With guidance identifies specific areas that need to be assessed. Can
select appropriate tools for detailed
evaluation of specific aspects of the communication and eating, drinking
and swallowing based on theoretical
rationale
Consistently selects appropriate assessment procedures or tools from
available selection. Uses the
professional knowledge base to devise informal protocols for further
detailed assessment.
3. Administers, records and
scores a range of assessments accurately
Demonstrates ability to administer,
record and score assessments accurately. Identifies need for
changes to procedures in response
to the client / context and modifies with guidance
Administers, records and scores
assessments efficiently and makes timely modifications as client profile
emerges.
4. Analyses and interprets assessment findings using
the professional knowledge
base
Synthesizes relevant assessment findings to generate a tentative
communication / eating, drinking
and swallowing profile
Analyses, synthesizes and interprets relevant assessment findings and
environmental information to
generate an accurate communication /FEDS profile
5. Formulates an appropriate
diagnostic hypothesis
With guidance combines
assessment data with a holistic
profile of the client to formulate a
diagnostic hypothesis
Independently analyses and
interprets information generated by
the assessment and formulates a
holistic diagnosis
6. Evaluates findings in light of client’s needs and service
resources
With guidance evaluates assessment findings and diagnostic
hypothesis using the professional
knowledge base and identifying service resource constraints in
conjunction with practice educator
Identifies appropriate priorities and intervention approaches for client
management taking local service
resources into account
7. Establishes clear long and
short term objectives for
intervention
Generates long term goals and
short term intervention objectives
based on assessment findings and the professional evidence base
Negotiates and establishes agreed
long term goals and short term
objectives for intervention with clients / significant other based on
evaluation of the holistic client profile
8. Demonstrates knowledge of
the need for onward referral
Demonstrates awareness of the
scope of the professional remit and
of own professional competencies. Can suggest and request guidance
on appropriate onward referral.
Demonstrates awareness of the
scope of own professional
competencies and suggests appropriate onward referral within
current clinical context
CSLS TCD 2014-15 38
Table 9 (cont.) Junior Sophister Level 2 Transition Intervention
Level 2 Evident Enhanced
9. Reports evaluation
findings effectively
orally and in writing
Independently reports all relevant
information orally and in writing
appropriately to all recipients. Conform to all legal and professional guidelines.
Independently conveys all relevant
information on client profile and
diagnosis in professional oral and written reports appropriate to all
recipients and conforming to legal and
professional guidelines. May need
guidance to outline appropriate management options.
10. Maintains precise
and concise therapy
records
Writes objective, legible, timely records
conforming to legal and professional
guidelines with guidance and feedback.
Independently writes concise objective,
legible, timely records conforming to
legal and professional guidelines.
11. Carries out
administrative tasks and maintains
service records
With guidance completes administrative
tasks accurately and in a timely manner
Independently completes
administrative tasks accurately and in a timely manner
12. Implements therapy
using appropriate
therapy techniques, materials and
strategies
Shows evidence of pre placement
preparation relevant to the caseload.
With guidance and feedback selects appropriate therapy materials,
techniques and strategies for clients
presenting with common clinical communication /FEDS profiles and
implements therapy accurately.
Independently selects appropriate
therapy materials, techniques and
strategies for clients and carries out the therapy accurately.
13. Continuously
evaluates
intervention and modifies programme
as necessary
With guidance and feedback monitors
and modifies intervention between
sessions in response to the client progress
Monitors and modifies intervention
within sessions in response to client
progress.
14. Adapts service
delivery/ therapeutic
approach in response to client/significant
other needs
Adapts service delivery /therapeutic
approach between sessions in response
to the client/ significant other needs with guidance and feedback
Seeks guidance within session to adapt
service delivery/therapeutic approach
in response to the client/significant other needs as they arise.
15. Evaluates
intervention and
contributes effectively to clients
long term
management and discharge plan
With guidance and feedback devises an
appropriate and relevant long term
intervention and discharge plan for client
Demonstrates an ability to
independently develop appropriate
long term intervention and discharge plans
16. Observes, listens and
responds to client/
significant other
communications
With guidance and direction observes
and responds appropriately to client
/significant other verbal and non-verbal
communication.
Independently observes and responds
appropriately to
client/significant other verbal and non-
verbal communication
17. Uses appropriate vocabulary, syntax,
intonation, volume
and rate for context
Uses syntax, vocabulary, intonation, volume and rate for client/context
appropriately for most of the session.
With reflection, guidance and feedback can identify and modify inappropriate
usage.
Demonstrates appropriate use of vocabulary, syntax, intonation, volume
or rate for client /context for most of
the session. Can independently identify and modify inappropriate usage.
18. Introduces, presents,
closes and evaluates
session components
Consistently outlines purpose, format
and content of session components to
client/significant other with guidance and feedback
Independently outlines purpose,
format and content of session
components to client/significant other.
19. Facilitates client participation by
using clear
instructions, modeling, etc.,
during intervention
Facilitates client participation using appropriate instruction formats with
guidance and feedback.
Independently facilitates client participation using appropriate
instruction formats
CSLS TCD 2014-15 39
Table 9 (cont.) Junior Sophister Level 2 Transition Intervention
20. Uses prompts and
clarification requests
appropriately
With guidance and feedback uses
clarification requests / prompts to
facilitate the intervention process
Uses clarification requests and prompts
independently to facilitate the
intervention process.
21. Provides appropriate verbal and non-
verbal feedback on
client performance
With guidance and feedback provides appropriate verbal and nonverbal
feedback to the client/ significant other
in response to their performance during
therapy
Independently provides appropriate verbal and non-verbal feedback to the
client/ significant other in response to
performance during therapy
22. Communicates and consults with
relevant team
members to progress the client
management plan
With guidance seeks and gives appropriate client related information
Independently seeks and gives appropriate client related information
23. Uses outcome
measures to
determine efficacy of intervention
Uses appropriate measures accurately
to measure intervention outcomes with
guidance
Independently uses appropriate tools
accurately to measure outcome of
intervention. Recognises the contribution of outcome measures to
evidence based practice
Professional development
24. Identifies, reflects and
reports on own clinical
strengths and learning
goals
With guidance and feedback reviews
and identifies developing
competencies and develops learning
outcomes appropriate to the placement.
Independently reviews own developing
competencies accurately and presents
an action plan to address learning
needs.
25. Uses learning resources
appropriately to set and
achieve learning
objectives (e.g. feedback from practice
educators, peers,
books, videos, IT etc.)
With guidance uses appropriate
resources to set and achieve
learning goals Demonstrates
behavioural changes to meet learning objectives.
Independently uses appropriate
resources to set and achieve learning
goals. Demonstrates behavioural
changes to meet learning objectives
CSLS TCD 2014-15 40
Senior Sophister
Senior Sophister students are expected to have acquired a broad professional knowledge base and
to have developed basic competency in a wide range of clinical areas. They should be aware of their
strengths as clinicians and should also be aware of gaps in their professional knowledge, skills or
clinical competencies that could hinder them in becoming competent speech and language
therapists. The development of professional knowledge, skills and practice competencies is fostered
in the Senior Sophister year by two clinical placements which provide opportunities for students to
Apply research and critical thinking skills to case and caseload management
Accept increasing responsibility for client and caseload management
Develop diagnostic skills across a range of client groups and communication impairments
Broaden knowledge of intervention approaches and clinical pathways.
Develop knowledge of speech and language therapy services within the framework of the
national health services.
Senior Sophister competencies
During the Senior Sophister year students should be integrating knowledge from all disciplines to clinical
work. They should be generalizing the competencies already acquired during the Senior Freshman and
Junior Sophister years across client groups and clinical contexts. Senior Sophister students should
demonstrate knowledge of
The professional code of ethics and of the professional and legal guidelines for practice.
Health service structures
Service delivery options
Cultural and linguistic diversity
They should accept responsibility for professional and clinical actions and engage in self-directed learning
to ensure that their professional knowledge and skills meet the needs of the clients and the placement.
They should be demonstrating reflection and self evaluation skills as a foundation for continued
professional development. They should recognise the need for appropriate onward referral and the need
for support from mentors and/or clinical educators.
Senior Sophister students should have developed the professional knowledge and skills to enable them
engage in clinical practice with minimal supervision in many contexts. They should show stable
competencies in their ability to
Act in a professional manner towards clients, carers and co-workers and service agencies
Adhere to professional and legal guidelines in all record keeping procedures
Establish and maintain effective working relationships with clients and co-workers
CSLS TCD 2014-15 41
Identify and describe typical and atypical communication patterns
Evaluate the communication abilities of clients in relation to communication needs and contexts
Generate possible explanations for atypical communication patterns by exploring the knowledge base of the profession and those of related disciplines
Identify appropriate service delivery and therapy options to conform with best practice for the
individual client, the caseload and the service
Understand the rationale and principles that underlie therapy and communicate these effectively to clients and co workers
Negotiate and implement therapy with clients, carers and co-workers.
Set appropriate therapy goals based on the evaluation of communication skills and needs while
taking cognisance of service delivery options and constraints
Implement and evaluate therapy programmes to maximise the communication skills of both
individual clients and client groups
Evaluate therapy outcomes for individual clients, caseloads and services
Provide information on therapy outcomes to facilitate clinical and service audit.
Apply research principles, methodologies and reporting procedures to clinical data in order to
contribute to the professional knowledge base
Competencies in the following aspects of professional practice may be evident in some
contexts but supervision and direction may be required to ensure generalization to
practice.
Record keeping: Following agency procedures and in admission, discharge and record keeping
Time management in clinical sessions
Time management in relation to client, caseload and service balance
Working with others in multidisciplinary settings
Producing management plans and demonstrating understanding of client, caseload and service
Additional competencies may need to be developed in specific service setting or with specific
client groups. Senior Sophister students will need a balance of direct and indirect supervision
to
Develop professional knowledge and skills in the use of specific therapy procedures and
techniques
Understand the rationale for policies and procedures that underpin clinical administration
Undertake clinical work in a competent manner with clients who present with complex
communication impairments and disabilities.
CSLS TCD 2014-15 42
Senior Sophister placement 3.1
The placement consists of one induction day followed by 10 days between September and December.
Clinic days on this placement should include at least 3 hours direct client clinical work and 3 hours
preparation, administration and research time. Students should carry a mini caseload and are
expected to show competency in time and case management skills. They should also be
developing and applying professional knowledge of
Speech and language therapy services in the context of global, national and local health
policies
Healthcare policies and ethical decision making
Research in practice
Service and caseload management
Approaches to service delivery
to client and caseload management.
They are expected to consolidate clinical competencies across a range of care groups and service
locations and show increasing competency in all aspects of professional practice.
Students should be able to evaluate their own performance objectively and set new learning goals during
the placement. Practice educators are requested to assist them in this by using formal formative
feedback at mid block and end of block sessions.
Senior Sophister students are assessed in the weekly clinic on an ongoing assessment basis (continuous
assessment 3.1). Placement educators are asked to provide students with a formal evaluation of their
developing competencies in the middle and at the end of the placement using the level 3 form and
indicators of the Student Clinical Competency Evaluation pack. Student files should be reviewed as part
of mid and end of placement evaluations to ensure that record keeping standards are maintained.
Students are required to consult with practice educators and mentors if more then five ratings of not
evident or emerging are indicated at mid placement.
Senior Sophister Assessment 3.1
Senior Sophister students are assessed in the weekly clinic on an ongoing assessment basis
(continuous assessment 3.1) using the Student Clinical Competency Evaluation Forms level 3.
Practice educators are asked to provide students with a formal evaluation of their skills in the
middle and at the end of the placement. This report along with a grade and percentage mark is
then forwarded by the supervisor to the department. General feedback is given to students
CSLS TCD 2014-15 43
following the final assessment. Specific marks are not disclosed to the student until after the
Court of Examiners meeting.
Students are required to carry out detailed research on one client in preparation for a case
presentation to be given in College in January. The case presentation will take place in the
department with 2 college examiners in the first week of term. Presentations will be video recorded
and retained for evaluation by the external examiner if necessary.
CSLS TCD 2014-15 44
Senior Sophister Placement 3.2
Senior Sophister students undertake their final clinical block placement in between The end of January
and April. The placement comprises
24 clinic days
6 research days
The placement is assessed by continuous assessment and a clinical examination using the Student
Clinical Competency Evaluation Forms level 3. The clinical exam may take place after the student has
completed 12 clinic days in the placement.
The research days are focused as follows
Research day 1
Literature review: Best practice in the assessment, diagnosis and management for client group
Design/ compilation of appropriate informal assessment material
Background information specific to clinical practice, client and client group.
Research day 2.
Literature review: Best practice in therapy approaches and service delivery for client group
Preparation appropriate therapy materials
Research day 3
Client and communication impairment related reading
Research day 4.
Service management and service delivery options
Research day 5.
Evident based recommendations for further intervention
Research day 6.
Support materials for clients and carers to promote stabilisation/ generalisation
Students must make contact with the college mentor and arrange a review meeting following the mid
placement evaluation. College mentors will make contact with practice educators prior to the meeting
with the student.
CSLS TCD 2014-15 45
Senior Sophister Assessment 3.2
Continuous Assessment
The continuous assessment mark awarded for this placement should be based on the student’s
developing competencies as demonstrated during the placement. The mark should reflect a formal
evaluation in the middle and at the end of the placement on the Student Clinical Competency
Evaluation Forms level 3 based on observation of developing competencies in clinical practice. The
mid placement session should be scheduled between clinical day 8 and day 12 of the placement. It
is recommended that the clinical educator observe and discuss two therapy sessions, including an
unseen client if possible and provide the student with formal feedback by the completion of an
evaluation form and a formal feedback session. Feedback is provided in order to allow the student
to evaluate progress, set learning goals etc. Students should complete self-evaluation forms at this
point also, to facilitate discussion and the identification of learning goals. If difficulties are
encountered at the assessment or if more than 5 competencies are rated as not evident or
emerging these should be discussed with the college mentor.
Clinical examination
The clinical examination takes place after the student has completed at least 12 clinic days on the
placement. The examination is conducted by the practice educator and a practice tutor / regional
facilitator or a college therapist. In a number of instances each year, the External Examiner may be
present for this assessment in the role of moderator. During the clinical examination the student
client files are examined and students are observed working with two clients / patients. These sessions
are followed by a short viva.
Student files
Senior Sophister files should develop and maintain a summary case file for all of their clients
following the appropriate professional guidelines for the placement/ client group. These should
include
Summary of history and previous assessment and therapy (including therapy approach, focus
and outcome) – 2 pages maximum (12 point font, 1.5 spacing)
Relevant findings and evaluations from most recent qualitative and quantitative assessments (1
page - 12 point font, 1.5 spacing)
Student therapy episode summary sheet
Student session plans and evaluations
Session plans for exam session (2 copies for both Client A and B)
These files must be made available to the examiners. Student files should NOT contain any
information that would enable the client or service to be identified.
CSLS TCD 2014-15 46
Clinic session
The student is observed during the session by both examiners and by the external examiner if
selected. Both examiners may observe jointly in some instances but in the majority of cases, the
examiners will observe parts of the session separately.
The clinical session, general principles of intervention and matters related to client group, disorder
area and service delivery are explored during the viva.
Client A
A client known to the student is selected by the clinician before the exam (usually mid placement)
and the session to be observed should reflect the episode goals. If the selected client fails to attend
on the examination day, the student may be examined with an alternative client. Every effort will
be made to ensure that the student is not disadvantaged in such an instance.
Client B
The Unseen client will be unfamiliar to the student and basic information only is provided.
Information regarding the 'unseen' client should be noted on the unseen client form and given to
the student no more than two days before clinical examination.
Table 11 Referral note for unseen client
Referral note for unseen client
(To be given to student no more than two days prior to the examination date) Date/ time referral passed to student ………at …. Date/ time of appointment …………… at……….
Referral information
_______________________________-has been referred for a Speech and Language Therapy
Assessment by (Client’s name)
_______________ (Referral source)
because of concern about his/ her communication
Summary of relevant background information.
DOB
Social
Medical
Educational
Previous SLT
He/ she may be accompanied to the assessment session by ......(name) his/her ..... (relationship)
Speech and language therapist / clinical educator
The unseen client assessment session allows the student to demonstrate competencies in
Identification and formulation of appropriate assessment questions
Identification of appropriate professional tools to observe, sample, analyze and evaluate the client
and the presenting communication impairment
Establishing and maintaining professional relationships which achieves the session goals and respects
the clients rights
CSLS TCD 2014-15 47
Using appropriate tools to obtain sufficient relevant information to allow a tentative diagnosis to be
formulated
Obtain sufficient information to identify areas for further investigation
Share assessment findings as appropriate with the client and relevant others
Formal or standardised assessment procedures may be used with the unseen client, if appropriate.
The administration of these should be limited to 10-15 minutes and the student should be aware
that they are unlikely to have enough time to score and evaluate the test / assessment adequately
before the viva.
Student reflection and review time
Students are allocated approximately 10 minutes review time following the known client session
and 20 minutes following the unseen client to review notes.
Viva
The viva should not normally exceed 30 minutes except in exceptional circumstances. The viva
provides an opportunity for the student to discuss their therapy and assessment sessions in a
professional manner. The student should evaluate the session by providing brief description of
therapy goals, processes and outcomes achieved and identify changes needed to therapy goals and
processes for future management. They should present a clear and concise summary of the key
assessment findings on the unseen client.
Discussion and questions from the examiners should enable the student to demonstrate that they
Have an adequate knowledge base to justify therapy / assessment procedures used.
Are able to access their professional knowledge and use to inform and evaluate therapy on line.
Can report observations and evaluations in a full and accurate manner using appropriate professional
terminology.
Can draw inferences from all available information to establish a comprehensive picture of the
client’s communication abilities and needs.
Outline recommendations for further assessment and formulate a tentative management plan
All students will be given the opportunity to answer at least one of the following questions as part of the
viva
Client A.
Outline the theoretical underpinnings of therapy procedures.
Summarise evidence for use of therapy approach / procedure and outline an alternative
approach
CSLS TCD 2014-15 48
Client B
Formulate a diagnosis based on assessment findings.
Justify assessment methodology selected and outline alternatives
General feedback is given to students following assessments. Specific marks are not
disclosed until after the Court of Examiners meeting.
By the end of the Senior Sophister year students should be demonstrating competency at the
evident or enhanced level on the Student Clinical Competency Evaluation form level 3 (table 12).
CSLS TCD 2014-15 49
Senior Sophister Competencies Level 3 Entry
Table 12 Senior Sophister Level 3 Clinical assessment and planning
Competency Evident Enhanced
1. Collects and collates
relevant client-related information systematically
(e.g. case history,
interviews and health
records)
Consistently systematically collects
and collates complete information from client/ significant other and/or
health records and communication
environment. Identifies and
researches gaps in required information
Identifies all sources of client related
information and collects and collates efficiently to gain a complete picture
of the client.
2. Selects assessment
procedures and tools
(formal and informal) appropriate to the client’s
needs, abilities and cultural
background
Consistently selects appropriate
assessment procedures or tools from
available selection. Uses the professional knowledge base to devise
informal protocols for further detailed
assessment.
Adapts and modifies assessment
tools for the client while maintaining
psycho-metric reliability and validity.
3. Administers, records and
scores a range of assessments accurately
Administers, records and scores
assessments efficiently and makes timely modifications as client profile
emerges.
Administers, records and scores a
number of assessments accurately to identify the range of
communication impairments
needing to consult the manual for scoring instructions only
4. Analyses and interprets assessment findings using
the professional knowledge
base
Analyses, synthesizes and interprets relevant assessment findings and
environmental information to
generate an accurate communication/ eating, drinking and
swallowing profile
Analyses, synthesizes and interprets relevant assessment
findings and environmental
information to generate an accurate communication/FEDS profiles in all
presenting cases
5. Formulates an appropriate
diagnostic hypothesis
Independently analyses and interprets
information generated by the
assessment and formulates a holistic diagnosis
Independently analyses and
interprets information generated by
the assessment and formulates a holistic diagnosis in cases which
require the application of in depth
knowledge and specific skills
6. Evaluates findings in light of
client’s needs and service resources
Identifies appropriate priorities and
intervention approaches for client management taking local service
resources into account
Identifies appropriate priorities and
intervention approaches for client management showing knowledge of
health service resources
7. Establishes clear long and
short term objectives for
intervention
Negotiates and establishes agreed
long term goals and short term
objectives for intervention with clients / significant other based on evaluation
of the holistic client profile
Negotiates and establishes agreed
long term goals and short term
objectives for intervention with clients / significant other based on
evaluation of holistic client profile
and available resources
8. Demonstrates knowledge of
the need for onward referral
Demonstrates awareness of the scope
of own professional competencies and suggests appropriate onward referral
within current clinical context
Demonstrates awareness of the
scope of own professional competencies and those of other
members of health, education and
social care and can initiate appropriate onward referral
CSLS TCD 2014-15 50
Table 12 (cont.) Senior Sophister Level 3 Entry Intervention
Competency Evident Enhanced
9. Reports evaluation
findings effectively
orally and in writing
Independently conveys all relevant
information on client profile and
diagnosis in professional oral and written reports appropriate to all
recipients and conforming to legal and
professional guidelines. May need
guidance to outline appropriate management options.
Independently conveys all relevant
information on cases which require
the application of in depth knowledge and skills in oral and
written reports conforming to all
legal and professional guidelines.
10. Maintains precise and
concise therapy
records
Independently writes concise objective,
legible, timely records conforming to
legal and professional guidelines.
Independently writes concise
objective, legible, timely records
conforming to legal and professional guidelines with a high level of
automaticity.
11. Carries out
administrative tasks
and maintains service records
Independently completes
administrative tasks accurately and in a
timely manner
Independently completes all
administrative tasks accurately in a
precise and concise manner with a high level of automaticity.
12. Implements therapy using appropriate
therapy techniques,
materials and strategies
Independently selects appropriate therapy materials, techniques and
strategies for clients and carries out the
therapy accurately.
Independently selects appropriate therapy materials, techniques and
strategies with a efficiently for all
clients and carries out the therapy accurately
13. Continuously evaluates intervention and
modifies programme
as necessary
Monitors and modifies intervention within sessions in response to client
progress.
Monitors and modifies intervention adapting learning goals within the
session as required.
14. Adapts service
delivery/ therapeutic approach in response
to client/significant
other needs
Seeks guidance within session to adapt
service delivery/therapeutic approach in response to the client/significant
other needs as they arise.
Independently adapts service
delivery/therapeutic approach within sessions in response to the
client/significant other needs as they
arise.
15. Evaluates intervention and contributes
effectively to clients
long term
management and discharge plan
Demonstrates an ability to independently develop appropriate long
term intervention and discharge plans
Independently develops appropriate management plans considering all
contributing environmental and
personal factors
16. Observes, listens and
responds to client/
significant other communications
Independently observes and responds
appropriately to
client/significant other verbal and non-verbal communication
Independently observes and
responds appropriately to
client/significant other verbal and non-verbal communication in cases
which require the application of in
depth knowledge and specific skills
17. Uses appropriate
vocabulary, syntax, intonation, volume and
rate for context
Demonstrates appropriate use of
vocabulary, syntax, intonation, volume or rate for client /context for most of
the session. Can independently identify
and modify inappropriate usage.
Demonstrates appropriate use of
vocabulary, syntax, intonation, volume and rate for client /context
at all times. Independently modifies
use in cases which require the application of specific knowledge /
skills.
18. Introduces, presents,
closes and evaluates
session components
Independently outlines purpose, format
and content of session components to
client/significant other.
Independently outlines aims and
formats of session components to
client/significant other in cases which require specific knowledge
/skills.
CSLS TCD 2014-15 51
Table 12 (cont.) Senior Sophister Level 3 Entry Intervention
19. Facilitates client
participation by using
clear instructions, modelling etc. during
intervention
Independently facilitates client
participation using appropriate
instruction formats
Independently facilitates client
participation using appropriate
instruction formats which require specific knowledge /skills.
20. Uses prompts and
clarification requests
appropriately
Uses clarification requests and prompts
independently to facilitate the
intervention process.
Uses clarification requests / prompts
independently to facilitate the
intervention in cases which require in depth knowledge /specific skills.
21. Provides appropriate
verbal and non-verbal
feedback on client performance
Independently provides appropriate
verbal and non-verbal feedback to the
client/ significant other in response to performance during therapy
Provides appropriate feedback
automatically to the client/
significant other during therapy in cases which require the application
of in depth knowledge.
22. Communicates and
consults with relevant
team members to progress the client
management plan
Independently seeks and gives
appropriate client related information
Independently consults
appropriately on cases which require
the application of in depth knowledge and specific skills.
23. Uses outcome
measures to determine
efficacy of intervention
Independently uses appropriate tools
accurately to measure outcome of
intervention. Recognises the contribution of outcome measures to
evidence based practice
Independently sources innovative
outcome measures for use with
particular clients and uses these appropriately
Table Senior Sophister Professional development
Competency Evident Enhanced
24. Identifies, reflects and reports on own clinical
strengths and learning
goals
Independently reviews own developing competencies
accurately and presents an
action plan to address learning needs.
Independently reviews own developing competencies, accurately rates abilities.
Demonstrates ongoing reflective practice
and develops an action plan to address learning needs across all areas of
professional development
25. Uses learning resources
appropriately to set and
achieve learning objectives (e.g. feedback from
practice educators, peers,
books, videos, IT etc.)
Independently uses
appropriate resources to set
and achieve learning goals. Demonstrates behavioural
changes to meet learning
objectives
Independently uses appropriate learning
resources and demonstrates behavioural
changes to meet learning objectives.
CSLS TCD 2014-15 52
Evaluation of developing professional competencies
The Department uses a wide range of assessment formats to track the development of knowledge, skills
and clinical competencies across during the 4 year course. These are scheduled across all strands of the
education programme as outlined in Table 13.
Table 13 Overview of assessments and examinations STRAND JF SF JS SS
Speech and
Language Pathology
Oral / written
presentations on problem resolution
Assessment
Peer Assessment report
Continuous
Assessment (2 essays) Written
examination, ,
Assignments Class tests
Intervention
Written examination,
Continuous
assessment essays,
assignments
Class tests
Written
examination, Continuous
assessment
essays, assignments
Class tests
Clinical Education
Presentation on service location
Written reports-
baby and child studies
Preschool child
assessment CONNECT/ general
client group report
Continuous assessment SCCEF
level 1
Written Assessment reports
Oral case presentation
Written case reports (assessment)
SCCEF level 1
Block
Continuous assessment SCCEF
level 1
Self evaluation Test reviews
Continuous assessment &
Clinical
examination SCCEF level 2
Self evaluation
Block Continuous
assessment
SCCEF level 2
2.2 Self evaluation
Clinical
reports(2) SCCEF level 2
Service report
Test reviews
3.1 Continuous assessment &
In-depth Case
presentation Ethics &
administration
Class test Clinical exam.
3.2 (Unseen
Assessment and
seen therapy) SCCEF level3
Study
Language Written
examination, Continuous
assessment essays,
assignments Class tests
Written examination,
Continuous assessment essays,
assignments
Class tests
1 assignment
per term, Exam
Intellectual
impairment Class test
Poster
presentation Dysphagia
Class test Speech
Examinations
(physiology;
anatomy phonetics;
speech & hearing) Continuous
assessment
Written examination,
Continuous
assessment essays,
assignments Class tests
Written
examination,
Continuous
assessment essays,
assignments
Psychology Written examinations
continuous
assessment
Examination (cog neuro)
Examination, oral
presentations
Research
Examination
(research)
Research
proposal
Research paper
CSLS TCD 2014-15 53
Clinical assessments and examinations
The development of clinical competencies is monitored by the use of the professional development log
and continuous assessment during all clinical placements. Specific clinical tasks and assessment
procedures are also in use to ensure that the year learning objectives are met. Practice educators have a
key role in the assessment procedures used to track the development of clinical competencies in
students. This responsibly is shared by lecturers and clinical educators as outlined in table 14.
Table 14 Clinical assessments and examinations
Year Module Examiner Evaluation of Recorded as
Senior
Freshman
1.1.a Clinical
workshops
Practice education
coordinator/ regional Placement facilitators &
tutors
Child screening reports
Adult screening report PDL assignments
Grade
1.1 Clinical
workshops
Practice education
coordinator: lecturers
Informal assessment pack Grade
1.2 Case management
Oral and written case
reports
PDL assignments
Practice educator Practice education
coordinator/ regional Placement facilitators &
tutors
Case presentation Written reports
continuous assessment of clinical competencies
Grade
Junior
Sophister
2.1 Placement education
coordinator
Caseload and service
management report
Grade on group
presentation
2.1 Case management
Practice educator Continuous assessment of clinical competencies
Grade derived from SCCEF level 2 and PDL
evaluations
Practice educator plus
colleague
Clinical examination Grade derived from
SCCEF level 2
Continuous assessment of clinical competencies
Grade derived from SCCEF level 2
2.1 Clinical skills
Placement education coordinator
Completed PDL assignments
JS 2.2 Block Practice educator plus
academic staff
Case reports
SS Clinical Mark derived from SCCEF
level 3
Senior
Sophister
Placement
3.1
Practice educator Continuous assessment
College examiners Case presentation
Placement 3.2
Practice educator Continuous assessment
Practice educator plus college examiner ( plus
extern in some instances)
Clinical examination
Lecturers( plus extern in some instances)
The Student Clinical Competency Evaluation Forms (SCCEF) are used by clinical educators and
students in order to monitor developing clinical competencies through the undergraduate years. The
evaluation forms are also used to derive the summative marks required at the end of each level.
Additional evaluation forms are provided by the Department to ensure that the specific elements of
professional practice are observed and evaluated objectively during certain placement. Practice
educators will be sent the appropriate forms for the students assigned to them along with any additional
support material when placements are confirmed. These forms can all be downloaded from the
department website http://www.tcd.ie/slscs/clinical-speech-language/practice-education/.
CSLS TCD 2014-15 54
Teaching and learning approaches
A variety of teaching approaches are utilised in the clinical education programme. Placement education is
supported and supplement by problem and case based learning approaches in use in assessment and
intervention modules as well as in other topic strands across the curriculum. Access to video and web
based tutorials is provided by the department to develop the observation, recording and analytic skills
required for clinical practice. Self-directed learning is facilitated by the use of the Professional
Development Logs.
Professional Development Logs (PDL) are used by students to record and reflect on learning goals and
learning opportunities throughout their undergraduate education programme. Logs provide information
on the required professional competencies and learning goals for students. Students use the logs to
Identify their own learning needs relative to overall year goals
Formulate SMART (Short measurable achievable realistic time framed) objectives to achieve
goals
Formulate learning plans and identify resources required to achieve objectives
Provide evidence that goals have been achieved
The Professional Development Log (PDL) belongs to the student and reflects individual learning goals,
styles and learning opportunities. Content and learning goals are evaluated with the student during
clinical tutorials and briefings. They are used to facilitate formative assessment of the learning process in
terms of learning goals and resources.
Professional development logs are individual records of learning and development and are
evaluated for formative purposes on an individual basis. They will be evaluated to see if they
contain evidence that the student
is using the learning opportunities provided by the undergraduate programme
has met the appropriate learning goals for the stage of the course
has recognised and personalised his/her own learning needs within the overall course goals
has linked identified learning needs to learning goals and specific objectives.
has identified appropriate learning resources to achieve these goals
Table 16 PDL assignments
Junior Freshman
Service location report
Code of ethics (I.A.S.L.T.)
Health and safety handouts
Ethics and conduct Guidelines
General developmental milestones chart
Observation reports - Baby study
CSLS TCD 2014-15 55
Observation report- Preschool
CONNECT Report
3 completed audiogram(fellow students)
Certified Hours form
Senior Freshman
A Guide for Data Controllers
Code of Fair Testing Practices in Education. ASHA (2004).
Guidelines for speech and language sampling and recording
Samples of data including Speech sample phonetically transcribed
Language sample analysed using manual and computerised procedure
Information and handouts from assessment workshops
Assessment protocol (own compilation)
Detailed evaluation of a test in current clinical use
Test reviews (10 to be completed by end of JS year)
5 completed oral examination forms (non clinical across a range of ages)
Screening reports
Hours forms (weekly and block)
Completed Student Clinical Competency Evaluation Forms level 1
Dysphagia log
Clinical CV s
Case presentation feedback
Case report feedback
Junior Sophister
Self development as a therapist
Annual learning review
Clinical log
Service Delivery Report
Research project abstract
Sample guidelines from clinics e.g. Health and Safety guidelines, Child Protection.
Case reports
Hours forms (weekly and block)
Dysphagia log
5 oral examination summaries clinical populations
Completed Student Clinical Competency Evaluation Forms level 1 and 2
Clinical CV s
Senior Sophister
Annual learning review
Clinical log
Hours forms A & B
Completed Student Clinical Competency Evaluation Forms level 1, 2 & 3
Clinical CVs
Self development as a therapist
Service management – sample policies and procedures
Dysphagia log and completed assignments
Students are required to maintain a record of their progress in the professional development log. This
record is monitored and evaluated on a pass fail basis by the on site clinical educators or the placement
education coordinator. Professional Development Logs are evaluated to ensure that the entries
summarised in table 15 have been completed in a satisfactory manner.
CSLS TCD 2014-15 56
Table 15 Professional Development Log
Year Assignments Log entry Assessors / examiners
Junior Freshman
Observation reports Service location, Baby study, Preschool School,
Elderly, General block
placement
College lecturers and clinical staff
Assessment report Preschool child College lecturers
Audiology Assessments peer
audiograms
College lecturers
Senior
Freshman
Level 1
Assessment Detailed test review
Test Reviews (10)
Assessment protocol and case report
College lecturers and
clinical staff
Case management Weekly clinic
Self evaluation forms Clinical CV
College lecturers and clinical staff
Practice educators
Block placement Service report Self evaluation form
College lecturers and clinical staff
Practice educators
Junior
Sophister
Level 2
Case management
Weekly clinic
Self evaluation forms
Clinical CV
College lecturers and
clinical staff
Practice educators
Block Service delivery report
Self evaluation forms
Practice educator
Senior
Sophister Level 3
Pre placement Self evaluation
Clinical CV
College lecturers and
clinical staff
Ethics and administration
Professional and legal practice guidelines
College lecturers and clinical staff
Pre placement Self evaluation Clinical CV
College lecturers Practice educators and
college staff
Assessment in bold carried out by practice educators
Students must pass the all clinical component of the undergraduate education programme.
Evidence of reflective practice
The PDL also contains reflective learning sheets on self development as a therapist. These sheets
are considered to be private reflections and are not examined formally but may be used to support
discussion / encourage questioning of practice.
CSLS TCD 2014-15 57
Learning reviews
Regular assessment of developing competencies is necessary in order to facilitate student learning while
safeguarding the quality of service for clients. The wide range of assessments used in placement
education allow educators to
review developing knowledge and skill base
evaluate the level of learner competency in clinical practice
monitor learner progress towards identified personal and year goals
provide feedback and support direct learners in goal setting
measure effectiveness of teaching
Standard forms and procedures ensure that the key clinical competencies identified by the profession are
observed and evaluated.
Self evaluation
Students are required to complete self reviews of professional competency development prior to
each placement in order to recognise what they have already achieved and identify future
professional learning goals. They are required to share these with the practice educator in the
clinical CV sent to prior to the placement. These CVs should specify their professional learning goals
for the placement. They should discuss these with the educator at the start of the placement and
revise in light of placement context.
Students are encouraged to use session self evaluation forms and reflective logs during placements
in order to track their learning and to facilitate discussion with the practice educator. Students are
required to keep complete their own copy of the appropriate SCCE forms before the mid and end of
placement review meetings with practice educators. It is hoped that by the time students level 2 reach
they will be able to assess and evaluate their professional competency levels objectively.
Feedback
Students are encouraged to reflect and evaluate their developing competencies throughout the
education programme but also require and benefit from the support provided by objective feedback from
practice educators. Formative feedback ensures that the student is aware of the competencies that are
developing well as well as those that require further development. It is essential that students are
provided with formative feedback at all stages of a placement as well as the summative feedback
CSLS TCD 2014-15 58
provided at the end of the placement. These can be marked on the placement schedule sheet at the
during the induction day.
Session plans
Students must submit session plans prior to all clinical session. Feedback on session plans should
be given to students with adequate time for changes to objectives and activities to be made and
plan resubmitted if necessary.
Clinical sessions and developing competencies
Timing of feedback
The timing and format of feedback sessions will vary with the individual students and the time and
situational constraints in individual placements. Ideally some feedback should be given as soon as
possible after the session with more detailed discussion being postponed to a time when both space
and time is available.
Students benefit from a range of feedback processes adapted to suit the individual and the specific
situation. Ideally all feedback sessions should be focused and constructive and move from what
was achieved well to areas for improvement. All feedback sessions should begin with a student’s
self evaluation as this allows them to refocus on the session and establishes a common ground for
discussion.
Suggested sample questions for general feedback
Session plans
What theoretical knowledge did you use to prepare for the session? Why?
What other approach might you have used?
What other activities would achieve the same outcome?
Why might these activities fail to achieve the session objectives?
How will you change if the activity is above the client’s level? Below level?
Post Session
Allow time for reflection prior to the feedback being sought /given
Invite student to give their own evaluation first
CSLS TCD 2014-15 59
Have them use the self review questions from the session planning forms or from Forms D Reflective log
1& 2 and Form E Clinical Competency Evaluation form: Clinical Session
What objectives were achieved? What facilitated this? What did you learn from this?
What objectives were not achieved? Why? What did you learn from this?
If you did x instead of y what do you think might have happened?
How do you think the client felt about the session? What did you observe to support this?
What did you feel about the session? Was this reflected in your behaviour in the session?
Feedback should lead automatically questions which will serve to update the student learning plan.
What do you need to know more about before you plan the next session?
Where will you get this knowledge?
What do you think you need to be able to do in the next session?
How will you acquire this skill?
The learning objectives and the actions needed to achieve these should be clearly noted by both student
and practice educator at the end of the session.
Formal feedback sessions should be scheduled on a regular basis during placements. These sessions
may use more probing questions to encourage reflection, analysis and synthesis. Sample questions to
encourage critical thinking are available at Bloom's Taxonomy and Critical Thinking
http://www.teachers.ash.org.au/researchskills/dalton.htm
(More detail available in Quick Flip Questions for Critical Thinking, based on Bloom's Taxonomy and
developed by Linda G. Barton available from: http://www.barbsbooks.com/logic.htm summarised in
appendix 2)
CSLS TCD 2014-15 60
Professional conduct
All students are required demonstrate a high standard of professional conduct but some will need
specific guidance and direction in this area as they are inducted into the community of practice. We
recommend that professional conduct is monitored and that areas requiring attention from the
student are noted on the professional conduct sheet of the SCCF during placements. Many minor
difficulties can be dealt with informally in the clinic but it is recommended that these be noted as
such. Persisting failure to maintain professional conduct including any breaches of agency
procedures may need to be communicated directly to the university clinical coordinator/ placement
mentor in order to ensure that these are addressed promptly. The notification of concern form sent
in the student placement pack should be completed and returned to the department. This form can
also be downloaded from the website.
Notification of concern form
Clinical placements provide opportunities for students to develop and change and students cope in
varying ways with such periods of change. During placements some students may demonstrate
problems or difficulties with the learning and transition that placements bring about. Many of these
can be dealt with informally during feedback sessions but some may need to be communicated
directly to the university clinical coordinator/ placement mentor in order to activate additional
supports. These would include situations where the student
Fails to meet the professional conduct standards
Displays inadequate knowledge
Appears to be unable to listen / act on advice
Shows a lack of preparation for clinical work
………….
Clinical educators may notify the department of such concerns through phone calls or e mails which
allows for speedy solutions but we would also be grateful if these could also be submitted in writing
to ensure that all receive attention. A notification of concern form is sent with the clinical
information prior to each placement. This may never need to be used but in cases where concern is
felt by the practice educator early notification means that the department can provide additional
supports for the student / clinical educator or may initiate referral to other college support services.
The professional conduct section of the Student Clinical Competency Evaluation Form
should be completed and signed by both student and practice educator at mid and end of
placement review.
CSLS TCD 2014-15 61
Roles and responsibilities in clinical education
The professional education of student speech and language therapist is dependent on cooperation
between the profession, college, placement providers and practice educators who undertake
diverse roles and responsibilities to ensure that students are prepared to enter the profession on
completion of the four year programme. The roles of the college, students and practice educators
are outlined here. Therapists are referred to Guidelines for Practice Education and Practice Educator
Competencies (Therapy Project Office) for more detailed specification of roles and responsibilities.
College
The education institute aims to:
Ensure that students have developed the core knowledge and skills that will enable them to utilise
learning opportunities being provided by therapists in the health services.
Prepare the students for the placement by pre-placement briefings to ensure that students are aware
of professional and legal requirements of clinical practice.
Provide the placement educator with information on the current course content
Provide the clinical educators with information on learning goals for each year and ensure that the
students provide clinicians with their individual learning goals in the pre-placement clinical CV.
Provide therapists with opportunities to develop supervisory skills by the organisation of continuing
professional development courses and the provision of written information.
Provide recording formats which enable clinical educators to assess and evaluate the developing
competencies of students.
Trinity College strives to meet these responsibilities by ensuring that the undergraduate education
programme provides students with the knowledge and skills base necessary to meet the learning
objectives of the clinical placements to which they are assigned. Students are also prepared for
placements by specific workshops and briefing sessions. The college also provides on going education
programme for therapists to enable them to develop their skills as placement educators.
Insurance
Students are covered by the general insurance policy taken out by the College. A letter certifying cover
can be supplied if requested by a health service agency. Please contact the placement education
coordinator if a cover note is required.
CSLS TCD 2014-15 62
Garda Vetting All entrants to the Clinical Speech and Language Studies must submit their names for Garda vetting
prior to registration. Registration is not completed until a satisfactory clearance report is lodged with
student records.
Health and safety Speech and language therapy students must adhere to the health and safety guidelines as determined
by the Faculty of Health Sciences. These are stated as follows in the college regulations
Precautions against infectious diseases
Students in Medicine, Dentistry, Clinical Speech and Language Studies must be free of any
life threatening infectious condition that could be transmitted to a to a patient or fellow
health worker. Such conditions include Hepatitis B, Hepatitis C, pulmonary tuberculosis, chickenpox and measles. In the event of a student becoming aware of such a condition
they should consult their medical advisor to confirm they are not contagious. If such be the
case they should obtain a medical certificate confirming the diagnosis and should refrain
from patient contact until cleared medically.
Certificate of vaccination status
In the interests of reducing the risk of the transmission of infectious disease from patients to
students, or student to patient, all potential students should attend their regular medical
practitioner prior to registration to certify their vaccination status or immunity to
tuberculosis, measles, rubella and chickenpox.
Hepatitis B
In addition and in accordance with current guidelines from the Irish Department of Health
and Children applicants seeking entry to courses where exposure -prone procedures are
undertaken as a later part of the undergraduate training, namely Clinical Speech and Language Studies and Medicine, must produce a negative hepatitis B virus infection result
(i.e. negative HbeAg, HbsAg and anti Hb core Ag tests ) carried out not more than six
months prior to entry, before being permitted to register with the College.
College Calendar 2003-4 pO2.5
Students must also adhere to the Health and Safety guidelines of the host agency. It
is suggested that students are informed of these in the pre-placement packs and at
the induction meeting at the before the start of the placement.
CSLS TCD 2014-15 63
College Support Services
Changes may take place in a student's circumstances or difficulties in area other then clinical work may
arise during placements. Students frequently form strong working relationships with their clinical
educator and may seek support / advice from them for difficulties other than their clinical skills
development. While informal collegiate support may resolve some difficulties it may be more appropriate
to remind students to access and use the college student support services.
The college tutor
All undergraduate students attending Trinity College are allocated a College Tutor. The College Tutor is
a member of the academic staff who is appointed to look after the general welfare and development of
the students in his/her care. The role of College Tutor is quite separate from their teaching role within
College.
Tutors are a student’s first point of contact and a source of support, both on a student’s arrival in College
and at any time during their College years. They provide CONFIDENTIAL help and advice on personal as
well as academic problems or on anything that has an impact on a student’s life. They will also, if
necessary, support and defend a student’s point of view in relations with the Department/College. For
example, a tutor can offer help and advice on problems such as:
course choices
exam results
family conflicts
bereavement
financial difficulties
taking a year out, etc.
If necessary, tutors can refer students to other Student Support Services in College.
Student Counselling Service
Student Health
Student Disability Services (see: www.tcd.ie/disability/)
Chaplaincy
Careers Advisory Service
Sports & Recreation; DUCAC (Sport Clubs)
Accommodation Services
Students are familiar with their College tutors and should be reminded to contact them if the educator
feels that their advice and support would be helpful.
CSLS TCD 2014-15 64
Support for clinical educators
The Department is aware that all members of the profession are committed to providing high quality
clinical placements that foster the development of clinical knowledge and skills and enable students to
link theory to practice during their undergraduate years. The clinical learning provided by the profession
promotes the development of the competencies which allows for rapid induction of new graduates into
the profession and the Health Services. It is the policy of the Department to offer as much support as is
possible to therapists in their work with students. Practice educators are provided with detailed clinical
information packs at the start of each academic year. Therapists are welcome to discuss any aspect of
student work with the staff of the Department and to consult with them on related areas. Every effort is
made to offer support to clinical educators and to ensure that the relationship they have with the
Department is a positive one.
The Department supports the continuing professional education of those who are involved in the clinical
education programme by the provision of courses, workshops and other opportunities for continuing
professional education.
The following courses are offered by the Department to provide therapists with opportunities to develop
knowledge and skills to enable them to undertake their role as student educators and supervisors with
confidence.
Introduction to practice education
This course runs annually and aims to provide therapists with information on the current undergraduate
academic and clinical education programme. It provides knowledge and support to those new to the field
of clinical education.
Learning outcomes
On completion of the course therapists should
o Be familiar with the clinical education programme undertaken by students of the Department of
Clinical Speech and Language Studies
o Be aware of the student learning goals for placements throughout the course
o Be familiar with the roles and responsibilities of College, students and clinical educator s
o Be able to plan, implement and facilitate student learning in their clinical settings
o Be able to apply principles of learning and feedback as appropriate to adult learners
o Be able to apply knowledge of professional competencies to formative and summative
evaluation of performance in the clinical setting
CSLS TCD 2014-15 65
Additional courses for clinical educators are organised on a regular basis in response to requests from
therapists. These may focus on clinical education or provide information on new theories, assessments
or therapy techniques. Topics, venues, and timing of course are finalised from questionnaires sent to
therapists each summer. Please contact the Department with suggestions. Seminars and courses can
only take place if a minimum of 12 people apply.
Clinical educators are also given reductions in many of the continuing professional education workshops
and seminars organized by the Department.
Clinical educators are invited to attend an annual information / feedback meeting at the beginning
of each academic year. The meeting is an open forum, allowing for ideas to be discussed,
improvements suggested and feedback exchanged between therapists and members of the clinical
staff of the Department.
CSLS TCD 2014-15 66
Student speech and language therapists
Student speech and language therapists are expected to act as apprentice members of the profession
respecting the professional code of ethics and observing the professional code of conduct.
Students are expected to prepare for their placement by
Attending clinical workshops and briefings scheduled pre and post placement.
Reading materials from the professional knowledge base relevant to their clients and service
setting which enable them to link and apply theory to therapy.
Practising the specific skills required for their placement with peers i.e. developing familiarity
with new assessment tools, IT systems, etc.
Conducting a learning review and identifying learning goals for the placement.
Preparing and posting a clinical CV to the practice educator as soon as the placement is
confirmed
Sending a copy of the eating, drinking, swallowing/ dysphagia log for placements 2.1 on
Contacting the practice educator prior to the placement to confirm stating details.
Their role during clinical placements will vary with the stage of clinical education programme, with
placement type, service setting, etc. and it is important that all agency and departmental policies and
procedures are clarified at the start of the placement.
During clinical education all students should show increasing ability to take responsibility for own
learning by
identifying learning needs
communicating needs to practice educator
practising honest self-evaluation of performance and professional behaviour
accepting feedback from clinical educators and modifying behaviour if requested.
Students should take responsibility for their own professional practice by
Acquiring an adequate knowledge base for placements
Working within the guidance of the supervising clinician;
Working actively during the placement to develop professional knowledge, skills, and
competencies.
CSLS TCD 2014-15 67
Using reflective practice, self reviews and independent learning to further develop their
knowledge and skill base
Clinical equipment
Students are expected to accumulate a range of materials and equipment suitable for assessment
and therapy during their years in college. This includes
Audio recorder with microphone
Pen torch
Stop watch
Stationery, pens and pencils
Scissors, stapler & sellotape
Selection of everyday objects / miniature objects to suit all ages.
Materials for informal assessment
Pictures for language sampling & stimulation to suit all ages.
Range of books to suit all ages e.g. Ladybird / Usborne
Pictures to elicit speech samples for phonological analysis
Assortment of blocks and toys in a variety of sizes and colours
Formboards, table top games
Noise makers
Word lists for phonology therapy
Rhyme books
Activity books
They are asked to check with the practice educator before using such equipment with clients
Senior Freshman students are required to compile an assessment protocol with appropriate forms
and materials for informal assessment of communication skills in children and adults. They are
required to present and demonstrate uses of a selection of the above during clinical tutorials and
workshops and would welcome opportunity to use with clients if appropriate.
Professional development log
Students are required to ensure that all records of clinical experience in their PDLs are up to date and
available for discussion with clinical educators.
CSLS TCD 2014-15 68
Clinical dress
Students are required to follow the written/unwritten dress code of the host service agency and are
asked to discuss the dress code with therapists prior to starting the placement. Students are
generally required to dress in a semi uniform consisting of
• White shirt blouse (short or long sleeved)
• Black or dark coloured skirt (knee length or below) / trousers (full length)
• Black or dark coloured cardigan / sweater (hip length).
They are required to present a professional appearance and the following guidelines are outlined to
them
All clothing should be clean and neat
Clothing should fit comfortably and allow for the movements necessary in clinical work
without exposure of body parts which could be a source of embarrassment / amusement to clients/ carers.
Loose garment ties / ribbons/ scarves/ belts or other items which could hit a client or be
grabbed should be avoided
Long hair should be tied back
Jewellery should be kept to a minimum with all items with sharp edges avoided
Finger rings should be loose enough to be removed for adequate hand washing
(Facial rings / studs or tongue studs are not acceptable in any clinic)
Footwear must conform to basic health and safety standards – no unstable heels, loose
strapped sandals, runners, etc.
Name badges are issued to students at the beginning of their clinical education programme.
These must be worn during all clinical placements.
CSLS TCD 2014-15 69
Practice educators
Clinical educators in health service settings carry an important responsibility in working with students.
Therapists are asked to assist in the education of students by providing them with learning opportunities
to facilitate linking of theory and practice and the development of all aspects of clinical and professional
competencies. The following guidelines may enable therapists to organise and provide clinical
placements that can enhance service delivery to clients as well as providing students with positive and
realistic experiences of working as a speech and language therapist.
Pre- placement
Clinicians should prepare an information pack which is forwarded to students when the placement is
confirmed. These have been found to be very useful for both clinician and students. Clinicians report that
Students are better prepared in knowledge and skills for client group.
Induction time reduced.
The availability of written guidelines and information on routine procedures saves time and
reduces misunderstandings during placement.
Students report that their anxiety about the placement is reduced and that they can prepare for
the placement by reading, practicing tests, etc.
Table 16 Suggested contents - student information pack
Map of Clinic/Hospital and local transport
Contact information (pre-placement)
General introduction to agency/ service or website reference
Speech and language therapy
Service structure and locations
Team members
Client groups served
Service delivery options, Clinical pathways, etc.
Data and record keeping policies and procedures
Bibliography/reference list of specific or specialised assessments
Health and Safety policy and procedures
Specific guidelines on infection prevention,
Emergency procedures etc.,
Local guidelines for child protection
Contact number in case of emergency cancellation – sick leave, etc.
CSLS TCD 2014-15 70
Induction day
The department introduced a pre placement induction day in 2012 on a trial basis in some services. The
positive feedback from students and practice educators has led to this been included for all placements
in the coming year. We would be grateful for feedback from all at the end of the year when will review
the benefits or otherwise of including such a day. The main aim of the day is to have the students ready
to hit the ground running on the first placement day. We have attempted to allow at least a week
between the induction day and the start of the placement to allow students time to complete the
necessary reading, test practice with peers, etc. to ensure they are fully prepared for their placement.
The pre placement induction day should to allow both student and practice educator to meet and discuss
the up-coming placement. Students complete Form H Clinical learning self review (detailed) prior to each
placement and should be able to discuss their learning and supervision needs during this meeting.
Students should bring their self review form and their clinical CV to the induction day.
The meeting should serve to clarify the expectations both of students and practice educators for the
placement. It should allow the student to identify their learning needs and set appropriate learning
goals for the practice placement. It should also allow the practice educator to outline what learning
opportunities can be provided in their service. Pre placement learning goals should be identified and
time frames for their achievement discussed with the student.
These may include readings, preparation and practice of tests and assessments, preparation of
materials, etc. We would be grateful if practice educators could allow students time to become
familiar with tests in the clinic if these are not available to them in college.
Possible areas for discussion include
Clinical
Client groups
Assessments and tests used
Clinical pathways
Therapy approaches
Equipment and resource material available for student use in the clinic
Service management and administration
Health and Safety regulations
General policies and procedures
Record keeping policies and procedures (specifying student and supervisor roles)
Student administrative responsibilities – discuss and agree
o appointment booking
o room booking
CSLS TCD 2014-15 71
o transport booking
o patient transfer system
o postal system
o on ward referral of clients within service / to other services
o telephone system/message taking
o data collection and recording
o equipment use (including use of computers for e mail and web access)
The induction session can also be used to ensure that the student is familiar with the health and
safety guidelines and their administrative responsibilities in the placement and Form A Practice
placements: General conduct agreement and Form B Student declaration and Health and Safety
agreement can be completed.
The induction also allows the practice educator to introduce the student to the service, to co
workers and to the learning opportunities that can be provided in the setting. If the placement is in
a team setting it would be useful if the student could be allowed observe their future client groups
in these setting e.g. observation of clients in class, at mealtime, etc.
Students should use the information from the induction day to set clear learning objectives for the the
pre-placement period and for the placement. They should have these available on the first day of the
placement to form the basis of the clinical learning agreement.
At the start of the placement
It is recommended that clinicians timetable a brief follow up meeting on the first day of the
placement to brief students, agree on goals to be met in placement and on a supervision schedule.
Clarify the allocation of time for
Clinician’s observation of the student
Discussion/feedback of observation and/or therapy.
Indirect learning activities
Clarify time frame
Student submission of session plans pre and post sessions
Practice educator approval / suggested changes to plans
Formal feedback sessions during the placement
For research sessions on block placements.
The supervisor and student should agree arrangements for notification of emergency cancellation of
attendance by either.
During the placement
CSLS TCD 2014-15 72
The clinician should ensure that the student has opportunities to develop professional knowledge
and clinical skills by
Providing opportunities for observing experienced therapists in therapy provision.
Assigning appropriate clients to the students for direct clinical work (will depend on the
student’s levels of professional knowledge, skills and past experiences).
Monitoring and supervising the student’s preparation for direct clinical work as appropriate
to student competency level. e.g. Reading and providing feedback on the student’s episode
goals and session plans prior to the therapy session
Monitoring and supervising the student’s in direct clinical work as appropriate to student
competency level.
Providing feedback on therapy goals, activities, interactions and outcomes.
Providing formal and informal feedback on developing competencies and learning
objectives
The clinician should ensure that the student has opportunities to carry out tasks to achieve the
general learning goals for the placement and additional student specific learning goals as agreed.
Students should be involved in all aspects of service delivery where possible. They will benefit from
opportunities to participate in record keeping and administration. Student speech and language
therapists require access to relevant information about the client in order develop knowledge and skills
in professional record keeping. Access to client records allow the student to
o Gain knowledge of a variety of record keeping formats
o Develop skills in maintaining case records and report writing
o Utilise background information to formulate objectives for observation, assessment,
therapy management
o Recognise the contribution of others to client care
The clinician should explain the legal implications of case notes/reports and outline the procedures for
student record keeping in the service. Clinical educators should sign any notes/reports that student
speech and language therapists are involved in producing.
Students also benefit from opportunities to participate in working with family, carers and
other team members
o Therapists should enable students to have contact with the client’s family, teachers, etc. as
appropriate.
CSLS TCD 2014-15 73
o If the placement involves working as a member of a multidisciplinary team, observation or
briefing visits with other team members are very helpful to students.
o If the placement permits, the student should be included in team meetings, journal clubs, etc.
Mid placement
Arrange for a formal review and feedback session completing the mid placement evaluation form and
discussing with student. New learning goals may need to be set at this point. If difficulties are evident at
the mid placement review the placement mentor or clinical coordinator should be contacted.
End of placement
Practice educators complete the appropriate Student Clinical Competency Evaluation Form at the end of
the placement. It is recommended that this be done before the final day to allow time for a formal
feedback session with the students. Formative evaluation will enable the student to set learning goals for
self directed learning prior to the next placement. Practice educators should sign the student’s hours
form and the dysphagia log if appropriate to certify that the placement hours requirements have been
satisfied. These should be given to the student to be returned to the departmental secretary for entry on
the clinical hours database.
The completed Student Clinical Competency Evaluation Form should be returned to the practice
education coordinator within two weeks of placement completion.
Placement practicalities checklist
This checklist summarises the key roles and responsibilities of college, students and practice
educators as outlined in Guidelines for Good Practice in Practice Education (2008). Pre-placement
College Ensure that practice educators and students have information about the content and
structure of the clinical education programme and the learning goals for each placement
Ensure that all pre-placement requirements are met to e.g. Garda clearance, vaccinations,
etc.
Ensure that all practice educators are provided with information relating to the specific
students assigned to their clinics.
Ensure that students have the opportunity to acquire an adequate knowledge base for the placement
Ensure that the student has shown potential to use the professional skills required in the placement
Ensure that students are aware of the professional code of ethics and conduct
Ensure that the student is aware of the placement learning goals
Ensure that the students and practice educators are aware of the supports and resources
available to them in the Department and the College to meet their learning needs
Student Attend pre placement clinical briefings and read all relevant practice education placement documentation.
Read materials from the professional knowledge base relevant to their clients and service setting which enable them to link and apply theory to therapy.
Practise the specific skills required for their placement with peers i.e. developing
familiarity with new assessment tools, IT systems, etc.
Conduct a learning review and identify learning goals for the placement
Prepare and post a clinical CV to the placement educator when placement confirmed
Contact the Placement educator to confirm stating details
Practice Forward an information pack containing placement details and recommended reading to
CSLS TCD 2014-15 74
educator students
Provide the student with an induction session outlining agency specific policies and procedures
Design and implement placement education procedures which ensure that quality of client care and service management are maintained
Select student caseload and service delivery options
CSLS TCD 2014-15 75
During the placement
College Have links available to support placement educator and students should the need arise – clinical coordinator, college mentors, college tutor.
Student Respect the professional ethical code and conduct guidelines
Show respect for the clients and the host agency service by observing written and unwritten codes of dress and conduct.
Notify the Practice Educator as soon as possible if he/she is absent due to sickness or a family emergency. Notify the College of any days missed on
placement and provide a medical certificate in accordance with policies.
Engage in active learning to facilitate the integration of theory and practice.
Act within the guidelines laid down by their placement educator in
administration and record keeping as well as in client and caseload
management.
Engage in active learning to set and achieve clinical learning goals
Practise honest self evaluation of performance and professional behaviour and
share learning goals and needs with placement educator
Accept feedback from placement educators and modify behaviour if requested
Use reflective practice and independent learning to further develop knowledge
and skill base
Complete all reports and evaluations required to the placement
Practice educator Ensure that students are aware of the service policies and procedures in record
keeping, health and safety and general administration.
Ensure that students are aware of the case and caseload responsibilities to be
entrusted to them and of the restrictions placed on these by the clinician.
Agree a learning plan with the student which reflects the learning goals of the
placement and takes account of the student’s own earning needs and expectations
Establish schedule of direct and indirect supervision*
Establish evaluation and feedback schedule.
Promote reflection and encourage the development of clinical reasoning skills.
Involve the student in discussion of clinical learning goals and supervision
process.
Assist the student in the description and measurement of his/her progress in
developing clinical competencies
Post placement
College Collect evaluation forms and add to student profile
Review learning plans of students who have not achieved the required levels of
clinical knowledge or skills in the core competencies.
Collect general placement feedback from students*
Collect feedback from placement educators *
Student Attend pre and post placement clinical briefings
Complete and return placement evaluation forms
Reflect on learning, complete learning review form and set new learning goals
Return hours form to the department
Placement
educator
Sign student hours form (students must return this form to college to be
credited with the certified hours)
Return student evaluation forms
Provide general i.e. non student specific feedback to department if warranted.
Conduct long term and short term cost/ benefits analysis of student placement
*Individual clinics, clinicians and students are not identified on placement evaluation forms.
Information obtained from the forms and clinical debriefing sessions is compiled and summarised
and is then reviewed with students at clinical briefings, with college staff and therapists at clinical
steering committee meetings and the annual clinical educators meeting
CSLS TCD 2014-15 76
Clinical placements types
The traditional practice placement which relied on a one to one model of supervision is gradually
being replaced by the use of paired or group placements in all areas of student education in the
health services. Paired and group placements have been found to have benefits for therapists and
students in that therapists report that demands on their time is reduced as
Students problem solve together and discussion time with placement
educator is more focused.
Group feedback and discussion saves repetition
Students provide support for each other in developing clinical
competencies e.g. practicing test use, assessments, developing
intervention materials and practicing intervention techniques and
strategies
Therapists have used group placements in particular to develop new service delivery models or
implement special assessment and /or intervention projects.
Students report that having a peer on placement provides them with social support and reduces
pressure on individual performance. They also report that they learn from the knowledge and skills
of their peers. Students also welcome opportunities skills practice and feedback from a peer without
a practice educator present.
Paired work prepares students for future professional work by encouraging development of:
Team working
Reporting and professional discussion skills
Ability to share knowledge and skills necessary for professional co-working
Ability to work under observation and share goals with others.
Paired placements may be organised in a variety of ways with the main principle being that each
student take his/ her quota of clients for direct work but in addition they also share their knowledge
of the client /s with their paired partner.
They may involve the peer in client management in any of the following ways:
Co-worker in therapy, i.e. direct delivery, e.g., partner in activities, role model,
demonstrator, etc.
Observer/ recorder during therapy - to provide feedback on therapy, observations on
session management, etc.
Consultant on therapy but not directly involved as observer or participant, i.e., peer does
not observe therapy but is familiar with the case notes. Student summarises and discusses
CSLS TCD 2014-15 77
therapy plans and implementation with peer and consults on client management session.
This model may involve pairing students across service agencies.
Paired students must schedule time and accommodation for peer discussion and feedback during each
placement. They may book clinic rooms in the department for this purpose if there are pressures on
accommodation in clinics.
Group placements
Group placements involving 4-10 students have been used for specific clinical projects and programmes
by both on-site clinical educators and by therapists in Health Service clinics. These have involved
second, third and final year students in clinical work with particular client groups. They have provided
students with a wide range of experience and have enabled therapists to undertake specific service
delivery or therapy projects. Please contact the department if you are interested in working with
students in this way.
Shared placements / Joint supervision
The use of group placements has contributed to the development of shared supervision between on site
and health service clinical educators involved in second and third year case management placements.
Shared supervision involves the speech and language therapist in the clinic supervising and mentoring
students in service delivery to clients. This is supported by an on site clinical educator who provides
mentoring and guidance through tutorials and occasional clinical visits.
Placement timeframes
Year Level Placement type Month
JF 0 Clinic visits (1 session) September - October
JF 0 CONNECT Conversational partners November - May
SF 1.1. Weekly Clinical workshops October - December
SF 1.2 Weekly Assessment and case management January - May
JS 2.1 Weekly Case management October - February
JS 2.2 Block (30 days) Case and caseload management clinics May -June
SS 3.1 10 days weekly case and caseload management clinics September – December
SS 3.2 30 day block * case and caseload management January - April
* Dates vary to suit therapist
Block placements or Senior Freshman, Junior Sophister and Senior Sophister (B) are based on 4 clinical
days and one research day per week. The research days are to be decided by the clinical educator but
should not be given as a block as the research tasks are linked to clinical experience. Students are
expected to work for 5-6 hours in the clinic per day during placements with an average of 3
hours direct client management per day. Starting and finishing times are set by the
supervising therapist.
CSLS TCD 2014-15 78
79
Useful websites and further reading
Practice based learning
http://www.faculty.londondeanery.ac.uk/e-learning Assessment guidelines
Allin L & Turncock, C. (2007) Assessing student performance in work based learning available at
http://www.practicelearning.org.uk
Learning theories review
http://www.practicebasedlearning.org/resources/t&l/theory.htm
Learning and teaching strategies
http://www.bournemouth.ac.uk/ihcs/PDF/ments2.pdf
Mentoring http://www.bournemouth.ac.uk/ihcs/PDF/ments1.pdf
Bloom's Taxonomy and Critical Thinking
Barbara Fowler, Longview Community College.
http://www.teachers.ash.org.au/researchskills/dalton.htm E learning modules on all aspects of practice education are available at http://www.faculty.londondeanery.ac.uk/e-learning
Atrill, C., Bolster, L., McDonald, H. and O’Leary, I. (2008). Sourcebook for Student Placement: a
resource for speech and language therapists. Northumberland: STASS Bray, M., and Todd, C. (2006) Speech and Language: Clinical Process and Practice (2nd edition).
London: Whurr Brumfitt, S. (2004) Innovations in Professional Education for Speech and Language Therapy. London: Whurr
Bunning, K. (2004). Speech and Language Therapy Intervention: Frameworks and Processes. London: Whurr Challis, M. Mathers, N. J., Howe, A. C. & Field, N. J. (1997) Portfolio-based learning: continuing medical education for
general practitioners – a mid point evaluation. Medical Education. 31: 22-26.
Department of Health and Children (2001) National Evaluation of the Role of the Clinical Placement Co-coordinator. Department of Health and Children. Dublin.
Dutton, C. (2003) Mentoring: the contextualisation of learning – mentor, protégé and organisational gain in higher
education. Education and Training. 45(1): 22-29 Gascoigne, M., & Parker, A. (2001) All placements great and small: An analysis of clinical placement offers made by
SLT services, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001. Vol 36, Supplement 2001, pp
144 – 149.
Kersner, M, & Parker, A, (2001) A strategic approach to clinical placement learning, IJLCD Proceedings of RCSLT Conference, Birmingham, 2001. Vol 36, Supplement2001, pp 150 – 155.
McAllister, L. & Lincoln, M. (2004) Clinical education in speech -language pathology. London: Whurr.
Moon, J. (1999) Learning Journals. A handbook for academics, students and professional development. Kogan Page. London.
Morris, M. (2001) Student supervision: Risky business?, IJLCD Proceedings of RCSLT Conference, Birmingham,
2001. Vol 36, Supplement 2001, pp 156 – 161 Parker, A, Kersner M., (1998) New Approaches to Learning on Clinical Placement, The International Journal of
Language & Communication Disorders., 33:(supplement) 255-260.
RCSLT National standards for practice based learning (2007) Stengelhofen, J., (1993) Teaching Students in Clinical Settings. Chapman and Hall.
Therapy Project Office
The management of Feeding, Eating, Drinking and Swallowing Disorders / Dysphagia
Outline of pre entry clinical education 2010-2014
Guidelines for Good Practice in Practice Education Therapy Project Office May 2008
Practice Educator Competencies Project Office May 2008
available for downloading from the IASLT and HSE web sites. Information on practice education is also available on
the Practice education section of the H&SCP on hseland
ihttp://www.hseland.ie/handscp/PracticeEducation/March2014workshop.aspx
80
Appendices
Outline of Clinical competencies
Student Clinical Competency Evaluation Pack
Bloom's Taxonomy and Critical Thinking questioning
81
Appendix 1 Outline of clinical competencies (SCCEP) Rating Indicators Continuum Clinical assessment and planning Level 1 Emerging Evident Enhanced
Level 2 Emerging Evident Enhanced
Level 3 Emerging Evident Enhanced
1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)
Does not gather adequate information to inform clinical decision making
Gathers key information from client records and client/significant other
Demonstrates professional interviewing skills and shows awareness of gaps in the available information
Consistently systematically collects and collates complete information from client/ significant other and/or health records and communication environment. Identifies and researches gaps in required information
Identifies all sources of client related information and collects and collates efficiently to gain a complete picture of the client.
2. Selects assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background
Has not demonstrated consistent ability to select assessment protocols
With direction identifies specific areas that need to be assessed and selects appropriate assessments from range of assessments in general use.
With guidance identifies specific areas that need to be assessed. Can select appropriate tools for detailed evaluation of specific aspects of the communication system based on theoretical rationale
Consistently selects appropriate assessment procedures or tools from available selection. Uses the professional knowledge base to devise informal assessment protocols for further detailed assessment.
Adapts and modifies assessment tools for the client while maintaining psycho-metric reliability and validity.
3. Administers, records and scores a range of assessments accurately
The student has not demonstrated consistent accuracy in administrating, recording and scoring of assessments
With direction demonstrates ability to administer, record and score assessments accurately.
Demonstrates ability to administer, record and score assessments accurately. Identifies need for changes to procedures in response to the client / context and modifies with guidance
Administers, records and scores assessments efficiently and makes timely modifications as client profile emerges.
Administers, records and scores a number of assessments accurately to identify the range of communication impairments needing to consult the manual for scoring instructions only
4. Analyses and interprets assessment findings using the professional knowledge base
Has not demonstrated consistent ability to use professional knowledge in analyses and interpretation
Generates a list of communication /eating drinking and swallowing strengths and weaknesses from assessment findings
Synthesizes relevant assessment findings to generate a tentative communication / FEDS profile
Analyses, synthesizes and interprets relevant assessment findings and environmental information to generate an accurate communication profile
Analyses, synthesizes and interprets relevant assessment findings and environmental information to generate an accurate communication profiles in all presenting cases
5. Formulates an appropriate diagnostic hypothesis
Has not demonstrated consistent ability in formulating a diagnostic hypothesis
With direction analyses and interprets information generated by the assessment to identify communication /FEDS profiles and formulate a tentative diagnostic hypothesis.
With guidance combines assessment data with a holistic profile of the client to formulate a diagnostic hypothesis
Independently analyses and interprets information generated by the assessment and formulates a holistic diagnosis
Independently analyses and interprets information generated by the assessment and formulates a holistic diagnosis in cases which require the application of in depth knowledge and specific skills
82
6. Evaluates findings in light of client’s needs and service resources
Has not demonstrated consistent ability to evaluate client needs in context
With direction evaluates assessment findings and diagnostic hypothesis to identify possible intervention approaches in conjunction with the practice educator
With guidance evaluates assessment findings and diagnostic hypothesis in the light of professional knowledge base identifying service resource constraints in conjunction with practice educator
Identifies appropriate priorities and intervention approaches for client management taking local service resources into account
Identifies appropriate priorities and intervention approaches for client management showing knowledge of health service resources
7. Establishes clear long and short term objectives for intervention
Has not demonstrated consistent ability in establishing intervention objectives
With direction generates long term goals and short term intervention objectives based on assessment findings and professional evidence base.
Generates long term goals and short term intervention objectives based on assessment findings and the professional evidence base
Negotiates and establishes agreed long term goals and short term objectives for intervention with clients / significant other based on evaluation of the holistic client profile
Negotiates and establishes agreed long term goals and short term objectives for intervention with clients / significant other based on evaluation of holistic client profile and available resources
8. Demonstrates knowledge of the need for onward referral
Has not demonstrated consistent knowledge of the need for onward referral
Demonstrates awareness of the scope of the professional remit and of own professional competencies but requires direction on appropriate onward referral.
Demonstrates awareness of the scope of the professional remit and of own professional competencies. Can suggest and request guidance on appropriate onward referral.
Demonstrates awareness of the scope of own professional competencies and suggests appropriate onward referral within current clinical context
Demonstrates awareness of the scope of own professional competencies and those of other members of health, education and social care and can initiate appropriate onward referral
83
Table 3 Intervention
Level 1 Emerging Evident Enhanced
Level 2 Emerging Evident Enhanced
Level 3 Emerging Evident Enhanced
9. Reports evaluation findings effectively orally and in writing
Has not demonstrated consistent ability in reporting
With direction reports orally and in writing in a manner appropriate to all recipients while conforming to legal and professional guidelines
Independently reports all relevant information orally and in writing appropriately to all recipients. Conform to all legal and professional guidelines.
Independently conveys all relevant information on client profile and diagnosis in professional oral and written reports appropriate to all recipients and conforming to legal and professional guidelines. May need guidance to outline appropriate management options.
Independently conveys all relevant information on cases which require the application of in depth knowledge and skills in oral and written reports conforming to all legal and professional guidelines.
10. Maintains precise and concise therapy records
The student has not demonstrated consistent ability in this skill.
With direction writes objective, legible, timely records conforming to legal and professional guidelines.
Writes objective, legible, timely records conforming to legal and professional guidelines with guidance and feedback.
Independently writes concise objective, legible, timely records conforming to legal and professional guidelines.
Independently writes concise objective, legible, timely records conforming to legal and professional guidelines with a high level of automaticity.
11. Carries out administrative tasks and maintains service records
The student has not demonstrated consistent ability in administrative tasks
With direction completes administrative tasks accurately and in a timely manner
With guidance completes administrative tasks accurately and in a timely manner
Independently completes administrative tasks accurately and in a timely manner
Independently completes all administrative tasks accurately in a precise and concise manner with a high level of automaticity.
12. Implements therapy using appropriate therapy techniques, materials and strategies
The student has not demonstrated consistent ability to implement therapy
Shows evidence of pre placement preparation relevant to the caseload. With direction selects appropriate therapy materials, techniques and strategies and implements accurately.
Shows evidence of pre placement preparation relevant to the caseload. With guidance and feedback selects appropriate therapy materials, techniques and strategies for clients presenting with common clinical communication /FEDS profiles and implements therapy accurately.
Independently selects appropriate therapy materials, techniques and strategies for clients and carries out the therapy accurately.
Independently selects appropriate therapy materials, techniques and strategies with a efficiently for all clients and carries out the therapy accurately
13. Continuously evaluates intervention and modifies programme as necessary
The student has not demonstrated consistent ability in evaluating and adapting therapy.
With direction monitors and modifies intervention between sessions in response to client progress.
With guidance and feedback monitors and modifies intervention between sessions in response to the client progress
Monitors and modifies intervention within sessions in response to client progress.
Monitors and modifies intervention adapting learning goals within the session as required.
84
14. Adapts service delivery/ therapeutic approach in response to client/significant other needs
The student has not demonstrated consistent ability to adapt therapy approach
With direction adapts service delivery/therapeutic approach between sessions in response to the client/significant other needs
Adapts service delivery /therapeutic approach between sessions in response to the client/ significant other needs with guidance and feedback
Seeks guidance within session to adapt service delivery/therapeutic approach in response to the client/significant other needs as they arise.
Independently adapts service delivery/therapeutic approach within sessions in response to the client/significant other needs as they arise.
15. Evaluates intervention and contributes effectively to clients long term management and discharge plan
The student has not demonstrated consistent ability in this skill
With direction devises an appropriate and relevant long term intervention and discharge plan for client
With guidance and feedback devises an appropriate and relevant long term intervention and discharge plan for client
Demonstrates an ability to independently develop appropriate long term intervention and discharge plans
Independently develops appropriate management plans considering all contributing environmental and personal factors
16. Observes, listens and responds to client/ significant other communications
The student has not shown consistent ability to observe / respond to client/ other communication
With direction observes and responds appropriately to client/significant other verbal and non-verbal communication.
With guidance and direction observes and responds appropriately to client /significant other verbal and non-verbal communication.
Independently observes and responds appropriately to client/significant other verbal and non-verbal communication
Independently observes and responds appropriately to client/significant other verbal and non-verbal communication in cases which require the application of in depth knowledge and specific skills
17. Uses appropriate vocabulary, syntax, intonation, volume and rate for context
The student has not shown appropriate expressive communication skills
Demonstrates appropriate use of vocabulary, syntax, intonation, volume or rate for client and context with direction and modelling.
Uses syntax, vocabulary, intonation, volume and rate for client/context appropriately for most of the session. With reflection, guidance and feedback can identify and modify inappropriate usage.
Demonstrates appropriate use of vocabulary, syntax, intonation, volume or rate for client /context for most of the session. Can independently identify and modify inappropriate usage.
Demonstrates appropriate use of vocabulary, syntax, intonation, volume and rate for client /context at all times. Independently modifies use in cases which require the application of specific knowledge / skills.
18. Introduces, presents, closes and evaluates session components
The student has not shown consistent ability in informing client of session aims, format and content
With direction and modelling can outline purpose, format and content of session components to client/significant other
Consistently outlines purpose, format and content of session components to client/significant other with guidance and feedback
Independently outlines purpose, format and content of session components to client/significant other.
Independently outlines aims and formats of session components to client/significant other in cases which require specific knowledge /skills.
85
Intervention
Level 1 Emerging Evident Enhanced
Level 2 Emerging Evident Enhanced
Level 3 Emerging Evident Enhanced
19. Facilitates client participation by using clear instructions, modelling, etc., during intervention
The student has not shown consistent ability in instructing client
Facilitates client participation using, appropriate instruction formats with direction / modeling
Facilitates client participation using appropriate instruction formats with guidance and feedback.
Independently facilitates client participation using appropriate instruction formats
Independently facilitates client participation using appropriate instruction formats which require specific knowledge /skills.
20. Uses prompts and clarification requests appropriately
Has not shown consistent ability in using prompts and clarification requests
With direction and modelling uses clarification requests and prompts to facilitate the intervention process
With guidance and feedback uses clarification requests / prompts to facilitate the intervention process
Uses clarification requests and prompts independently to facilitate the intervention process.
Uses clarification requests and prompts independently to facilitate the intervention in cases which require in depth knowledge /specific skills.
21. Provides appropriate verbal and non-verbal feedback on client performance
Has not shown consistent ability to provide appropriate feedback to clients
With direction and modelling provides appropriate verbal and nonverbal feedback to the client/ significant other in response to their performance and achievements during therapy
With guidance and feedback provides appropriate verbal and nonverbal feedback to the client/ significant other in response to their performance during therapy
Independently provides appropriate verbal and non-verbal feedback to the client/ significant other in response to performance during therapy
Provides appropriate feedback automatically to the client/ significant other during therapy in cases which require the application of in depth knowledge.
22. Communicates and consults with relevant team members to progress the client management plan
Has not shown consistent ability in consulting with others on client management
With direction and modelling seeks and gives appropriate client related information
With guidance seeks and gives appropriate client related information
Independently seeks and gives appropriate client related information
Independently consults appropriately on cases which require the application of in depth knowledge and specific skills.
23. Uses outcome measures to determine efficacy of intervention
Has not demonstrated consistent ability in using outcome measures
With direction uses appropriate measures accurately to measure intervention outcomes.
Uses appropriate measures accurately to measure intervention outcomes with guidance
Independently uses appropriate tools accurately to measure outcome of intervention. Recognises the contribution of outcome measures to evidence based practice
Independently sources innovative outcome measures for use with particular clients and uses these appropriately
86
Self-evaluation and continuous professional development
Level 1 Emerging Evident Enhanced
Level 2 Emerging Evident Enhanced
Level 3 Emerging Evident Enhanced
24. Identifies, reflects and reports on own clinical strengths and learning goals
The student has not demonstrated consistent ability in this skill.
With specific direction and feedback reviews and identifies developing competencies and develops learning outcomes appropriate to the placement.
With guidance and feedback reviews and identifies developing competencies and develops learning outcomes appropriate to the placement.
Independently reviews own developing competencies, accurately and develops an action plan to address learning needs.
Independently reviews own developing competencies, accurately rates abilities. Demonstrates ongoing reflective practice and develops an action plan to address learning needs across all areas of professional development
25. Uses learning resources appropriately to set and achieve learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc.)
The student has not demonstrated consistent ability in setting and achieving own learning objectives
Uses appropriate learning resources and demonstrates behavioural changes to meet learning objectives with direction.
With guidance uses appropriate resources to set and achieve learning goals Demonstrates behavioural changes to meet learning objectives.
Independently uses appropriate resources to set and achieve learning goals. Demonstrates behavioural changes to meet learning objectives
Independently uses appropriate learning resources and demonstrates behavioural changes to meet learning objectives.
87
Appendix 2 Undergraduate education programme in feeding, eating, drinking and swallowing
Speech and language therapists play a key role in the evaluation and treatment of infants, children
and adults with feeding, eating, drinking and swallowing disorders /dysphagia. Graduates on entry
to the profession from 2011 onwards have been expected to have developed basic competencies in
the assessment, diagnosis and management of clients with routine presentations of feeding, eating,
drinking and swallowing disorders. Entrants to the profession will not be deemed competent to
conduct or interpret videofluoroscopies or FEES independently. Professional competence in
dysphagia, as in other areas of practice, is on ongoing process combining further education and
experience.
Further information on competency levels are available in IASLT Standards of Practice for Speech
and Language Therapists on the Management of Feeding, Eating, Drinking and Swallowing
Disorders (Dysphagia) 2012 which can be downloaded from www.iaslt.ie
It is expected that students will acquire the knowledge base for working with clients with feeding,
eating, drinking and swallowing disorders /dysphagia by full participation in the range of academic and
clinic based learning activities (table 2) offered by the college and practice placements and accredited by
the IASLT Education board.
Students also require learning opportunities to observe and practice skills and develop
competencies, which can only be provided in a range of clinical settings. The colleges and the
profession are dependent on speech and language therapists in their role as practice educators to
provide this experience during practice placements.
Table 2 Outline of modules and clinic based learning activities incorporating FEDS
Knowledge base
Year Academic Case based learning &
Clinical
workshops
Products for Professional
development Log
(PDL) / FEDS portfolio
Anatomy and physiology of the head
and neck
1 Anatomy and
physiology
Development of the normal
swallow
Self-directed
learning (SDL)
Developmental
feeding checklist
Completed for baby study
Open wide tasks (PDL)
Neurology and neurophysiology including the neurology of
swallowing and the coordination of respiration, swallowing and
phonation
1-2 Lectures SDL Open wide tasks Completed oral
examination records (PDL)
Oral motor functioning in relation to
speech, feeding and swallowing skills
1-2 Lecture
workshop 1 Assessment t
of the normal
swallow 2 Clinical
Assessment
SDL Experiential
examinations feeding trials,
laryngeal
palpation, oral sensori motor
examination, pharyngeal
reflexes, etc.
5 completed oral
examination forms (PDL)
The normal swallow and changes
though out the lifespan
1-2
Lectures SDL
Open wide tasks
Normal swallow
and clinical signs of swallowing
disorders (FP A)
Atypical and disordered feeding,
eating, drinking and swallowing patterns
2 &
4
Dysphagia
module Complex
Clinical practice Summary sheet
of key patterns and indicators (FP
88
presentations A)
Professional terminology specific to the area of feeding, eating, drinking and
swallowing disorders
2,3,4
General course work and FEDS
workshop Self-directed
learning
Skills workshops Clinical
placements
Summary sheet of key
terminology in FEDS (FP A)
Knowledge of psychosocial impact of
feeding, eating, drinking and swallowing disorders on the
individual and carers
2,3,
4
Lectures SDL
Objective and
reflective mealtime report
(PDL)
Roles and scope of practice of
multidisciplinary team members
2,3,
4
Lecture SDL Service report
SF/JS (PDL)
Risk management policies and procedures
1,2,3,4
Clinical briefings
SDL Clinical placements
Health and safety agreement (PDL)
Risk assessment
summary (FP)
Ethical, legal and service influences on decision making
2,3,4
Lectures Clinical briefing
SDL Clinical placements
Service report SF/JS (PDL)
Referral processes and typical clinical pathways
2,3,4
Lectures SDL Clinical placements
Service report SF/JS (PDL)
Aetiology of dysphagia and
implications for management
2,3,
4
Lectures SDL Clinical
placements
Normal swallow
and clinical signs of swallowing
disorders (FP A)
Key factors to be identified from
case notes and history prior to and during assessment
2,3,
4
Lectures
workshops
SDL Clinical
placements
Clinical
assessment forms (FP B1)
Commonly used subjective and objective assessments including oral
motor examination, assessment of oral preparatory, oral and
pharyngeal swallow stages and
including trials of food consistencies
2,3,4
Lectures and video based
exercises
SDL Clinical placements
Completed oral examination
sheets including 2 completed MASA
(FP B)
Recognise indicators for instrumental assessment e.g. videofluoroscopy,
FEES
2,3,4
Lectures and video based
exercises
Workshops SDL Clinical
placements
SDL Instrumental procedures
checklist
completion (FP F)
Differential diagnosis and management intervention processes
for clients with FEDS disorders
including awareness of needs of clients with complex conditions
(neonates, people with tracheostomies, etc.) and signs and
symptoms of oesophageal dysphagia
to assist in differential diagnosis with oropharyngeal dysphagia.)
2,3,4
Lectures Workshops
Case based learning
Detailed FEDS assessment forms
for paediatric and
adult clients (FP C &D )
Diagnostic summary sheet
including
indicators for onward referral
(FP)
Prognostic indicators in common
case presentations
Complex presentations
2, 3
3,4
Workshops,
lectures
SDL
Clinical placements
Detailed FEDS
assessment forms for paediatric and
adult clients
Caseload management and service
delivery practices
3,4 Lecture SDL Clinical
placements
Case reports
Carer and client roles in management plans/ intervention
programmes
2,3,4
Lecture SDL Clinical placements
Clinical reports
Direct and indirect management
programmes including oral motor and sensory treatment programmes
2
3,4
Lecture
workshop
Case
management and SDL on clinical
placements
MCQ Test
Clinical exam
Management strategies including
rehabilitation and compensatory techniques e.g. physical positioning
and modifying food and liquid consistencies
2,3,
4
Lectures Workshops,
lectures & CP
Case reports
Clinical placement Evaluation
(FP D & F)
Non-oral feeding options 2,3,
4
Lectures SDL & Clinical
placements
(FP D &F)
89
Appendix 3 Bloom's Taxonomy and Critical Thinking
Adapted from Barbara Fowler, Longview Community College.
http://www.teachers.ash.org.au/researchskills/dalton.htm accessed 20.5.06
The key words used and the type of questions asked may aid in the establishment and
encouragement of critical thinking, especially in the higher levels.
Level 1: Knowledge - exhibits previously learned material by recalling facts, terms, basic
concepts and answers.
Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show,
spell, list, match, name, relate, tell, recall, select
Questions: What is . . . ? How is . . . ?
Where is . . . ? When did _______ happen?
How did ______ happen? How would you explain . . . ?
Why did . . . ? How would you describe . . . ? When did . . . ? Can you recall . . . ?
How would you show . . . ? Can you select . . . ?
Who were the main . . . ? Can you list three . . . ?
Which one . . . ? Who was . . . ?
Level 2: Comprehension - demonstrating understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions and stating main ideas.
Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify
Questions:
How would you classify the type of . . . ?
How would you compare . . . ? contrast . . . ?
Will you state or interpret in your own words . . . ? How would you rephrase the meaning . . . ?
What facts or ideas show . . . ?
What is the main idea of . . . ?
Which statements support . . . ? Can you explain what is happening . . . what is meant . . .?
What can you say about . . . ?
Which is the best answer . . . ?
How would you summarize . . . ?
Level 3: Application - solving problems by applying acquired knowledge, facts, techniques and
rules in a different way.
Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment
with, plan, select, solve, utilize, model, identify Questions:
How would you use . . . ?
What examples can you find to . . . ?
How would you solve _______ using what you have learned . . . ? How would you organize _______ to show . . . ?
How would you show your understanding of . . . ?
What approach would you use to . . . ?
How would you apply what you learned to develop . . . ? What other way would you plan to . . . ?
What would result if . . . ?
Can you make use of the facts to . . . ?
What elements would you choose to change . . . ? What facts would you select to show . . . ?
What questions would you ask in an interview with . . . ?
90
Level 4: Analysis - examining and breaking information into parts by identifying motives or
causes; making inferences and finding evidence to support generalizations.
Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships,
function, motive, inference, assumption, conclusion
Questions:
What are the parts or features of . . . ? How is _______ related to . . . ?
Why do you think . . . ?
What is the theme . . . ?
What motive is there . . . ? Can you list the parts . . . ?
What inference can you make . . . ?
What conclusions can you draw . . . ?
How would you classify . . . ? How would you categorize . . . ?
Can you identify the difference parts . . . ?
What evidence can you find . . . ?
What is the relationship between . . . ?
Can you make a distinction between . . . ? What is the function of . . . ?
What ideas justify . . . ?
Level 5: Synthesis - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.
Key Words: build, choose, combine, compile, compose, construct, create, design, develop,
estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution,
suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change
Questions:
What changes would you make to solve . . . ?
How would you improve . . . ?
What would happen if . . . ? Can you elaborate on the reason . . . ?
Can you propose an alternative . . . ?
Can you invent . . . ?
How would you adapt ________ to create a different . . . ? How could you change (modify) the plot (plan) . . . ?
What could be done to minimize (maximize) . . . ?
What way would you design . . . ?
What could be combined to improve (change) . . . ? Suppose you could _______ what would you do . . . ?
How would you test . . . ?
Can you formulate a theory for . . . ?
Can you predict the outcome if . . . ? How would you estimate the results for . . . ?
What facts can you compile . . . ?
Can you construct a model that would change . . . ?
Can you think of an original way for the . . . ?
Level 6: Evaluation - presenting and defending opinions by making judgments about information,
validity of ideas or quality of work based on a set of criteria.
Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge,
justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence,
perceive, value, estimate, influence, deduct
Questions:
91
Do you agree with the actions . . . ? with the outcomes . . . ?
What is your opinion of . . . ?
How would you prove . . . ? disprove . . . ? Can you assess the value or importance of . . . ?
Would it be better if . . . ?
Why did they (the character) choose . . . ?
What would you recommend . . . ? How would you rate the . . . ?
What would you cite to defend the actions . . . ?
How would you evaluate . . . ?
How could you determine . . . ? What choice would you have made . . . ?
What would you select . . . ?
How would you prioritize . . . ?
What judgment would you make about . . . ? Based on what you know, how would you explain . . . ?
What information would you use to support the view . . . ?
How would you justify . . . ?
What data was used to make the conclusion . . . ?
Why was it better that . . . ? How would you prioritize the facts . . . ?
How would you compare the ideas . . . ? people . . . ?
Reference: Quick Flip Questions for Critical Thinking, based on Bloom's Taxonomy and developed by Linda G. Barton available from : http://www.barbsbooks.com/logic.htm
More information at http://www.criticalthinking.org/