JCPSLP Vol 19 No 2 2017

paediatric settings, including public hospitals, community health centres and disability services. This paper provides a brief overview of the CDF framework, outlines the theoretical bases for our framework and approaches, describes the types of settings and contexts in which we have applied the model (see for example Figure 3 [Johnson, Bourne & McAllister, 2017]), and describes strategies for implementation of each phase of the framework. We also provide some preliminary reflections on the usefulness of the framework from our perspective as university staff supporting the CDF placements initially in health settings. A comprehensive research program is in place to evaluate stakeholder perceptions and outcomes arising from use of the CDF framework, but inclusion of this data is beyond the scope of this paper. The Capacity Development Facilitation framework The CDF framework incorporates five phases as illustrated in Figure 1 (Johnson et al., 2017). We elaborate on the strategies used in each phase later in the paper. Theoretical bases Adult learning theory as described in the seminal works by Knowles (1980) and Brookfield (1986) remains key to student learning on placements, particularly in our CDF approach. Students on placements are highly motivated to

learning, and sociocultural bases of learning, and powerful educational strategies that can optimise student learning outcomes on placements, such as reflective practice and peer learning (Lattanzi & Pechak, 2012). However, little attention has been paid to the potential role of other staff and the workplace itself as a source of learning, despite the influence of a supportive workplace learning environment and culture on developing clinical skills within health contexts (Darcy Associates, 2013, p. 6). To address the need for increased placement capacity without compromising the quality of placements, we have been exploring placement models and approaches which might avert potential risks outlined above, optimise student learning outcomes and support change in workplace learning cultures and participation in clinical education. The Capacity Development Facilitation (CDF) framework was developed as an outcome of these explorations by Work Integrated Learning (WIL) academics at The University of Sydney. It has been developed, evaluated and refined over a four-year period. The framework uses multiple student placement approaches grounded in workplace, sociocultural, adult and peer learning theories to realise our goals of increasing placement capacity, creating sustainable and efficient models for placements, supporting CE development and improving placement quality. The framework relies on mutually beneficial partnerships with placement sites (Pipe, 2014), and increased visible support from universities to deliver quality clinical education. We have used the CDF framework in a range of adult and

• Identify site partner, site champion and facilitator • Develop supervision model/s through liaison and support

Lyndal Sheepway (top) and Lindy McAllister

• Implement pilot/trial • Clinical educator and student support • Adjustment as needed

• Debrief and evaluate • Modify supervision model/s and resources • Maintain/extend relationships

• Improved educator and student support • Improved supervision model/s

• Better equipped educators • University resumes usual student support level • Continuous monitoring and improvement of supervision model/s • Further develop partnership

Figure 1. The Capacity Development Facilitation framework

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JCPSLP Volume 19, Number 2 2017

Journal of Clinical Practice in Speech-Language Pathology