JCPSLP Vol 19 No 2 2017

High volume/designated CE

Area wide

One primary site, possible secondary site

Multiple sites within a region or district

Student: CE ratio of 4:1 or 6:1 or 8:1

Student: CE ratio of 2:1

Primary CE, multiple partner CEs

Multiple primary CEs, multiple partner CEs

Student competency levels: intermediate and/or entry level, undergraduate and/or graduate entry masters

University support: includes weekly/fortnightly tutorials, timetabling assistance, CE discussions during placement

Figure 3. Examples of different placement models using the CDF framework

their practices and processes as CEs. This included, for example, consolidating the individual site orientation activities across a whole district into a one day, centrally located orientation workshop for the whole group of students, thus offering opportunities for peer learning, such as practising oromusculature assessments on each other or group discussions and practical applications of policy. The nature and frequency of this support was negotiated prior to placement commencement; it however was modified if necessary. A range of supports were offered by the facilitator, to the students, primary CEs and other staff on-site, as outlined in Table 1. This phase ran for the duration of the placements. Compulsory group tutorials with the facilitator were seen as a key learning opportunity for the students as well as a chance to provide CEs with some timeout from the responsibilities of student supervision. Fortnightly tutorials of varying lengths (2–4 hours) were scheduled at a central CDF site so students from a number of CDF sites could attend. Tutorial topics (e.g., bedside dysphagia assessments) were identified by CEs and facilitators Continued shared support, e.g., telephone and email Additional face-to-face workplace meetings with CEs as required Targeted support from the university in area/s of need, for example: • implementing new models of supervision • problem solving logistical issues, e.g., scheduling higher volumes of students • tutorial development in key areas (conducted by facilitator and/or site) • staff mentoring – across a range of clinical and supervisory experience levels Table 1. The Encourage phase Clinical Educator Support

to address key skills identified as needing revision for students working with caseloads in the CDF sites and to supplement and deepen the student learning from their clinical experiences. Initially tutorial topics were negotiated with CEs but there was opportunity for both students and CEs to make further topic suggestions as the placement progressed. The tutorials aimed to provide a “safe” learning space for students. They gave students time with an experienced clinician who was not responsible for assessing their performance, as well as support and learning with a wider peer group. The students thus had the freedom to bring up any topic, make comments or ask questions about issues arising on their placement, whether clinical queries or those involving interactions and experiences. This discussion was not only debriefing about experiences, but also a time to ask “silly” questions or asking peers and the facilitator for help in managing difficult situations. We gave general feedback to CEs about what was covered in tutorials and the progress of the whole group; however, we did not share specific information about individual students unless explicit permission was given.

Student Support

Improved accessibility and timeliness of standard support offered, due to on-site presence Offered a wider range of learning experiences in varying: • clinician caseloads

• speciality areas • clinician styles

Provision of workbooks and templates, e.g., reflections, peer feedback Structured opportunities such as student tutorials to successfully use peer-learning to acquire: • teamwork skills, e.g., in quality improvement projects • high level communication skills, e.g., in case presentations • critical self- and peer-evaluation skills

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JCPSLP Volume 19, Number 2 2017

Journal of Clinical Practice in Speech-Language Pathology