JCPSLP Vol 19 No 2 2017

observed in both intermediate- and entry-level placements and across all CDF sites. In early adopter sites, the CDF framework is proving sustainable longer term, as we have now completed the Echo phase. In CDF sites which joined later, the Embed phase continues with sustained placement numbers and quality. Placement quality The larger groups of students on placement together did not lead to a dilution of student learning on placement. Our COMPASS® (McAllister, Lincoln, Ferguson, & McAllister, 2006) data shows that students were no more likely to pass or fail in CDF sites than others. They were likely to be more satisfied with their learning experiences and support, as reported in placement evaluation questionnaires as well as anecdotal comments. More data will be available in forthcoming papers. Summary This paper describes a framework which we have successfully used to improve placement capacity without loss of quality for speech-language pathology students. It allowed us to further develop partnerships with placement sites and build the knowledge, skills and confidence of current and future CEs. Implementing this framework has allowed us to apply learning theories to optimise key aspects of best-practice clinical learning environments, and to share these with CEs and managers. The CDF framework enabled us to work with sites to facilitate students’ development of a broad range of work readiness skills, through the tutorials and the larger student group on-site, including team and peer learning skills. Application of the phases of the framework supports ongoing refinement and efficiencies in the clinical education provided by the sites. Limitations This paper has described the CDF framework implementation in a limited number of contexts and only within the health sector. There is a need for longitudinal research data over time to investigate the sustainability of this framework for placement development and continuous quality improvement in a range of placement settings. Acknowledgements The authors thank the workplaces and SLPs who have embraced the CDF framework for their commitment to building student placement capacity and quality, and their willingness to engage in reflection with us to improve their Bennett, D., O’Flynn, S., & Kelly, M. (2015). Peer assisted learning in the clinical setting: an activity systems analysis. Advances in Health Sciences Education, 20 (3), 595–610. Briffa, C., & Porter, J. (2013). A systematic review of the collaborative clinical education model to inform speech- language pathology practice. International Journal of Speech-Language Pathology , 15 (6), 564–574. Bristow, D., & Hagler, P. (1997). Comparison of individual physical therapists’ productivity to that of combined physical therapist-student pairs. Physiotherapy Canada , 49 (1), 16–23. Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices . Milton Keynes, UK: Open University Press. practices as CEs. References

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JCPSLP Volume 19, Number 2 2017

Journal of Clinical Practice in Speech-Language Pathology