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94
JCPSLP
Volume 19, Number 2 2017
Journal of Clinical Practice in Speech-Language Pathology
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
Lyndal
Sheepway
(top) and Lindy
McAllister
• Identify site partner, site champion and facilitator
• Develop supervision model/s through liaison and support
• 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