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98 JCPSLP Volume 19, Number 2 2017 Journal of Clinical Practice in Speech-Language Pathology
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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
practices as CEs.
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