About the School

What do the students already know and what do they need to learn at different stages of their training?

This section will present the SLT student's needs and expectations at different stages of training so that a) the Clinical Supervisor is aware of the level of supervision needed for their student and b) so that the student has a better awareness of what is expected of him or her.
The Clinical Handbook contains assessment forms which reflect the competencies expected of the students. These can be used as checklists by both students and supervisors although it is understood that it is not always possible to cover all areas in all placements. Useful forms are:


The Report of Clinical Progress
The Professional Standards Form
The Clinical Supervisors' BSc Assessment
The Clinical Supervisors' PG Assessment Form

For in-house examination forms please consult your clinical handbooks.


Descriptions of the needs of students at different stages of development are outlined below:

The Novice Learner
This term describes the SLT student at the beginning of their programme of education. For BSc students this comprises their first year at University and for Postgraduate Diploma (2 yr) students it comprises the first term.
At this stage of learning students are required to develop and use

Methods for developing these skills include:

THE NOVICE IN TRANSITION
By the first term of the second year (BSc) and the second term of the first year (Postgraduate Diploma), the student is ready to begin placement.
At this point in time, each student usually has mixed feelings of excitement and apprehension. Each placement is very different and therefore unpredictable so it is important that the student has a clear understanding of the transferable skills which can be used in all settings.
In turn, Clinical Supervisors responsible for students at this challenging yet most exciting stage of training, are also facing the unpredictable in that no two students are alike.
The process of skills development through placements takes place through hard work by both parties. The Clinical Supervisor is responsible for providing opportunities for:

It is likely that the student will benefit greatly from opportunities to observe initially, especially when the observation is specified, but we encourage a hands-on approach as soon as possible. The difference between knowing what to do in theory and carrying it out in practice is commonly found to have discrepancies. Students must expect to carry out some work in their own time to prepare for clinic but this can be facilitated by clear instructions from the Clinical Supervisor at the early stages of learning. For example, no novice in transition will be able to plan a whole session for a client but they might be able to devise a task which will address a certain strength and/or need of the client.
The student is responsible for maximising their theoretical and practical knowledge of that client group and that service delivery type, preparing carefully for clinic following instructions from the Clinical Supervisor and demonstrating a willing, sensitive and professional attitude. Sometimes students lose sight of their natural competencies when faced with novel experiences and do need to remind themselves to use these. 
 

THE DEVELOPING PRACTITIONER
This title describes a wide range of students, from those who are entering their second placement to those who are leaving their third. Depending on the nature of a student's experience in a previous placement, he or she may be more or less able to adapt to the circumstances of the new placement.
At this stage the Clinical Supervisor will rightly expect the student to show familiarity with client contact, working with other professionals, familiarity with session plans, goal setting and reports - in fact the same list as for the novice learner. However, each placement has different forms and routines and the student will need to learn how the new placement expects tasks to be performed.
Once the student is familiar with routines it is likely that he or she will be able to support the work of the Clinical Supervisor with a client and eventually undertake supervised planning. Most Clinical Supervisors feel that students are able to cope with about two clients (or equivalent e.g. a group or a contact with a key worker) per session. This will then allow time for preparation of session plans, reflection and writing up notes. The student is expected to discuss findings and comment on a client's performance as well as appraise themselves. Students have specialised books which are dedicated to self development and are encouraged to write and follow their own Individual Development Plan (IDP). It is not essential that the Clinical Supervisor is familiar with this but it may provide a mechanism for giving the student educational and professional feedback.


THE INDEPENDENT STUDENT PRACTITIONER
This stage defines the BSc student in his or her 4th year block or the PGDip student in his or her last term's block. At this point, while the student needs time to be inducted into the placement, he or she will have had some experience of most transferable skills. The student may not, however, be familiar with the reality of the client group. It may be the first time a student has worked with a child with a phonological disorder, an adult with aphasia or a teenager with a learning disability. The student will need to prepare carefully, ensure that theoretical knowledge is being used in therapy planning and execution and reflect on his or her personal professional skills to communicate with all concerned.
As the placement progresses for this student, he or she is able to work independently and can often become a very useful member of the SLT team.