Clinical Speech & Language Studies, Trinity College, Dublin · Student clinical placement evaluation ... Clinical Speech & Language Studies, Trinity College, Dublin Practice placements:

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TCD CSLS 2012-13

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CLINICAL EDUCATION FORMS 2012-13

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TCD CSLS 2012-13

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TCD CSLS 2012-13

Clinical Speech & Language Studies, Trinity College, Dublin

Clinical education forms 2012-13

Contents Practice placements: General conduct agreement .............................................. 7 Student declaration and Health and Safety agreement ........................................ 9 Assessment experience log............................................................................ 11 Reflective log 1 ............................................................................................ 13 Reflective log 2 Post therapy session .............................................................. 14 Clinical Competency Evaluation form: Clinical Session ...................................... 15 Student clinical placement evaluation ............................................................. 17 Notification of concern: Professional conduct SF JS SS .................................... 19 Notification of Concern Competency development SF JS SS ............................. 21 Clinical learning self review ........................................................................... 23 Portfolio for feeding, eating, drinking and swallowing / dysphagia assessment and management ............................................................................................... 26 FEDS portfolio evaluation .............................................................................. 27 Oral examination ......................................................................................... 28 Audiogram .................................................................................................. 30 Junior Freshman Annual hours certification form ............................................. 32 Junior Freshman CONNECT Summary ............................................................. 33 PDL Clinical learning Self review form Junior Freshman .................................. 35 Student Mid placement Self review form Senior Freshman .............................. 36 Senior Freshman Evaluation of assessment skills ............................................. 39 Detailed evaluation of a test in current clinical use ........................................... 41 Test review form .......................................................................................... 43 Senior Freshman Assessment Pack ................................................................. 45 Daily hours certification log Senior Freshman Term Clinic .................................. 47 Senior Freshman Term hours certification form ................................................ 49 Senior Freshman Assessment and case management CA Summary marks......... 51 Senior Freshman Case presentation evaluation ................................................ 53 Senior Freshman Case presentation evaluation (FEDS) ..................................... 54 Senior Freshman Assessment Case Report (FEDS) evaluation ............................ 55 Senior Freshman Assessment Case Report evaluation ....................................... 56 Daily hours certification log Senior Freshman Block Clinic .................................. 57

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Senior Freshman Block hours certification form ................................................ 59 PDL Evaluation form Senior Freshman ............................................................ 61 SF/JS Service and caseload report evaluation Oral presentation ................................. 63 Student Mid placement Self review form Junior Sophister ................................. 65 Junior Sophister Daily hours certification log (Term Clinic) ................................ 68 Junior Sophister Term hours certification form ................................................. 70 Junior Sophister Clinical competency evaluation form: Clinical examination ........ 72 Junior Sophister Case management ................................................................ 74 Continuous assessment and examination ........................................................ 74 Junior Sophister PDL submission form ............................................................ 76 Junior Sophister Daily hours certification log Block ........................................... 78 Junior Sophister Block hours certification form ................................................. 80 Junior Sophister Case report evaluation .......................................................... 82 Senior Sophister Daily hours certification log ................................................... 84 Senior Sophister Term hours certification form ................................................ 86 Student Mid placement self review form Senior Sophister................................ 88 Senior Sophister 3.1 Continuous assessment .................................................. 92 Senior Sophister PDL review .......................................................................... 94 SS Daily hours certification form .................................................................... 96 Senior Sophister Block hours certification form ................................................ 98 Senior Sophister Student Clinical Competency Clinical Examination ................. 100 Senior Sophister Continuous assessment ...................................................... 102

The Student Clinical Competency Forms and Indicators and the FEDS /dysphagia handbook and logs can be downloaded from

http://www.tcd.ie/slscs/clinical-speech-language/practice-education/ Copies of the relevant forms will be sent with the student information pack prior to each placement. Students are given copies of all forms relevant to their year at clinical briefings in September.

http://www.tcd.ie/slscs/clinical-speech-language/practice-education/

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Clinical education forms 2012-13 ALL YEARS A Practice placements General conduct B Student declaration and Health and Safety agreement C Assessment experience log D Reflective log 1 & 2 E Clinical competency evaluation form: Clinical session F Student clinical placement evaluation G 1 Notification of concern: Professional Conduct G 2 Notification of concern: Competency development H Clinical learning self review I Portfolio for feeding, eating, drinking and swallowing /

dysphagia assessment and management J Student log for feeding, eating, drinking and swallowing

competencies/dysphagia (Download as a separate document)

K Oral examination JF/SF L Audiogram JF 0.1 Annual hours certification form 0.2 PDL Clinical learning review form SF Weekly 1 Student Clinical Competency Evaluation Form and indicators Level 1

(Download as separate documents) SF 1.R Student Mid placement review form Senior Freshman SF 1.a Evaluation of assessment skills SF 1.b Detailed evaluation of a test in current clinical use SF/JS 1.c Test review form SF 1. AP Senior Freshman Assessment Pack SF 1.1D Daily hours certification log SF 1.1T Term hours certification form SF 1.1.CA Assessment and case management clinics Continuous assessment SF 1.1.P Case presentation evaluation SF 1.1.R Case report evaluation SF 1.2D Daily hours certification log SF 1.2B Block hours certification form SF 1 PDL PDL learning review form SF/JS 1.2 P Service report evaluation 2 Student Clinical Competency Evaluation Form and indicators Level

2 (Download as separate documents) 2R Student Mid placement review form Junior Sophister JS Weekly 2.1. D Daily hours certification log 2.1 T Term hours certification form 2.1 E Junior Sophister Clinical examination 2.1CA Junior Sophister Continuous assessment JS 2 PDL PDL learning review form JS Block 2.2.D Daily hours certification form JS 2.2.B Block hours certification form JS 2.2.R Case reports evaluation SS 3 Student Clinical Competency Evaluation Form and indicators Level 3

(Down load as separate documents) SS 3R Student Mid placement review form SS 3.1D Daily hours certification form SS 3.1.T Term hours certification form SS 3 PDL PDL learning review form SS 3.1 CA Senior Sophister Continuous assessment SS Block 3.2 D Daily hours certification form SS 3.2 B Block hours certification form SS 3.2 E Student Clinical Competency Clinical Examination summary SS 3.2 CA Senior Sophister Continuous assessment

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A Clinical Speech & Language Studies, Trinity College, Dublin

Practice placements: General conduct agreement Students should sign this form prior to placements to confirm that they will comply with all national guidelines and with agency specific policies and procedures designed to protect and serve the needs of clients and retain this in their log. Practice educators may request a copy of the form from students for their own records. Health and safety I am aware of, and will comply with the standard precautions and with guidelines for best practice in clinical contexts including • General workplace risk assessment • Hand Hygiene • Use of protective barriers i.e. personal clothing, gloves, surgical masks • Cleaning of surfaces and equipment with appropriate disinfectants • Prevention and Control of Healthcare Associated Infections I will comply with agency specific health and safety procedures as explained to me by the practice educators during my placement induction meeting and with national guidelines for infection prevention, record keeping and use of information technology. Confidentiality Students on practice placements are given access to client records and personnel data to enable them to carry out their work as speech and language therapy students. Students must conform to the legal and professional guidelines as outlined at the clinical briefing and summarized in the PDL. They must also comply with the confidentiality procedures of the Agency at which the placement is being undertaken I have read and understand the information on confidentiality and health and safety during practice education and will comply with this during my placement in (agency name). I confirm that I have complied with the Garda vetting procedure prior to registration.

Student Name print

Signature Date

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Garda Vetting Students of the College are required to comply with Garda vetting procedures prior to registration. If, as a result of the outcome of the Garda vetting procedures, a student is deemed unsuitable to attend clinical or other professional placement, he/she may be required to withdraw from his/her course Students should consult with the head of department should events occur during the education programme that may make them unsuitable for clinical or practice placements where they will come into contact with children or vulnerable adults (Calendar page H3 para 22). I confirm that I have complied with the Garda vetting procedure prior to registration.

Student Name print

Signature Date

Health and safety Speech and language therapy students must adhere to the health and safety guidelines

as determined by the Faculty of Health Sciences. These are stated as follows in the

college regulations

Precautions against infectious diseases Students in Medicine, Dentistry, Clinical Speech and Language Studies must be free of any life threatening infectious condition that could be transmitted to a to a patient or fellow health worker. Such conditions include Hepatitis B, Hepatitis C, pulmonary tuberculosis, chickenpox and measles. In the event of a student becoming aware of such a condition they should consult their medical advisor to confirm they are not contagious. If such be the case they should obtain a medical certificate confirming the diagnosis and should refrain from patient contact until cleared medically. Certificate of vaccination status In the interests of reducing the risk of the transmission of infectious disease from patients to students, or student to patient, all potential students should attend their regular medical practitioner prior to registration to certify their vaccination status or immunity to tuberculosis, measles, rubella and chickenpox. Hepatitis B In addition and in accordance with current guidelines from the Irish Department of Health and Children applicants seeking entry to courses where exposure -prone procedures are undertaken as a later part of the undergraduate training, namely Clinical Speech and Language Studies and Medicine, must produce a negative hepatitis B virus infection result (i.e. negative HbeAg, HbsAg and anti Hb core Ag tests ) carried out not more than six months prior to entry, before being permitted to register with the College. College Calendar 2003-4 pO2.5

Students must also adhere to all guidelines of the host agency as outlined to

them at induction meetings.

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B Clinical Speech & Language Studies, Trinity College, Dublin

Student declaration and Health and Safety agreement Clinical placements provide opportunities for students to develop the basic knowledge and skills necessary to become competent practitioners. During placements, students are expected to adhere to professional standards and to conform to the policies and procedures of the host agency. Students are required to signal acceptance of their responsibilities by signing this agreement. The agreement is retained by the practice educator until the placement is completed. Commitment I agree to show commitment to clients, to the speech and

language therapy service and to the host agency during all clinical placements.

Conduct I agree to adhere to the professional code of ethics and standards of conduct.

Clinical educators I agree to prepare, organise and implement clinical work as directed by clinical educators and specifically by the practice educator who retains responsibility for the client.

Sickness/absence I agree to follow the procedure set by College in the event of a medical or other emergency situation necessitating unexpected absence. I will give adequate notice to the placement education coordinator and to the relevant clinical educator if a planned absence is necessary. I will inform the placement education coordinator and the practice educator ASAP if I have to be unexpectedly absent due to illness. (Students who need to take more then two days sick leave during any placement must submit a medical certificate to the College Tutor. Students on medically certified leave should inform their practice educator and the practice education coordinator of expected return date. Students who have to take prolonged medical leave may be required to submit a certificate of fitness to return to clinical practice.)

Health and safety I agree to inform all relevant clinical educators of any condition, medical or otherwise, which may affect my clinical work. I have provided the practice educator with my next of kin contact details. I am familiar with the general safety and specific infection control/prevention procedures and guidelines that apply to this placement.

Accidents I will report any accident in the clinic or on the premises to the clinician immediately and follow the local accident reporting procedures.

Clinical equipment I will not remove any tests or equipment from clinics and will ensure that all equipment used by me is clean, complete and returned to correct storage location following use.

Clinic files and records

I will conform to legal and professional guidelines and to the host agency procedures in maintaining clinical files. I will not remove files and other client records from any clinic.

Confidentiality I will maintain client, service, supervisor and peer confidentiality at all times.

I confirm that I have read and accept the terms and conditions of my clinical placement as outlined above and as detailed in student handbooks. Signed:

Student Clinical educator Date

Students are expected to work for 5-6 hours in the clinic per day during placements with an average of 3 hours direct client management per day. Starting and finishing time must be agreed with the practice educator.

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Health and Safety Information

Student: Year: Clinic: Date informed Oral Written Identification procedures and the use of identification badges/pass

Dress code / uniforms and use of protective clothing and equipment

Access to buildings / areas in clinic Fire alerting, reporting and evacuation procedures Accident prevention, reporting and recording procedures Safety policy manual examined and location noted Procedures for safe lifting and transfer of clients Procedures for use of large equipment and manual handling Infection control procedures Procedures for dealing with personal and toileting needs of clients

Procedures for dealing with challenging behaviours and aggressive or disinhibited clients

Procedures for dealing with formal client/ significant other complaints

Policy and procedures for domiciliary or school visit. Procedures for reporting personal illness / inability to attend clinic

Contact person: Contact during work hours: Contact after hours:

(You must also inform the department if you are unable to attend your clinic 01 896 1496 ). Additional procedures specific to placement Students should complete this form with the practice educator / practice tutor/ educator at the beginning of the placement. The declaration below must then be signed and the form given to the practice educator for the duration of the placement. Student Declaration I have received information on the relevant health and safety procedures indicated above. Signed Date 1Risk assessment for (student name) Date Assessed

by Hazards identified

Action to minimize hazard / person responsible

Working environment Physical agents Other I have undertaken a risk assessment review with the assessor and understand the contents Assessor Date Student

1 May need to be competed in some instances

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Student:………………………………………………………….Date commenced…………………………… This form is to be retained over the 4 year clinical education programme and should provide a record of your clinical experience in the use of formal and informal assessment procedures with a range of clients across a range of ages and diagnoses. You should retain the form in your Log and have it available during discussions and tutorials with clinical educators. By the end of your Senior Sophister year your completed log should reflect assessment experience of

Hearing, listening and auditory processing Receptive oral and written language Non verbal communication Expressive oral and written language Fluency Speech (phonology, motor speech and prosody Augmentative communication Voice

across a range of client groups and age ranges Informal

Formal Test / procedure reference2

Aspect of communication sampled / measured 3 Comments

Infant 0-18 Preschool2-4 School age 4-12

2 Full name, authors, date, publisher. Full references should also be given to sources used when devising, evaluating informal procedures

3 Specify aspect of communication sampled / measured e.g. Vocabulary comprehension, word retrieval, comprehension of syntactic structures, expressive narrative skills, phonology, fluency, etc.

C Clinical Speech & Language Studies, Trinity College, Dublin Assessment experience log

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School age 13-18 Adult 18-65 Adult 65+

(Additional pages to be photocopied from PDL or printed from the department website )

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D 1 Clinical Speech & Language Studies, Trinity College, Dublin Reflective log 1

Student: ………………………………………………….. Year commenced ……… Date Describe Explore Interpret Speculate Generate Describe people, context,

action, and outcome How did you feel about this?

Why did this happen? Why do you think x did y?

How did the others present feel?

What else might have happened? What else could you do in that situation?

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Reflections on own developing therapy skills

Reflection and self-evaluation will help you to think about your developing competencies and learning needs. It is recommended that students should select at least one therapy session each clinic day to reflect on your performance and the clients learning, performance and reactions. The following questions will guide you in this reflection.

1. What are your positive feelings after the session? 2. What are your negative feelings? 3. How do you think the client / carers felt leaving the session? 4. What did the client learn? 5. What activities and materials did you consider successful and why? 6. What activities and materials did not go as well as planned and why? 7. Were your instructions, explanations, models, demonstrations effective? If not what alternatives could you have tried? 8. Did you transit from one activity to the next effectively? 9. Was your feedback (positive and negative) to the client effective? Why? 10. Was your data recording objective, organized and non intrusive? 11. Were you able to modify your activities (step up/ down) on the spot based on your client’s responses? 12. Did you ask relevant questions and relate appropriate information? 13. If carryover activities / homework were given did you explain fully to client/ carer? Do you think he/ they accepted the need

for home practice? 14. Estimate time spent on achieving objectives v lost time in session. 15. What changes will you make to increase efficiency in the next session?

D2 Clinical Speech & Language Studies, Trinity College, Dublin Reflective log 2 Post therapy session

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E Clinical Speech & Language Studies, Trinity College, Dublin

Clinical Competency Evaluation form: Clinical Session Student: Year: Supervising Clinician: Date: Level of Supervision: Student under Direction Student under Guidance Student mainly Independent Session outline (client group, age, session objectives)

Evaluated by Self Peer Supervising Clinician Signature Evaluation of developing professional competencies from observation of clinical session Three positive comments on professional relationships, knowledge and skills observed during the session 1 2 3 How did these enable therapy objectives to be met? Three things you would change and why 1 2 3 Three clinical skills and competencies that require further development 1. 2. 3. Learning goals (student use)

Convert goals to SMART objectives

Objectives Time frame Resources required

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Guidelines for evaluation Indicate competencies which were / should have been evident in session by a tick next to the competency number. Then evaluate consistency and degree using the following ratings: Not evident Emerging Evident Enhanced 0 1 2 4 Not demonstrated

Not consistently demonstrated

Demonstrated consistently acceptable levels in competencies observed during session and in file

Demonstrated at next level

Competency 1. Collects and collates relevant client-related information

systematically (e.g. case history, interviews and health records)

2. Selects assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administers, records and scores a range of assessments accurately

4. Analyses and interprets assessment findings using the professional knowledge base

5. Formulates appropriate diagnostic hypotheses 6. Evaluates findings in light of client’s needs and service resources 7. Establishes clear long and short term objectives for intervention 8. Demonstrates knowledge of the need for onward referral 9. Reports evaluation findings effectively orally and in writing 10. Maintains precise and concise therapy records 11. Carries out administrative tasks and maintains service records 12. Implements therapy using appropriate therapy techniques,

materials and strategies

13. Continuously evaluates intervention and modifies programme as necessary

14. Adapts service delivery/ therapeutic approach in response to client/significant other needs

15. Evaluates intervention and contributes effectively to clients long term management and discharge plan

16. Observes, listens and responds to client/ significant other communications

17. Uses appropriate vocabulary, syntax, intonation, volume and rate for context

18. Introduces, presents, closes and evaluates session components 19. Facilitates client participation by using clear instructions,

modelling etc during intervention

20. Uses prompts and clarification requests appropriately 21. Provides appropriate verbal and non-verbal feedback on client

performance

22. Communicates and consults with relevant team members to progress the client management plan

23. Uses outcome measures to determine efficacy of intervention 24. Identifies, reflects and reports on own clinical strengths and

learning goals

25. Uses learning resources appropriately to set and achieve learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

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F Clinical Speech & Language Studies, Trinity College, Dublin

Student clinical placement evaluation4 Date .................... . Placement Placement structure Year Individual Paired(peer) Paired

(SF/JS) Group

SF Weekly Block JS Weekly Block SS Weekly Block Student preferred learning style Activist Reflector Theorist Pragmatist Evaluate the clinical placement according to the extent that it provided opportunities and resources to meet your learning goals and develop your clinical skills. Opportunities provided to -- Observe/interact with a range of clients Observe/interact with educator in clinical administration Establish and maintain effective relationship with practice educator and coworkers

Establish and maintain effective relationship with clients and their communication partners

Apply and develop your knowledge and skills base to assessment and diagnosis

Apply and develop your knowledge and skills base to clinical decision making

Apply and develop your knowledge and skills to long and short term therapy planning

Apply and develop your knowledge and skills base to therapy delivery and evaluation

Gain experience in clinical recordkeeping and reporting Supervisory factors Practice educator observation of work Practice educator feedback on assessments, therapy, record keeping and reporting

Opportunities to use initiative Discussion time Student factors How prepared were you for this placement? - Professional knowledge Clinical skills Clinical practice

4 Please do not identify yourself or the clinic/ placement educator this form

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Evaluation of developing professional competencies during the placement Three positive developments in professional relationships, knowledge and skills gained during the placement 1 2 3 Three clinical skills and competencies that require further development to enable you to generalize them to clinical practice 1. 2. 3. What did you find most helpful in this placement? What was challenging for you? Suggestions on how the placement could be improved to facilitate student learning? Other comments

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G 1 Clinical Speech & Language Studies, Trinity College, Dublin

Notification of concern: Professional conduct SF JS SS Clinical placements provide opportunities for students to develop and change and students cope in varying ways with such periods of change. During placements some students may demonstrate difficulties with the learning and transitions that placements demand. Many of these can be dealt with informally during feedback sessions but some may need to be communicated directly to the university clinical coordinator/ placement mentor in order to activate additional supports. These would include situations where the student Fails to meet the professional conduct standards Displays inadequate knowledge Appears to be unable to listen / act on advice Shows a lack of preparation for clinical work Clinical educators may notify the department of such concerns through phone calls or e mails which allows for speedy solutions but we would also be grateful if these could also be submitted in writing to ensure that all receive attention. The department may provide additional supports for the student / clinical educator or may initiate referral to other college support services. Notification of Concern regarding ………………………………………………… (Student name) From ………………………………………………………………………………………

Clinical educator Clinic Phone Best time to contact Fax No E-mail Brief description of behaviour causing concern Signature Date: For College use Received by Date Action taken Report of action taken provided to clinical educator on - - (date) by Please send to the named placement mentor……………………………………………… or to Practice Education Coordinator, Clothra Ní Cholmáin E mail [email protected] Fax 01 2321005

The College policy on Fitness to Practice is summarised on http://www.tcd.ie/undergraduate-studies/academic-progress/fitness-practice.php

mailto:[email protected]

http://www.tcd.ie/undergraduate-studies/academic-progress/fitness-practice.php

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G 2 Clinical Speech & Language Studies, Trinity College, Dublin

Notification of Concern Competency development SF JS SS Clinical placements provide opportunities for students to apply knowledge and develop competencies in clinical practice. Students are expected to monitor their own development and seek support from practice educators and college lecturers. They are asked to complete the Student Clinical Competency Evaluations form during placements and to contact the department if they are not achieving learning goals. The department would also welcome notification from practice educators if they find that students are not achieving competencies as expected at the mid placement review and if they feel that resources other then those available in the clinic are required to address difficulties. Notification of Concern in competency development Student name From ………………………………………………………………………………………

Clinical educator Clinic Phone Best time to contact Fax No E-mail Competencies causing concern Signature Date: For College use Received by Date Action taken Report of action taken provided to clinical educator on - - (date) by Please send to Placement Education Coordinator, Clothra Ní Cholmáin E mail [email protected] Department of Clinical Speech & Language Studies, Trinity College, 7 - 9 South Leinster Street, Dublin 2


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H Clinical Speech & Language Studies, Trinity College, Dublin

Clinical learning self review

Name: ____________________ Year:__________ Date: ___________ Your experience to date should have enabled you to develop personally and

professionally. The aim of this review is to enable you to

• Reflect on your learning to date • Identify your current learning needs • Set new learning goals and SMART objectives • Identify resources needed and available to meet your needs Before you begin the formal review jot down three positive developments you have observed in your clinical competencies over the past year Three positive developments noted by others (peers, supervisors, etc.)

Read over your completed Student Clinical Competency Evaluation form and review each rating and compare your rating with what is expected for your year Remember clinical competency is demonstrated by the degree to which you can apply professional knowledge, skills and values to clinical problem solving in real time situations. The timeline below indicates the levels you should be demonstrating as you progress through the clinical education programme.

Novice 1.2 1.2 2.1 …….2.2 3.1 3.2 Level and use of knowledge base

I understand the theory and principles

I can apply my knowledge to clinical situations

I can use my knowledge to analyze clinical problems

I can synthesis & evaluate information from a range of sources in real time to identify problems and solutions in clinic

Skill base I can imitate this task with focused concentration and effort

I can carry out routine tasks with extra attention needed for detail

I can carry out routine tasks automatically

I have developed automatic and flexible use of range of skills

Competency consistency

Absent or accidental

My knowledge and skills come together occasionally in familiar situations

I can perform competently in this area in most clinical situations

My competency in this area is consistent across a range of clinical contexts

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Tick the areas that you feel your competencies are developing appropriately. Competency 1. Collect and collate relevant client-related information systematically (e.g. case

history, interviews and health records)

2. Select assessment procedures and tools (formal and informal) appropriate to the client’s needs, abilities and cultural background

3. Administer, record and score a range of assessments accurately 4. Analyse and interpret assessment findings using the professional knowledge base 5. Formulate appropriate diagnostic hypotheses 6. Evaluate findings in light of client’s needs and service resources 7. Establish clear long and short term objectives for intervention 8. Demonstrate knowledge of the need for onward referral 9. Report evaluation findings effectively orally and in writing 10. Maintain precise and concise therapy records 11. Carry out administrative tasks and maintains service records 12. Implement therapy using appropriate therapy techniques, materials and

strategies

13. Continuously evaluate intervention and modify programme as necessary 14. Adapt service delivery/ therapeutic approach in response to client/significant

other needs

15. Evaluate intervention and contributes effectively to clients long term management and discharge plan

16. Observe, listen and respond to client/ significant other communications 17. Use appropriate vocabulary, syntax, intonation, volume and rate for context 18. Introduce, present, close and evaluate session components 19. Facilitate client participation by using clear instructions, modelling etc during

intervention

20. Uses prompts and clarification requests appropriately 21. Provide appropriate verbal and non-verbal feedback on client performance 22. Communicate and consult with relevant team members to progress the client

management plan

23. Use outcome measures to determine efficacy of intervention 24. Identify, reflect and report on own clinical strengths and learning goals 25. Use learning resources appropriately to set and achieve learning objectives (e.g.

feedback from practice educators, peers, books, videos, IT etc)

Are there any gaps? If so identify you current learning needs and set your learning goals

Convert goals to SMART objectives Objectives Time frame Resources

required

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I Clinical Speech & Language Studies, Trinity College, Dublin

Portfolio for feeding, eating, drinking and swallowing / dysphagia assessment and management FEDS portfolios should be compiled by students from first year when normal swallowing and developmental workshops take place to the final year when a final examination in dysphagia is completed. The portfolio should serve as a clinical resource as well as providing evidence that students have developed knowledge and skills in the identification and assessment of feeding, eating, drinking and swallowing impairments and in the development of appropriate intervention approaches for the management of clients presenting with these impairments in routine clinical caseloads. The portfolio should contain the following summary sheets (cog notes!) in a readily accessible format to permit consultation during placements. A Normal swallow and clinical signs of swallowing disorders

• the normal swallow and variations across the lifespan • common medical conditions and impairments associated with FEDS • the clinical signs resulting from such conditions and impairments • the physical symptoms which may be associated with the clinical signs

B Clinical assessment forms These may be either devised by the student or adapted from one of the samples have obtained during the dysphagia workshops or on placement (appropriately referenced). These forms should outline the data needed and allow space to record

1 Pre FEDS clinical evaluation • Relevant information from case history / medical records • Relevant information from clinical interview with client / carer • Relevant general observations re client’s general and communication status • Assessment of underlying structure and function (i.e., oral motor examination)

2 Detailed FEDS assessment form including a risk assessment summary C Diagnostic summary sheet including indicators for onward referral D Intervention and management techniques

• Risk / benefits analysis identifying key client and environment factors • List compensatory / adaptive strategies targeting clinical signs of dysphagia and indicators for use • List remedial strategies targeting underlying impairments and indicators for use

F Instrumental procedures Evaluate a range of instrumental assessments and complete the following table for 6 frequently used imaging and non imaging procedures Procedures allows Indicated Contraindicated Advantages Disadvantages F Support materials Outline key ways to explain, demonstrate management plan and selected strategies to client/ carers (What How Why risks / benefits)

The portfolio will be evaluated on a pass / fail basis at the end of the Junior Sophister year.

Copies of 2 reports covering the assessment and management of clients with FEDS difficulties completed during placements must be submitted along with the final FEDS log at the end of the SS year.

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FEDS portfolio evaluation A FEDS Summary Sheet Contains a summary of

• the normal swallow and variations across the lifespan • common medical conditions/ impairments associated with FEDS • the clinical signs resulting from such conditions and impairments • physical symptoms which may be associated with the clinical signs

B Clinical assessment forms These forms should outline the data needed and allow space to record 1 Pre FEDS clinical evaluation

• Relevant information from case history / medical records • Relevant information from clinical interview with client / carer • Relevant general observations re client’s general and communication status • Assessment of underlying structure and function (i.e., oral motor examination)

3 Detailed FEDS assessment form including a risk assessment summary

C Diagnostic summary sheet including indicators for onward referral

D Intervention and management techniques • Risk / benefits analysis identifying key client and environment factors • List compensatory / adaptive strategies targeting clinical signs of dysphagia and indicators for use • List remedial strategies targeting underlying impairments and indicators for use

E Instrumental procedures Self directed learning plus checklist completion • Evaluations of 6 frequently used imaging and non imaging procedures for the FEDS evaluation.

E Support materials Outline key ways to explain and demonstrate management plan and selected strategies to client/ carers

What How Why Risks / benefits

References all resources used should be cited on the forms and in a reference list

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K Clinical Speech & Language Studies, Trinity College, Dublin

Oral examination Please photocopy before use

Students are required to carry out 5 oral facial examinations on adult/ child non clinical volunteers during the SF year. They should summarise these examinations on this sheet and include them in their logs. JS students need to carry out 3 oral facial examinations on adult/ child clinical volunteers. These should also be summarized on this form and included in the PDL along with samples of detailed oral examination forms as used in clinical; practice. Student name Summary of oral facial examination Client identifier Date of birth Date of assessment Age Clinical Non clinical Structure Comments Face Appearance

Symmetry

Lips Symmetry

Jaw Occlusion

Symmetry

Teeth Primary secondary Denture

Bite

Tongue Appearance

Size

Hard palate

Height / Width

Fistulae /Cleft

Soft palate Appearance

Oropharynx Fauces

Tonsils Size / appearance

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Functioning Comments Breathing At rest During speech

Habitual Mouth / Nose Clavicular / mid thoracic /intercostal S/Z Ratio

Jaw Open Close Rotate

Lips Spread Round Pucker Repetition /u/>/i/ x 5

Tongue Protrusion Retraction Lateral Elevation

Soft palate Elevation Closure Symmetry

Sequential movements LæLæ x 3 Kæ Læ x 3 /p t k/ x 5 Buttercup x 5

Comments:

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L Clinical Speech & Language Studies, Trinity College, Dublin

Audiogram

Name

Date of Birth Date of test: Age

Concern re hearing? No/ Yes

Audiometer model

Starting ear R/L Response required

Ambient noise level (dBA)

Screening Level (dbHL)

Right Left Air conduction (masked) 0 X

Air conduction (unmasked) 00 XX Bone conduction (unmasked) Δ Δ Bone conduction (masked) [ ]

Uncomfortable loudness level └ ┘

Right ear Left ear Frequency (Hz) Frequency (Hz)

125 250 500 1000 2000 4000 8000 -10 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Hea

ring

leve

l

125 250 500 1000 2000 4000 8000 -10 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

Masking levels

Masking levels

Comments Recommendations Tester ____________________________ Date____________________________

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TCD CSLS 2012-13

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TCD CSLS 2012-13

01 Clinical Speech & Language Studies, Trinity College, Dublin Junior Freshman Annual hours certification form

Student Name

Audiology Observation

Clinic Child Adult Client group Hours Signature

Audiology -Screening audiograms (peers or fellow students)

Date Audiogram no. Time taken

Preschool/ primary school placements

School Age range of children Hours Date report submitted

Baby study

Baby age range Hours Date report submitted

From months to months Clinic related activities Date completed Service location visit and presentation

Speech and language transcription and analysis

CONNECT Report

Other

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TCD CSLS 2012-13

Department of Clinical Speech and Language Studies Trinity College Junior Freshman CONNECT Summary

CONNECT workshop Date:……………………..Hours …………………… CONNECT training Date:…………………….. Hours …………………… Date Activity (visit / tutorial) Hours Date feedback form

submitted Please note feedback to be e mailed to your tutor AND to the departmental secretary [email protected] c Summary hours CONNECT

Hours Tutor signature Date

Workshop

Training

Visits

Tutorials


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TCD CSLS 2012-13

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TCD CSLS 2012-13

O2 Clinical Speech & Language Studies, Trinity College, Dublin

PDL Clinical learning Self review form Junior Freshman

Student

Date of Self Review

I confirm that I have read and understand the following documents Code of ethics (I.A.S.L.T.) http://www.iaslt.com/) Guidance on conduct and ethics for students HPC UK www.hpc-uk.org Health Services Intercultural Guide http://www.hse.ie PDL General guidelines Practice education Guide for Data Controllers http://www.//dataprotection.ie Basic advice on First Aid at Work www.hsa.ie

These documents are available in hard copy and electronically from Reception or can be downloaded from the appropriate websites.

And have submitted the following Observation report - Baby study Observation report- Preschool CONNECT report The following completed assignments are be submitted for PDL evaluation at the end of second year along with this declaration Orofacial examination – non clinical population (5 to be completed by the end of SF year) Audiogram assignment 3 completed screening audiograms (peer/fellow students)

Student signature Date

Submit at the end of Senior Freshman year

http://www.iaslt.com/

http://www.hpc-uk.org/

http://www.hse.ie/

http://www./dataprotection.ie

http://www.hsa.ie/

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TCD CSLS 2012-13

1R Clinical Speech & Language Studies, Trinity College, Dublin

Student Mid placement Self review form Senior Freshman

Name: ____________________ Year: _____________ Date: ___________ Students are required to evaluate their developing practice competencies using the appropriate Student Clinical Competency Evaluation form and indicators at mid placement. Complete the SCCE form first, then summarise on to this sheet before discussing your progress and learning goals with the practice educator. Rate your competencies as follows 0 Need to undertake more learning to develop knowledge and skills for this

competency. 1 Detailed directions and support needed to perform competently 2 Competent if given general directions and support in preparation and practice 3 Confident and competent with minimal guidance needed for client management. 4 Competent and able to integrate knowledge and skills independently to develop a

comprehensive intervention programmes. Assessment and diagnosis Competency 0 1 2 3 4 1. Collect and collate relevant client-related information



3. Administer, record and score a range of assessments accurately

4. Analyse and interpret assessment findings using the professional knowledge base

5. Formulate appropriate diagnostic hypotheses 6. Evaluate findings in light of client’s needs and service

resources

7. Establish clear long and short term objectives for intervention 8. Demonstrate knowledge of the need for onward referral I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3

Learning resources to be used

Literature Peer practice IT programmes Clinical practice Other

1

2

3

Notes:

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TCD CSLS 2012-13

Recording, reporting and administrative competencies 9. Report evaluation findings effectively orally and in writing 10. Maintain precise and concise therapy records 11. Carry out administrative tasks and maintains service records I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3

Learning resources to be used Literature Peer practice IT programmes Clinical practice Other

1

2

3

Notes: Therapy planning, implementation and evaluation Students attending the undergraduate clinical education programme at Trinity College focus on developing assessment competencies during placement 1.1 and may therefore not opportunities to develop competencies 12-15 and 22. 12. Implement therapy using appropriate therapy techniques,


13. Continuously evaluate intervention and modify programme as necessary

14. Adapt service delivery/ therapeutic approach in response to client/significant other needs


16. Observe, listen and respond to client/ significant other communications

17. Use appropriate vocabulary, syntax, intonation, volume and rate for context

18. Introduce, present, close and evaluate session components 19. Facilitate client participation by using clear instructions,


20. Uses prompts and clarification requests appropriately 21. Provide appropriate verbal and non-verbal feedback on client

performance

22. Communicate and consult with relevant team members to progress the client management plan

23. Use outcome measures to determine efficacy of intervention I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3


1

2

3

Notes:

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TCD CSLS 2012-13

Professional development 24. Identify, reflect and report on own clinical strengths and

learning goals

25. Use learning resources appropriately to set and achieve learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3 Learning resources to be used Literature Peer practice IT programmes Clinical practice Other

1

2

3

Notes: Summary Indicate total number of competencies in each rating band 0 1 2 3 4 Students who score more then a total of 8 in the 0 and 1 column need to identify this to the practice educator / tutor or practice education coordinator as they may benefit from additional support in order to achieve the year learning goals. Student signature: Date:

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TCD CSLS 2012-13

1. a Clinical Speech & Language Studies, Trinity College, Dublin

Senior Freshman Evaluation of assessment skills

Student Date Extent demonstrated Not

evident Emerging 1

Evident 2

Enhanced 4

Introduces self appropriately Introduces task and obtains consent appropriately Engages client in goal setting Observes, listens and responds to client communications

Gives clear instructions and uses prompting appropriately

Introduces, presents, closes and evaluates assessment units

Provides verbal feedback Uses effective transition routines Requests clarification Uses appropriate Vocabulary

Syntax Volume Rate Intonation to facilitate client comprehension Uses materials in a professional manner Total possible 60 Total achieved Not

evident Emerging Evident Enhanced

Records spoken language sample accurately • Phonology • Syntax • Morphology • Fluency • Voice

Records responses as required by test format Calculates age records scores and accurately Quantifies scores correctly Interprets score appropriately Total possible 40 Total achieved Self -evaluation The use of self -evaluation forms and feedback from others is an essential element of the clinical learning process. Feedback and self evaluation following clinical activities should identify competencies and skills that are developing well along with identifying areas for development. Reflect on your session and identify 3 skills that are well developed and evident in your session. I am confident in my skills in the following areas. 1 2 3

Turn the page over and identify areas that would benefit from development.

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TCD CSLS 2012-13

Three things you would change and why

1

2

3

Three clinical skills and competencies that require further development

1.

2.

3.

Learning goals

Convert goals to SMART objectives

Objectives Time frame Resources required

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TCD CSLS 2012-13

1.b Clinical Speech and Language Studies, Trinity College Dublin

Detailed evaluation of a test in current clinical use

Evaluation of ________________________________ (Test title)

Student ………………………………………………………………….Date………………

Authors Publisher Date of Publication

Cost Full test Record sheet Construct measured

Purpose

Age range Psychometric rating

Validity Reliability Sample

Score Administration Materials needed

Basal Ceiling Time taken Scores types Used with peer Date Comments

Used clinically Date Comments

Caveats

Comments on suitability for an multicultural and multi linguistic populations

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TCD CSLS 2012-13

Evaluation of test manual Does the test manual provide enough information for you to evaluate the reliability, validity and normative data and decide if it an appropriate diagnostic tool for clients who are likely to present in your clinic with communication impairments? Read the test manual and indicate by ticking appropriate box on the table below if the basic psychometric criteria are met.

Review of manual of (Test name) NA Yes No

1. Does the manual provide information on the purpose of the test? 2. Does the manual provide full list of test contents 3. Does the manual provide details of quantitative methods used for item

analysis

4. Is the study design appropriate for validating the instrument 5. Is the sampling strategy (i.e., how participants were selected)

reported?

6. Is information provided on the sample population characteristics 7. Age 8. Gender 9. Geographic region 10. Socio linguistic grouping 11. Socio-economic status 12. Normalcy (including those excluded) 13. Is the sample size adequate for each age group 14. Were testers used in sampling representative of those who will use in

clinical practice

15. Does the manual provide information on user qualifications for test administration and evaluation

16. Are measures of central tendency (mean, median) and variability (standard deviation, standard error of measurement) available for standardized scores in each subgroup?

17. Is Test - Retest reliability measured and reliable 18. Is Inter tester reliability measured and reliable 19. Is Intra-rater reliability measured and reliable? 20. Are reliability data provided separately for each group or population?

(in tests where separate norm are presented for different age groups)

21. Is internal consistency reliability measured? 22. Is construct validity measured? If so specify formats

Empirical evidence of relationships between the test construct and .... Professional knowledge base:....................................................... Expert opinion .............................................

23. Is concurrent validity measured? If so specify Criterion: Test:

24. Is Internal Validity measured (relationships between subtests, composite scores, and total scores examined)

25. Is predictive validity measured? If so specify association between scores and outcome measure ........................................

26. Do the test materials and administration process have face validity? 27. Does the manual provide detailed description of administration and

scoring procedures

28. Are any limitations of the test reported? Adapted from Quality Rating Scale for Manuals Biddle A, Watson L, Hooper C, et al. (2002) Criteria for Determining Disability in Speech-Language Disorders. www.ahrq.gov

http://www.ahrq.gov/

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TCD CSLS 2012-13

1. c Clinical Speech and Language Studies Trinity College Dublin

Test review form

Student……………………………………………………Date completed …………

Test/ assessment

Authors Publisher Date of Publication

Cost Full test Record sheet Construct measured

Purpose

Age range Psychometric rating

Validity Reliability Sample

Administration Materials needed

Basal Ceiling Time taken Scores types Used with peer Date Comments

Used clinically Date Comments

Caveats

You will need to continue to evaluate tests and assessments for clinical use throughout your career.

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TCD CSLS 2012-13

Notes

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TCD CSLS 2012-13

1.A P Clinical Speech & Language Studies, Trinity College, Dublin

Senior Freshman Assessment Pack Age range 0-2 3-5 6-12 13-18 Young adult19-25 Adults Older adults (65+)

Student: Date: Each pack should contain sample materials, directions and recording forms5 to obtain valid samples of

0

41 – 60% 3

61%+ 5

Hearing Oral and respiratory functioning Receptive vocabulary, semantics Receptive morphology & syntax Expressive language content and use Expressive phonology, morphology & syntax Fluency Voice Total possible mark 40 (Group) Individual (Sample materials 10 objects, 20 pictures) Materials conform to general health and safety guidelines Materials appropriate for the selected age range and for a range of cultural backgrounds (or with options)

Clear instructions outlined Clear recording format to facilitate live recording of responses Total 20 Individual Demonstration Students will be expected to demonstrate use of the assessment materials and forms in a role play situation to sample, record and evaluate presenting status in the following areas Content covered in

appropriate manner Sample elicited appropriately and recorded accurately

Hearing Oral and respiratory functioning

FEDS Language content -vocabulary, semantics

Language form phonology Language form morphology Language form syntax Language use pragmatics Fluency Voice Total possible 40 Grade Content and recording format Group Mark (40) Demonstration Group Mark (40) Sample materials (10 objects, 20 pictures) Individual mark (20) Total

5 Appropriately referenced

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TCD CSLS 2012-13

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TCD CSLS 2012-13

1.1 D Clinical Speech & Language Studies, Trinity College, Dublin

Daily hours certification log Senior Freshman Term Clinic Student …………………………………………………………………………………… Assessment and case management under direction Date Client identifier (Initial or number

should match identifier on assessments and reflective logs) and communication impairment

Hours DCM

Clinical educator signature

Total Hours

Total hours to be tallied and transferred to hours form (1.1T) 6for certification by clinical educator at the end of the placement

Split Sessions If a client has impairments across a number of communication areas you should split the time spent (i.e., 0.5 under articulation, 0.5 under language).

6 DCM Direct client management CRCA Client related clinical activities

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TCD CSLS 2012-13

Students should keep a record of time spent on client related clinical activities (CRCA) and Observation (O) during placements. These should be totaled and marked on the general hours forms at the end of each placement. Date CRCA O Brief description of learning activity and outcome

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TCD CSLS 2012-13

1.1 T Clinical Speech & Language Studies, Trinity College, Dublin

Senior Freshman Term hours certification form Name: DCM Direct client management CRCA Client related clinical activities O Observation

TERM 1 TERM 2 0-4 DCM CRCA O SLT

Initials DCM CRCA O SLTs Initials

Audiology Language Content

Language Form

Language Use

Speech Fluency Voice FEDS

Literacy

4— 12 Audiology Language Content

Language Form

Language Use


Literacy

13-18 Audiology Language Content

Language Form

Language Use


Literacy

Total child hours

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TCD CSLS 2012-13

TERM 1 TERM 2 ADULT DCM CRCA O SLT

Initials DCM CRCA O SLT

Initials Audiology Language Content

Language Form

Language Use Speech Fluency Voice FEDS

Literacy

Other Total adult hours

Client groups Signature of Practice educators/s Term 1 ( audiology hours may be certified by Caroline Jagoe or SLT) Term 2

Clinic related activities Hours Signature

Assessment skills practice

Clinical workshops

Clinical tutorials

Video learning -Client groups

- Individual client

- Therapy approaches

Interactive multimedia –transcription and analysis

- voice

- fluency

- others specify

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TCD CSLS 2012-13

1.1.CA Clinical Speech & Language Studies, Trinity College, Dublin Senior Freshman Assessment and case management CA Summary marks

Student name

Clinic

Date

Practice educator

Continuous assessment Grade based on passing all the components and on general competencies demonstrated during direct and indirect clinical work

Student Clinical Competency Evaluation Form Level 1 Novice Clinician As students from Trinity College focus on developing assessment competencies during this placement the overall grade mark is based on a total of 20 excluding competencies 12-15 and 22. Table 2 Competency rating table Five or

more competencies not evident or emerging will result in a failing grade.

The majority of competencies are evident with some (no more than 4) still emerging

The majority are evident with some enhanced and some (less then 4) still emerging.

The majority are evident with some enhanced (4 +) are enhanced with no more then 2 emerging.

All competencies are present and at least one third (8+) are enhanced

All competencies are present and majority (12+) are enhanced

Student grade and percentage F2…….F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Mark

Case Presentation Grade

Written report Grade

PDL Evaluation Grade

Number of clients assessed (should include at least one full oral motor assessment)

Submission of certified hours Degree of support required in selection, use and evaluation of formal and informal assessments. Specific directions General directions Specific guidance Minimal guidance --------------------------------------------------------------------------------------------

Comments

Practice educator (Signature)

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TCD CSLS 2012-13

Guidelines for evaluating Not evident Emerging Evident Enhanced 0 1 2 4 Not demonstrated

Not consistently demonstrated

Demonstrated consistently acceptable levels in competencies observed in sessions, record keeping and discussions.

Demonstrated across a range of clients/ contexts

Indicate competencies not evaluated by drawing a line across the rating boxes Competency NE Em Ev En 1. Collects and collates relevant client-related information



3. Administers, records and scores a range of assessments accurately 4. Analyses and interprets assessment findings using the professional

knowledge base

5. Formulates appropriate diagnostic hypotheses 6. Evaluates findings in light of client’s needs and service resources 7. Establishes clear long and short term objectives for intervention 8. Demonstrates knowledge of the need for onward referral 9. Reports evaluation findings effectively orally and in writing 10. Maintains precise and concise therapy records 11. Carries out administrative tasks and maintains service records 12. Implements therapy using appropriate therapy techniques,







18. Introduces, presents, closes and evaluates session components 19. Facilitates client participation by using clear instructions, modelling

etc during intervention


performance


23. Uses outcome measures to determine efficacy of intervention 24. Identifies, reflects and reports on own clinical strengths and

learning goals


*Students on placement 1.1 may not have the opportunity to develop competencies in these areas and they can therefore be excluded from marking. Student Clinical educator

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TCD CSLS 2012-13

1.1.P Clinical Speech & Language Studies, Trinity College, Dublin Senior Freshman Case presentation evaluation

Student Name: Date: Inaccurate/

incomplete 0

Accurate but with gaps 1

Accurate, concise& complete3

Clear picture of the client as an individual emerged from presentation

Sufficient information presented on the client as a communicator in his / her environment

Background information allows for the identification of causal / associated factors

Gaps in background information identified Information presented to indicate that the following areas were sampled and evaluated using formal / informal measures as appropriate

Hearing

Oral and respiratory functioning FEDS Language content -Vocabulary, semantics Language form Phonology Language form Morphology Language form Syntax Language use – Pragmatics Fluency Voice

Concise summary of assessment findings Diagnostic hypotheses and rationale Management plan and recommendations (including onward referral if appropriate) linked to strengths /needs identified in assessment findings and background information

Management plan evidence based and justified by links to theory

Management plan indicates time frame and expected outcomes

Total possible 60 Total achieved Students will be required to answer 4 questions on selection of assessment tools used, evaluation of findings, diagnosis and management plans Examiner to select 4 areas for questioning Inaccurate

incomplete Accurate with gaps 5

Concise accurate complete 10

Formal / informal measures for the assessment of vocabulary/ syntax/ fluency, etc

Reasons for selection of measures used Evidence supporting diagnostic hypothesis in assessment results

Evidence supporting hypothesis in case history Possible alternative diagnosis Differential diagnosis Management plan linked to strengths and needs identified in assessment findings and background information

Possible alternative management options Total possible 40 Total achieved Clinical educator Grade

(form overleaf to be used for presentations on clients with FEDS disabilities)

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TCD CSLS 2012-13

1.1.P Clinical Speech & Language Studies, Trinity College, Dublin Senior Freshman Case presentation evaluation (FEDS)

Student Name: Date: Inaccurate/

incomplete 0


Accurate, concise& complete 3

Clear picture of the client as an individual emerged from presentation

Sufficient information presented on the client as a communicator in his / her environment

Background information allows for the identification of causal / associated factors

Gaps in background information identified Pre assessment FEDS and nutritional status as reported and / or as in case notes

Information presented to indicate that the following areas were sampled and evaluated using formal / informal measures as appropriate

Hearing

Language (content, form, use) Speech evaluation (respiration, phonation,

articulation, resonance, fluency intelligibility)

Positioning and supports for functioning Oral structure and functioning Swallowing evaluation including assessment of

Oral preparatory phase

Oral phase Pharyngeal phase

Fluid and food trials Concise summary of assessment findings and impact on daily living

Diagnostic hypotheses and rationale Prognostic statement linking FEDS diagnosis to holistic client profile

Management plan and recommendations (including onward referral if appropriate) linked to strengths and needs identified in assessment findings and background information

Management plan evidence based and includes appropriate rehabilitative and compensatory techniques

Management plan indicates time frame and expected outcomes

Total possible 60 Total achieved Students will be required to answer 4 questions on selection of assessment tools used, evaluation of findings, diagnosis and management plans Examiner to select 4 areas for questioning Inaccurate

incomplete Accurate with gaps 5

Concise accurate complete 10

Formal / informal measures for the assessment of oral structures and functioning

Evidence supporting diagnostic hypothesis in assessment results

Evidence supporting hypothesis in case history Possible alternative diagnosis Differential diagnosis Management plan linked to strengths and needs identified in assessment findings and background information

Possible alternative management options Total possible 40 Total achieved Clinical educator Grade

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TCD CSLS 2012-13

1.1.R Clinical Speech & Language Studies, Trinity College, Dublin

Senior Freshman Assessment Case Report (FEDS) evaluation (Word count Max 1000)

Student name: Inaccurate/

incomplete 0

Accurate but with some gaps 2

Concise Accurate & complete 4

Identifying information Anonymity must be maintained on reports submitted to college but a marker should indicate space for Name, Address Telephone number. Date of birth, Date of report and chronological age should be shown. Reports which breach confidentiality guidelines or which are not dated and signed appropriately will be graded as a fail and must be resubmitted. Referral source and reason Summary relevant case history factors Overview and brief evaluation of previous assessments and therapy

Pre assessment FEDS and nutritional status as reported or as in case notes

Current assessment session and findings: quantitative results and evaluations Client as communicator Current communication status (Language, speech, voice , fluency)

Current medical status Over view of the assessment session Hearing, listening, attention, fatigue etc Positioning and supports for functioning Speech evaluation (including respiration, phonation, articulation, resonance)

Oral structure and functioning Swallowing evaluation including assessment and evaluation of Oral preparatory phase

Oral phase Pharyngeal phase Fluid and food trials Concise summary of assessment findings and impact on daily living

Diagnostic hypotheses and rationale Recommendations for further assessment SLT or team if appropriate

Prognostic statement linking FEDS diagnosis to holistic client profile

Recommendations for case management including onward referral (if appropriate) linked to strengths and needs identified in assessment findings and background information

Management plan evidence based and includes appropriate rehabilitative and compensatory techniques

Outline of appropriate support materials Layout Order, paragraphs, headings Clarity Vocabulary Syntax spellings, Total possible 100 Total achieved Clinical educator Grade

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TCD CSLS 2012-13

1.1.R

Clinical Speech & Language Studies, Trinity College, Dublin Senior Freshman Assessment Case Report evaluation

(Word count Max 1000) Student name: Inaccurate/

incomplete 0

Accurate but with some gaps 2

Concise Accurate & complete4

Identifying information Anonymity must be maintained on reports submitted to college but a marker should indicate space for Name, Address Telephone number. Date of birth, Date of report and chronological age should be shown. Reports which breach confidentiality guidelines or which are not dated and signed appropriately will be graded as a fail and must be resubmitted Referral source and reason Summary relevant case history factors Overview and brief evaluation of previous assessments and therapy

Current assessment session and findings: Quantitative results and evaluations Client as communicator Over view assessment session location, participants, activities including play where appropriate

Hearing Listening, attention Oral examination FEDS Receptive language Vocabulary Morphology Syntax Conversational speech, discourse and narrative

Expressive language Speech Voice Fluency Vocabulary Morphology Syntax Conversational speech, discourse and narrative

Diagnosis Concise Summary of assessment findings Recommendations for case management including onward referral (if appropriate)

Layout Order, paragraphs, headings Clarity Vocabulary Syntax spellings, Total possible 100 Total achieved Clinical educator Grade Date

(form overleaf to be used for presentations on clients with FEDS disabilities)

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TCD CSLS 2012-13


Daily hours certification log Senior Freshman Block Clinic

Student……………………………………………………………………………………………………… Assessment and case management under direction

Date Client identifier (Initial or number should match identifier on assessment and reflective logs)

Hours Clinical educator signature

Total Client hours

Clinic based service delivery and caseload management research Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form for certification by clinical educator at the end of the placement. Hours forms to be submitted

to the departmental secretary by date specified in handbooks.

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TCD CSLS 2012-13

Students should keep a record of time spent on client related clinical activities (CRCA) Observation (O) during placements. These should be totaled and marked on the general hours forms at the end of each placement. Date CRCA O Brief description of learning activity and outcome

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TCD CSLS 2012-13

1.2B Clinical Speech & Language Studies, Trinity College, Dublin

Senior Freshman Block hours certification form

Name ………………………………………………………………………. DCM = Direct client management CRCA Client related clinical activities O = Observation 0- 4 years DCM CRCA O Client group Language content Language form Language use Speech Fluency Voice Feeding Eating drinking swallowing (FEDS) Other (specify) TOTAL HOURS

4— 12 years Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (2)

13-18 years Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (3) TOTAL CHILD HOURS Adult Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (4) Signature of Practice educator: _________________________ Date …………

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TCD CSLS 2012-13

General clinical learning Service Agency (type): Mission statement: Management structures: Speech and language therapy structures: Service delivery models: Client groups: Waiting list management: Caseload management structures: Data management systems: Clinical pathways: Liaison with other professionals: Specialised resources:

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TCD CSLS 2012-13

1PDL Clinical Speech & Language Studies, Trinity College, Dublin

PDL Evaluation form Senior Freshman

Student name

Senior Freshman log checklist JF PDL Declaration 3 Audiograms 5 oral facial examinations

Assessment Assessment Log (C) Self evaluation forms(1.a), & Sample reports Case report (1.1R) Case presentation (1.1P)

Assessment pack evaluation sheet (1AP) Informal assessment support materials from clinical workshops

Oral examination summaries (5 ) Speech sample phonetically transcribed Language sample analysed using manual and computerised procedure Standardised assessments One (1) detailed evaluation of a test in current clinical use Five (5) Test reviews (10 to be completed by end of JS year)

Placement forms Clinical CV s General conduct (Form A) SCCEF & Mid placement Self review form (1R) Hours forms (1.1)

FEDS Portfolio assignment A FEDS Portfolio assignment B 3 Total marks The above materials along with this cover sheet and the signed declaration below should be submitted in a plastic wallet. Please ensure that your name is on all paperwork. I have read and understand the following documents Code of Fair Testing Practices in Education. ASHA (2004).

http://www.asha.org/docs/html/RP2004-00195.html

The International Guidelines for Test Use’ International Test Commission, 2000.

http://www.intestcom.org/upload/sitefiles/41.pdf

Guidelines for hand hygiene in Irish health care settings SARI

http://www.lenus.ie/hse/

Caroline Bowen’s information on copyright

http://www.speech-language-therapy.com/plagiarism.htm

Children first http://www.hse.ie/eng/services/Find_a_Service/Children_and_Family_Services/childrenfirst/

Our duty to care http://www.dcya.gov.ie/viewdoc.asp?DocID=120 Elder abuse Open your eyes http://www.hse.ie/portal/eng/services/Find_a_Ser

vice/Older_People_Services/Elder_Abuse / To be signed by student I have acknowledged the writings, ideas and works of others including my peers in all PDL assignments. I have not breached client confidentiality and have preserved anonymity as appropriate in the preparation and writing of all assignments. Student signature Date



http://www.intestcom.org/upload/sitefiles/41.pdf

http://www.lenus.ie/hse/



http://www.hse.ie/eng/services/Find_a_Service/Children_and_Family_Services/childrenfirst/

http://www.hse.ie/eng/services/Find_a_Service/Children_and_Family_Services/childrenfirst/

http://www.dcya.gov.ie/viewdoc.asp?DocID=120

http://www.hse.ie/portal/eng/services/Find_a_Service/Older_People_Services/Elder_Abuse

http://www.hse.ie/portal/eng/services/Find_a_Service/Older_People_Services/Elder_Abuse

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TCD CSLS 2012-13

Senior Freshman Information for Professional Development Log evaluation

JF PDL Declaration JF PDL Declaration 3 Audiograms & 5 oral facial examinations

Assessment Assessment Log, Self evaluation forms & Sample reports

Form C Assessment experience log Form 1. a You should have at least 3 copies of this form. Two (2) of these can be from the workshops in the first term. The other should be from your placement The sample report can be the one you presented as a case report providing it has reached pass standard but you should also try to obtain some report templates from clinics as these will be of help to you in the future. Case report (1.1R)and case presentation (1.1P) evaluation forms to be included in submission

Informal assessment

Assessment pack evaluation sheet Copy of assessment materials from clinical workshops and lectures for FEDS, Fluency, Language, Voice, etc. Evaluation form from your assessment protocol (1.AP)

Oral examination summaries (5 )

Either on Form J or preferably on the form that you presented as part of the assessment pack. Please note that these can be from non clinical populations for this year i.e. peers, family members but next year you will need to add clinical samples so if you have the opportunity develop competency in this area in your current placement, please use.

Speech sample phonetically transcribed

The speech samples should be transcribed phonetically and have the English interpretation written below. It should contain at least 50 words.

Language sample analysed using manual and computerised procedure

The language sample should contain at least 20 utterances of more then two words and be analysed using manual and computerised procedures. The analysis should be included in the PDL. (You may use the CHILDES sample you did last year if it fits these requirements).

Standardised assessments reviews

Form 1.b Detailed evaluation of a test in current clinical use Form 1.c You should have at least 5 completed reviews for this year. Ideally you should aim for the 10 needed by the end of JS as the focus next year is on intervention and you need to be familiar with a range of tests for your block placement.

Placement forms Clinical CV s General conduct (Form A) SCCEF & Mid placement Self review form (1R) Hours forms (1.1)

Copy of CV sent to PE for placement 1.1 Form A General conduct agreement placement (1.1) Mid and end of placement SCCE forms and form Student Mid placement Self review form (1R) Your own copy of the hours form is placed in the PDL. The copy you submit to the secretary is for the departmental records.

FEDS Portfolio assignment A

Summary sheets Normal swallow and clinical signs of swallowing disorders

FEDS Portfolio assignment B3

Detailed FEDS assessment form including a risk assessment summary

The above materials along with the cover sheet and the signed declaration should be submitted in a plastic wallet. Please ensure that your name is on all paperwork.

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TCD CSLS 2012-13

1.2 P Clinical Speech & Language Studies, Trinity College, Dublin

SF/JS Service and caseload report evaluation Oral presentation Student (Group ) Date Grade Settings Community Care …. Acute hospital – child …. PCCC Hospital outpatient department – child Service for clients with learning disability Acute hospital- adult Service for clients with physical impairment Hospital outpatient department - adult Service for clients with sensory impairment Long stay unit / Nursing home Rehabilitation unit Other

Inaccurate/ incomplete 0


Concise & complete 5

Mission statement/ organisational goals Funding sources Management structures Speech and language therapy structures Client group/s served, Admission /discharge policies Waiting list management Caseload management and service delivery models Clinical pathways for range of client groups served Resources available Identified shortfalls Record keeping and data management policies and systems

Multi-disciplinary teams members, roles and scope of practice

Health promotion activities Infection control policies/ initiatives Total possible 45 Total achieved Presentation and handout7 0 Appropriate

41–60% 3 Appropriate 60% 5

Time management, use of language and support materials Handout summarizes key point in easy to read format Total possible 10 Total achieved Selected group members will be expected to answer questions on policies and rationale for 5 of the following Relevant

content 3 Clear concise answer 3

Appropriate style 3

Admission /discharge policies Waiting list management Caseload management and service delivery models, Clinical pathways for client groups served Multi-disciplinary teams members, roles, scope of practice

Record keeping and data management policies and systems

Infection control policies/ initiatives Total possible 45 Total achieved

7 Handout to be submitted by e mail to [email protected] 24 hours before presentations are given


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2 R Clinical Speech & Language Studies, Trinity College, Dublin Student Mid placement Self review form Junior Sophister

Name: ____________________ Date: ___________ Students are required to evaluate their developing practice competencies using the appropriate Student Clinical Competency Evaluation form and indicators at mid placement. Complete the SCCE form first summarise on to this sheet before discussing your progress and learning goals with the practice educator. Rate your competencies as follows 0 Need to undertake more learning to develop knowledge and skills for this


comprehensive intervention programmes. Assessment and diagnosis Competency 0 1 2 3 4

1. Collect and collate relevant client-related information systematically (e.g. case history, interviews and health records)





resources

7. Establish clear long and short term objectives for intervention 8. Demonstrate knowledge of the need for onward referral

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3



1

2

3

Notes:

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Recording, reporting and administrative competencies 9. Report evaluation findings effectively orally and in writing 10. Maintain precise and concise therapy records 11. Carry out administrative tasks and maintains service records I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3


1

2

3

Notes: Therapy planning, implementation and evaluation 12. Implement therapy using appropriate therapy techniques,










performance




1

2

3

Notes:

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learning goals



1

2

3

Notes: Summary Indicate total number of competencies in each rating band 0 1 2 3 4 Students who score more then a total of 5 in the 0 and 1 column need to identify this to the practice educator / tutor or practice education coordinator as they may benefit from additional supports in order to achieve the year learning goals. Student signature: Date:

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2.1. D Clinical Speech & Language Studies, Trinity College, Dublin

Junior Sophister Daily hours certification log (Term Clinic) Student…………………………………………………………………………………………….. Date Client identifier (Initial or number

should match identifier on reflective log) Session focus & Outcome

DCM Hours

Clinical educator signature

Total hours to be tallied and transferred to hours form for certification by clinical educator at the end of the placement

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Client related clinical activities (CRCA) Observation (O) Date CRCA O Brief description of learning activity and outcome

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2.1T Clinical Speech & Language Studies, Trinity College, Dublin Junior Sophister Term hours certification form

Name: DCM = Direct client management CRCA Client related clinical activities O Observation TERM 1 TERM 2 DCM CRCA O SLT

Initials DCM

CRCA O SLT Initials

0-4 years Language Content

Language Form Language Use Speech Fluency Voice Feeding Eating drinking swallowing (FEDS)

Literacy

4 — 12 Language Content

Language Form Language Use Speech Fluency Voice FEDS Literacy 13-18 Language Content

Language Form Language Use Speech Fluency Voice FEDS Literacy Total child hours

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TERM 1 TERM 2 Adult Language Content

Language Form

Language Use Speech Fluency Voice FEDS

Literacy

Total adult hours

Client groups Signature of Clinical Practice educator/s

Term 1 Term 2

Clinic related activities Hours

Clinical workshops

Clinical tutorials

Video learning - Client groups

- Individual client


Interactive multimedia – transcription and analysis

- voice

- fluency

- other specify

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2.1 E Clinical Speech & Language Studies, Trinity College, Dublin Junior Sophister Clinical competency evaluation form: Clinical examination

Student

Clinic

Date

Practice educator

Co- examiner

Comments

Clinical file

Presentation

Clinical session

Viva

Grade and mark awarded Five or more

competencies not evident or emerging will result in a failing grade.

The majority of competencies are evident with some still emerging

The majority are evident with some enhanced and some still emerging.

The majority are evident with some enhanced (4 +) are enhanced with no more then 2 emerging

All competencies are present and at least one third are enhanced

All competencies are present and majority are enhanced

Grade F2…….. F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Mark

Practice educator

Co examiner

Signatures The Junior Sophister clinical examination is weighted at 1 ECT and counts as 10 marks towards the total JS clinical mark. The Student Clinical Competency Evaluation Form and Rating Indicators (level 2) should be used to guide the evaluation of the examination. The competencies in bold overleaf are those likely to be evaluated in the JS clinical examination.

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Marks for the clinical examination should be based on the number of competencies the student has the opportunity to demonstrate during all 4 components of the examination. Indicate competencies not evaluated by a line across the relevant 4 ratings columns.

Competency NE Em Ev En 1. Collects and collates relevant client-related information



3. Administers, records and scores a range of assessments accurately 4. Analyses and interprets assessment findings using the

professional knowledge base

5. Formulates appropriate diagnostic hypotheses 6. Evaluates findings in light of client’s needs and service resources 7. Establishes clear long and short term objectives for

intervention

8. Demonstrates knowledge of the need for onward referral 9. Reports evaluation findings effectively orally and in writing 10. Maintains precise and concise therapy records 11. Carries out administrative tasks and maintains service records 12. Implements therapy using appropriate therapy techniques,







18. Introduces, presents, closes and evaluates session components

19. Facilitates client participation by using clear instructions, modelling etc during intervention


performance


23. Uses outcome measures to determine efficacy of intervention 24. Identifies, reflects and reports on own clinical strengths and learning

goals


Five or more competencies not evident or emerging



The majority are evident with some enhanced and no more then 2 emerging



F2…….. F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

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2.1CA Clinical Speech & Language Studies, Trinity College, Dublin

Junior Sophister Case management Continuous assessment and examination

Student

Clinic

Date

Practice educator

Co- examiner

Continuous assessment

The CA mark for this placement is based on Level 2 competencies with the student receiving a moderate level of supervision, monitoring and feedback depending on the complexity of the client and the placement environment.

Students are expected to demonstrate competency at Level 2 (Transition) of the Student Clinical Competency Evaluation Form by the end of the JS year. Table 2 Competency rating table Five or more



The majority are evident with some enhanced and some (less then 4) still emerging

The majority are evident with some enhanced (4 +) are enhanced and no more then 2 emerging



F2…….. F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Student mark

Comments

Clinical examination8 Grade:

Comments Signature Clinical Practice educator

Please note any additional feedback overleaf.

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Comments

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2PDL Clinical Speech & Language Studies, Trinity College, Dublin Junior Sophister PDL submission form

Student name

Junior Sophister Service Delivery Report Practice placements: General conduct ( Form A placement 2.1) Completed Student Clinical Competency Evaluation Forms level 1 and 2 Mid placement self evaluation and review form (2.1)

Annual learning review forms (2) Clinical CVs

Assessment Form C Assessment experience log Form 1.c 10 copies of test reviews (5 from SF year plus 5)

Sample clinical practice guidelines and materials Sample guidelines from clinics e.g. Health and Safety guidelines, Child Protection.(minimum 2) Sample case management reports.(minimum 2)

5 Detailed oral examination summaries JF/SF

2.1 T Term hours certification form

Student log for feeding, eating, drinking and swallowing competencies / dysphagia

Student portfolio and log for feeding, eating, drinking and swallowing competencies / dysphagia

To be signed by student I have acknowledged the writings, ideas and works of others including my peers in all PDL assignments. I have not breached client confidentiality and have preserved anonymity as appropriate in the preparation and writing of all assignments.

Student Signature: ____________________________________________ Date:

Log audit ………………………………………………………Date……………………Mark

Practice educator

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Notes for PDL submission

Junior Sophister Service Delivery Report Copy of presentation handout Practice placements: General conduct Form A placement 2.1 Completed Student Clinical Competency Evaluation Forms level 1 and 2 Mid placement self evaluation and review form (2.1)

Your own completed copy of SCCEF Novice and Transition levels. These should have your own and your Practice educators markings for mid and end of placement evaluations. Mid placement self evaluation and review form from placement 2.1.

Annual learning review forms (2) Clinical CV s

From SF and JS briefings

Assessment Form C Assessment experience log Form 1.c 10 copies of test reviews ( 5 from SF year plus 5)

Form 1.c 10 copies of test reviews ( 5 from SF year plus 5)

Sample clinical practice guidelines and materials

Sample guidelines from clinics e.g. Health and Safety guidelines, Child Protection.(minimum 2) Sample case management reports.(min. 2)

5 Detailed oral examination summaries

These can include those completed in SF

2.1 T Term hours certification form The copy you submit to the secretary is for administration purposes. You must submit your own copy with the log.

Student log for feeding, eating, drinking and swallowing competencies / dysphagia

Copy of your up to date FEDS log

Student portfolio for feeding, eating, drinking and swallowing / dysphagia

C Diagnostic summary sheet D Intervention and management techniques E Instrumental procedures Self directed learning plus checklist completion E Support materials

to be added to SF assignments A & B and complete portfolio submitted

The completed PDL assignments for the year should be submitted 12 noon on the last Wednesday of Hilary term. You need only resubmit the elements from SF that are cumulative. Please submit in a plastic folder or envelope file and ensure that your name/ initials are on all items presented separately.

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2.2 D Clinical Speech & Language Studies, Trinity College, Dublin Junior Sophister Daily hours certification log Block

Case and caseload management under direction Date Client identifier (Initial or number should

match identifier on reflective log) Hours Clinical educator signature

Total Client hours

Client and therapy evidence based research & case reports Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form for certification by clinical educator at the end of the placement. Hours forms to be submitted to the departmental secretary by date specified in handbooks.

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2.2 B Clinical Speech & Language Studies, Trinity College, Dublin

Junior Sophister Block hours certification form Name…………………………………………………………………………………DCM Direct client management CRCA Client related clinical activities O = Observation Communication impairment (Classify by primary diagnosis) 0- 4 years DCM CRCA O Client group Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (1) 4— 12 years Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (2)

13-18 years Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (3) TOTAL CHILD HOURS Adult Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (4) Signature of Practice educator ______________________________________

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General clinical learning Service Agency (type): Main function: Management structures: Speech and language therapy structures: Service delivery models: Client groups: Waiting list management: Caseload management structures: Data management systems: Clinical pathways: Liaison with other professionals: Specialised resources:

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TCD CSLS 2012-13

2. 2 R

Clinical Speech & Language Studies, Trinity College, Dublin Junior Sophister Case report evaluation

Content

Possible marks 0 1 3 5 Holistic approach

not ev

iden

t

Presents isolated information on client / impairment /context

Present a key facts related to client and context

Comprehensive and coherent account of the client and context

Referral data Referral source and date only Referral source / and date given

Referral source, date and reason

Background information

Little or no relevant background information presented

Key client history factors identified and influence on clinical decisions outlined

All relevant client history factors and influence on clinical decisions clearly stated

Assessment content

Significant omissions in aspects of communication system assessed.

Assessment covering majority of relevant aspects of communication

Comprehensive assessment covering all relevant aspects of communication

Assessment findings

Errors in scoring and / or evaluation of assessment findings

Assessment findings scored, summarised and evaluated accurately

Results of range of assessments and information gathering processes integrated and used to inform case management

Case management plan

Inappropriate case management plan with no evidence of understanding client’s needs or context

Selects appropriate standard case management in light of assessment findings

Selects appropriate case management plan in light of assessment findings and service agency policy and resources

Linking theory to practice

Few or inappropriate links are made to theory

Evidence of decision making based on theoretical rationale

Evidence of effective research review and decision making supported by theory

Prioritises areas for intervention

Management plan does not indicate appropriate long term aims or short term objectives

Appropriate long term aims and some short term episode objectives

All appropriate long term aims and short term episode objectives presented

Individualised Intervention approach

Generic approach selected without reference to individual or broad communication profile

Individualised intervention appropriate to assessment findings and therapy objectives

Intervention approach appropriate to client, assessment findings and therapy objectives

Context Does not identify factors that may influence outcomes

Identifies some factors that may influence outcomes

Outlines factors that may influence timeframe and prognoses

Outcome measure for therapy episode

Does not present outcome measures

Identifies outcome measure to be used

Identifies specific communication and environmental outcome measures

Clinical decision making

Rationale not explicit. Rationale for most management decisions given

Clear rationale for all decisions evident

Evidence for approach

No relevant evidence. Relevant evidence presented as rationale for case management plan

Relevant evidence for range of case management options clearly summarised

Score Total possible

65 Total achieved

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TCD CSLS 2012-13

Structure and format Possible marks

0 1 3 5

Date Dates not stated or incorrect

Report and assessment dates given

All dates and calculations correct

Structure Introduction and summarising vague or cursory.

Effective introduction, orderly progress and effective summary.

Clear focused presentation of client and communication system and intervention options.

Clarity of expression

Grammatical and spelling errors. Inappropriate vocabulary/ style

Grammar and spelling accurate. Vocabulary and syntax apt.

Grammar and spelling accurate. Concise syntax and vocabulary.

Appropriate for recipient

Inappropriate content / style for intended recipients

Appropriate style and content for professional recipients.

Appropriate style and content for recipient and client/ carers.

References if appropriate

Referencing inaccurate or inconsistent

Referencing relevant and mostly accurate

Referencing relevant and accurate

Summary Summary of assessment findings and recommendations omitted

Summary of majority of assessment findings and recommendations

Concise summary of assessment findings and clear recommendations

Signature / date/ recipients

Unsigned Signed and dated recipients listed

Signed / dated above typed name, all recipients listed

Score achieved

Total possible

35 Total achieved

Report 1: Onward referral report to a speech and language therapist Content Total possible 65 Total achieved Format Total possible 35 Total achieved Comments Report 2 Assessment report to the referral source (e.g., member of medical team, member of educational team, etc.) should include assessment findings and evidence based case management plan Content Total possible 65 Total achieved Format Total possible 35 Total achieved Comments

Practice educator ……………………………………….. Date ……………………………….

Please return this sheet along with the continuous assessment form to college at the end of the placement. Thank you.

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TCD CSLS 2012-13


Senior Sophister Daily hours certification log Student ……………………………………………………………………… Date Client identifier (Initial or number

should match identifier on reflective log)

Hours Clinical educator signature

Caseload, Client and therapy evidence based research Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form for certification by

clinical educator at the end of the placement

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3.1T Clinical Speech & Language Studies, Trinity College, Dublin

Senior Sophister Term hours certification form Name: DCM = Direct client management CRCA Client related clinical activities O Observation TERM 1 DCM CRCA O Therapist’s Initials 0-4 years Language Content Language Form Language Use Speech Fluency Voice Feeding, Eating, drinking swallowing (FEDS)

Literacy 4— 12 Language Content Language Form Language Use Speech Fluency Voice FEDS Literacy 13-18 Language Content Language Form Language Use Speech Fluency Voice FEDS Literacy Total child hours TERM 1 Adult Language Content Language Form Language Use Speech Fluency Voice FEDS Literacy Total adult hours Certified by …………………………………………… Practice Educator

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TCD CSLS 2012-13

Clinic related activities Hours Signature

Ethics and administration module

Clinical workshops

Clinical tutorials

Video learning -Client groups

- Individual client


Interactive multimedia – transcription and analysis

- voice

- fluency

- other specify

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TCD CSLS 2012-13

3.R Clinical Speech & Language Studies, Trinity College, Dublin

Student Mid placement self review form Senior Sophister Name: ____________________ Year: _______ Date: ___________ Students are required to evaluate their developing practice competencies using the appropriate Student Clinical Competency Evaluation form and indicators at mid placement. Complete the SCCE form then summarise on to this sheet before discussing your progress and learning goals with the practice educator. Rate your competencies as follows 0 Need to undertake more learning to develop knowledge and skills for this


comprehensive intervention programmes. Assessment and diagnosis Competency 0 1 2 3 4

1. Collect and collate relevant client-related information systematically (e.g. case history, interviews and health records)





resources

7. Establish clear long and short term objectives for intervention 8. Demonstrate knowledge of the need for onward referral I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3



1

2

3

Notes:

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TCD CSLS 2012-13

Recording, reporting and administrative competencies Report evaluation findings effectively orally and in writing

Maintain precise and concise therapy records Carry out administrative tasks and maintains service records

I have set the following SMART learning objectives to develop my competencies for the rest of the placement 1 2 3


1

2

3

Notes: Therapy planning, implementation and evaluation 12. Implement therapy using appropriate therapy techniques,








modeling etc during intervention


performance




1

2

3

Notes:

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TCD CSLS 2012-13


learning goals



1

2

3

Notes: Summary Indicate total number of competencies in each rating band 0 1 2 3 4 Students who score more then a total of 5 in the 0 and 1 column need to identify this to the practice educator / tutor or practice education coordinator as they may benefit from additional supports in order to achieve the year learning goals. Student signature: Date:

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TCD CSLS 2012-13

3.1 CA Clinical Speech & Language Studies, Trinity College, Dublin

Senior Sophister 3.1 Continuous assessment Student: Practice educator Clinic Students are expected to demonstrate competency at Level 3 (Entry) of the Student Clinical Competency Evaluation Form by the end of the SS year. The continuous assessment mark should be calculated based on the final evaluation using the SCCEF and may be submitted either on the SCCEF form or summarized on this sheet for return to college. Table 2 Competency rating table Five or more




All competencies are present and some (4+) are enhanced



Grade F2…….. F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Student

mark

Comments

Practice educator

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TCD CSLS 2012-13

Competency NE Em Ev En

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)



knowledge base

5. Formulates appropriate diagnostic hypotheses 6. Evaluates findings in light of client’s needs and service resources 7. Establishes clear long and short term objectives for intervention 8. Demonstrates knowledge of the need for onward referral 9. Reports evaluation findings effectively orally and in writing 10 Maintains precise and concise therapy records 11 Carries out administrative tasks and maintains service records 12 Implements therapy using appropriate therapy techniques, materials

and strategies

13 Continuously evaluates intervention and modifies programme as necessary

14 Adapts service delivery/ therapeutic approach in response to client/significant other needs

15 Evaluates intervention and contributes effectively to clients long term management and discharge plan

16 Observes, listens and responds to client/ significant other communications

17 Uses appropriate vocabulary, syntax, intonation, volume and rate for context

18 Introduces, presents, closes and evaluates session components 19 Facilitates client participation by using clear instructions, modelling etc

during intervention

20 Uses prompts and clarification requests appropriately 21 Provides appropriate verbal and non-verbal feedback on client

performance

22 Communicates and consults with relevant team members to progress the client management plan

23 Uses outcome measures to determine efficacy of intervention 24 Identifies, reflects and reports on own clinical strengths and learning

goals

25 Uses learning resources appropriately to set and achieve learning objectives (e.g. feedback from practice educators, peers, books, videos, IT etc)

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TCD CSLS 2012-13

3.PDL Clinical Speech & Language Studies, Trinity College, Dublin

Senior Sophister PDL review .

Student

Senior Sophister students are required to review their professional development logs and ensure that the following are present at the end of the year.

PDL assignments from JF/SF and JS years Annual learning review FEDS Portfolio and log FEDS assignments Certified Hours forms from all placements (own copy 1.1,1.2, 2.1, 2.1, 3.1 and 3.2) Completed Student Clinical Competency Evaluation Forms level 1, 2 & 3 Service and caseload management – sample policies and procedures Health and safety policies and procedures

Student signature: Date:

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TCD CSLS 2012-13

3. 2 D

Clinical Speech & Language Studies, Trinity College, Dublin SS Daily hours certification form

Student………………………………………………….. Case and caseload management under direction Date Client identifier (Initial or number should

match identifier on reflective log) Hours Clinical educator signature

Total Client hours

Client and therapy evidence based research & case study Date Aspects covered Hours

Total Hours

Total hours to be tallied and transferred to hours form (3.2B) for certification by clinical educator at the end of the placement.

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TCD CSLS 2012-13

3.2 B Clinical Speech & Language Studies, Trinity College, Dublin

Senior Sophister Block hours certification form Name DCM Direct client management CRCA Client related clinical activities O = Observation Communication impairment (Classify by primary diagnosis) 0- 4 years DCM CRCA O Client group Language content Language form Language use Speech Fluency Voice Feeding, Eating Drinking Swallowing (FEDS)

Other (specify) TOTAL HOURS (1) 4— 12 years Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (2) 13-18 years Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (3) TOTAL CHILD HOURS Adult Language content Language form Language use Speech Fluency Voice FEDS Other (specify) TOTAL HOURS (4) Signature of Practice educator ______________________________________

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General clinical learning Service Agency (type): Management structures: Speech and language therapy structures: Service delivery models: Client groups: Waiting list management: Caseload management structures: Data management systems: Clinical pathways: Liaison with other professionals: Specialised resources:

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TCD CSLS 2012-13

3.2 E Clinical Speech & Language Studies, Trinity College, Dublin

Senior Sophister Student Clinical Competency Clinical Examination

Student

Clinic

Date

Practice educator

Co- examiner

Client A

File

Session

Viva

Client B

Plan

Session

Viva

Practice educator

College examiner

(External examiner)

Signatures

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TCD CSLS 2012-13

The Student Clinical Competency Evaluation Form and Rating Indicators (level 3) should be used to guide the evaluation of the examination. Marks for the clinical examination should be based on the number of competencies the student has the opportunity to demonstrate in their record keeping, the clinical session and the viva. The SCCE marking grid for the exam has been modified to allow for marking based on a limited number of competencies. Indicate those not evaluated during the exam by a line through the 4 rating sections. Competency NE Em Ev En 1. Collects and collates relevant client-related information systematically

(e.g. case history, interviews and health records)



knowledge base


and strategies







during intervention


performance



goals


Grade and mark awarded Five or more




The majority are evident with some enhanced (4 +) are enhanced an no more then 2 emerging



Grade F2…….. F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Mark

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TCD CSLS 2012-13

3.2 CA This form may be used instead Clinical Speech & Language

Studies, Trinity College, Dublin Senior Sophister Continuous assessment

Student: Practice educator Clinic Students are expected to demonstrate competency at Level 3 (Entry) of the Student Clinical Competency Evaluation Form by the end of the SS year. The continuous assessment mark should be calculated based on the final evaluation using the SCCEF and may be submitted either on the SCCEF form or summarized on this sheet for return to college. Table 2 Competency rating table Five or more




All competencies are present and some (4+) are enhanced



Grade F2…….. F1… 111 11.2 11.1 First 0 29 39 40-49 50-59 60- 69% 70- 100%

Student

mark

Comments

Practice educator

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TCD CSLS 2012-13

Competency NE Em Ev En

1. Collects and collates relevant client-related information systematically (e.g. case history, interviews and health records)



knowledge base


and strategies







during intervention


performance



goals


Documents

Clinical Speech & Language Studies, Trinity College, Dublin · Student clinical placement evaluation ... Clinical Speech & Language Studies, Trinity College, Dublin Practice placements: