SPEECH AND LANGUAGE THERAPY: RCSLT CLINICAL EDUCATION PLACEMENT STANDARDS (CEPS)
RECORD FORM with LOCAL GUIDANCE NOTES
(Compiled by Managers Group, SPEC, CCC and local CEs in conjunction with Speech and Language Sciences, University of Newcastle)
1. COMMITMENT TO QUALITY
Standard: The placement provider commits itself to providing a high quality clinical experience, and appropriate learning opportunities.
Basic level
Not
met
Evidence
1B.1
The placement provider adheres to
RCSLT guidelines on placement
provision.
Baseline assessment using CEPS record
form
CEs hold a completed section 4 of CEPS
Stakeholder Placement Expectation
agreement/form
Other:
1B.2
The placement provider will have a best
practice / quality assurance (QA)
statement for student placements.
QA statement contained within Service
Profile and/or Annual Report
QA statement within Service
Specification
CE written into job descriptions, Band 2
and above
Other:
1B.3
The placement provider will have an
Action plan
annual action plan for student experience. Regular staff meeting agenda item
Meeting minutes
Other:
1
Nearly
met
Fully
met
Action to take
1B.4
All clinical educators (CEs) are aware of
this statement and the action plan, and
are involved in its implementation.
Enhanced level
Regular staff meeting agenda item
Meeting minutes
Clinical Educator file held by all CEs
Other:
Not
met
Evidence
1E.1
There is an annual review of the best
practice / QA statement and action plan
which is disseminated.
Copy of plan with monitoring details
Notes from review meeting
example of how ideas and suggestions
are collated
Other:
1E.2
The placement provider can demonstrate
an awareness of good practice from other
disciplines within the Trust, and makes
use of this knowledge to develop work
with students.
Liaison with other disciplines
Heads of Service meetings
AHP Forum
Discussion in multidisciplinary teams
Other:
2
Nearly
met
Fully
met
Action to take
2. ORGANISATION AND ADMINISTRATION
Standard: The placement provider has the administrative procedures in place to organise a quality clinical education experience for students.
Basic level
Not
met
Evidence
2B.1
The placement provider specifies a
named clinical placement co-ordinator
who is a speech and language therapist.
Job/role description
Appraisal statement
University documentation
Other:
2B.2
There are agreed channels of liaison and
information sharing between the
placement provider and the university.
SPEC
CCC
Attendance of University staff at
NRGSLTM meetings as required
Other:
2B.3
There are identified processes for sharing
this information within the Trust.
CCC meeting summary sheet
Regular agenda item on staff meeting
Meeting minutes
Newsletters
In-service training
Other:
2B.4
There is a student induction pack (see
Communicating Quality 2 page 241).
Shared flowchart (processes/tasks
involved in placement)
Copy of pack at each site and/or on IT
system
e-mail or hard copy sent to student
Other:
3
Nearly
met
Fully
met
Action to take
2B.5
Time-scales are adhered to regarding
provision of information to universities
(e.g. names of CEs, return of report
forms).
Shared flow chart
Date on report forms
Other:
2B.6
The placement provider will notify the
university immediately should any
changes occur which could affect the
provision of a placement & vice versa.
QA statement
Letter, e-mail. phone records
Other:
2B.7
Appropriate pre-placement information
will be sent to relevant parties involved
in the placement.
Shared flowchart
Welcome letter and induction pack
Timetables
Other:
Enhanced level
Not
met
Evidence
2E.1
There will be an agreed number of
clinical sessions/placements provided
each academic year.
Placement offers made for coming
academic year on a regional basis
Other:
2E.2
The clinical co-ordinator has ring-fenced
time allocation for the role.
Job/role description
Other:
4
Nearly
met
Fully
met
Action to take
3. ROLES AND RESPONSIBILITIES OF THE CLINICAL CO-ORDINATOR (CC)
Standard: The placement provider has a named clinical co-ordinator (CC) who has sufficient skills and support to oversee the management of
an effective placement
Basic Level
3 B.1
The CC has an overview of therapists’
availability to provide student placements.
Possible Evidence
 Master Plan timetable
 Documented information on
placement prioritisation
 Department circular allowing to
opt in/opt out
Other:
3 B.2
3 B.3
The CC collates clinical education issues
and development needs identified by CEs
and disseminates them.
 Standing items on staff/team
The CC ensures that CEs are aware of their
roles and responsibilities
 Distribution of Clinical Educator
meetings
 Issues taken to CCC or raised with
University staff
 Distribution of CCC
minutes/newsletter
Other:
Packs in advance of placement
 Clinical education roles and
responsibilities included in staff
induction
 General information sharing
 (written/verbal)
Other:
5
Not
met
Nearly Fully
met
met
Action to take
3 B.4
The CC provides support and offers
development opportunities for CEs
 Group meetings with CEs
 Providing opportunity/access to
CCs time
Other:
3 B.5
The CC liaises with the University at
appropriate times
 Attendance at CCC Meetings
 Reliable Secretarial support
Other:
3 B.6
3 B.7
3 B.8
3 B.9
The CC has responsibility for a student
induction pack
The CC disseminates information to other
clinical teachers.
The CC is responsible for maintaining and
updating information
The CC is familiar with the specific
requirements of Universities from whom
they take students
 Maintenance of Student
Information Pack
 Information evaluated regularly
(?annually)
Other:
 Maintenance of current student
information
 Attendance at CCC meetings
Other:
 Maintenance of current
information from University as a
resource
 Attendance at Experienced CE
Workshop on a semi-regular basis
 Attendance at other related
workshops
6
 Awareness of key liaison people
at the University
Other:
3 B.10
There is an adequate number of suitability
trainied CEs to provide quality placement
experience
 Documentation of staff attendance
at Introductory and Experienced
CE Workshops
Other:
Enhanced Level
3 E.1
3 E.2
3 E.3
Evidence
The CC organises in-house SLT meetings to  Standing items on staff/team
discuss student issues
meetings
 Special meetings dedicated to
clinical education
Other:
The CC develops student network systems
outside the Healthcare Trust with other CCs
The CC enables inter-professional
networking on student issues within the
Trust

 Member to CCC
Other:
 Meetings/discussion with other
professions on student issues
 Involvement in interprofessional
placements (e.g. Common
Learning Project)
Other:
7
Not
met
Nearly Fully
met
met
Action to take
3 E.4
The CC develops departmental resources on
clinical teaching
 Member of CCC
 Departmental Resources/Student
Induction Pack
Other:
3 E.5
3 E.6
The CC facilitates opportunities for inhouse training on student issues
 Training events arising from
The CC monitors the quality of the students
placement experience
 Responds to student feedback
departmental discussions
Other:
issues where appropriate
 Obtains regular feedback from
CEs
Other:
8
4. ROLES AND RESPONSIBILITIES OF THE CLINICAL EDUCATOR (CE)
Standard: The clinical educator has sufficient skills and support to provide an effective placement
Basic Level
Evidence
4 B.1
The CE demonstrates a positive commitment  CE engages in regular clinical
to SLT clinical education and uses CE
education
development opportunities
 Involvement in student working
party of clinicians addressing
difficulties with placements.
 Discussion at staff meetings and
recorded on agenda and minutes
 Attendance at Introductory CE
Workshop
 Semi-regular attendance at
Advanced CE Workshop
Other:
4 B.2
The CE liases with the clinical cocoordinator in the Trust, and with the
University as appropriate
 Standing items on staff/team
The CE provides a range of learning
opportunities for the student
 Checklist of a range of potential
4 B.3
meetings
 CE meets with CC on a needs
basis to discuss student issues
 Awareness of key liaison people at
the University
Other:
learning opportunities e.g case
9
Not
met
Nearly Fully
met
met
Action to take
discussion, meetings, SIG’s
 Possible learning opportunities
discussed with each student
 Input to the personal Clinical
Goals
Other:
4 B.4
The CE negotiates and reviews placement
objectives and progress with the student at
agreed times e.g. at the beginning, middle
and end of placement
 Induction completed with student
 Personal Clinical Goals completed
at outset
 Mid-way evaluation completed
 Review sessions timetabled
Other:
4 B.5
The CE provides adequate time for regular
and structured feedback
 Written/verbal agreement of times
for feedback and documented in
diary; copy of any written
feedback given.
 Supervising/feedback log
completed each session
 Time recorded in stats
 Timetable provided to student
 Time agreed for feedback
 Student feedback confirming time
for feedback
 Negotiated time convenient for
both
 Documented –
diary/timesheet/stats/checklists
Other:
10
4 B.6
4 B.7
The CE completes documentation within the
given timescales e.g. Clinical Evaluation
Report
 Copy of report in students file
 All should be dated and completed
The CE has had at least 1 year clinical
experience since qualifying
 Documented in job description
 Documented date of qualification
in time
 University should give deadline for
completion
Other:
and date of commencement of SLT
post
 HPC certification
 RCSLT membership
 Line Manager to take
responsibility
Other:
4 B.8
4 B.9
The CE has normally attended a CE training
course at the appropriate level, such as
new/experienced, and updates clinical
education knowledge/skills at least every 3
years
 RCSLT personal log
 Attendance at introductory Clinical
CEs identify their CPD needs regarding
clinical education training
 Document within IDR
 Line Managers to take
Educators Workshop with dates
 Semi-regular attendance at
Experienced CE Workshop with
dates
 Trust/management commitment to
meeting appraisal targets
Other:
responsibility
11
 SLT request for CE training
through appraisal
Other:
4 B.10
CEs have time allocated to attend CE
meeting
Enhanced Level
4 E.1
Some CEs participate in a CE support/group
network
 Trust/Management recognition and
documentation of the importance
of CE training
 Allocation of time
 Line Managers to take
responsibility
 Built into job description
Other:
Evidence
 Representatives at CCC level
 Opportunity to work with other
CEs
 Attendance recorded in personal
departmental log
Other:
4 E.2
Some CEs contribute to CE training courses
 Participation in Introductory and/or
Experienced CE workshops
 Agendas from meetings to be filed
with log of attendance
Other:
12
Not
met
Nearly Fully
met
met
Action to take
4 E.3
Participation in Postgraduate CE training
courses leading to accreditation/award
 Postgraduate qualification in CE
(accreditation not currently
available in SLT, available in
Medicine)
Other:
13
5. NETWORKING AND PARTNERSHIPS
Standard: A quality placement involves working in partnership with interested parties (e.g. RCSLT, HPC, Workforce Development
Confederations, including Scottish Executive, National Assembly of Wales).
Basic level
Evidence
The SLT team providing the placement have
knowledge of, and contact with, other
departments within the Trust regarding
clinical education.
 Contact details
 Meeting notes
 Multidisciplinary team minutes
5B.2
The SLT team providing the placement
maintains professional and interprofessional
links, regarding clinical education, at
regional and national level.




5B.3
There is a partnership agreement in place
between the placement provider and the
university, regarding clinical education.
Needs clarification – clinical
education for whom?
 Partnership agreement
Other:
5B.1
Other:
CCC and workshops
SPEC
AHP forum
Regional collaboration on CEPS
record form
Other:
14
Not
met
Nearly
met
Fully
met
Action to take
Enhanced level
5E.1
5E.2
5E.3
Evidence
Networking at executive level within the
Trust, with the aim of raising the profile of
clinical education.
 Annual report
 Presentation to PEC/Board, etc
There are links which allow input at
recruitment level, for potential SLT students,
and in the assessment of students.
 Interview dates
 Clinical vivas/joint assessment
Some CEs contribute to university courses for
students at undergraduate and postgraduate
level.
 Lectures to students, running
Other:
Other:
workshops
 Clinical tutoring
 Facilitation of CE workshop
sessions
Other:
15
Not
met
Nearly
met
Fully
met
Action to take
6. MONITORING AND EVALUATION
Standard: The placement provider monitors the student placement experience and evaluates the quality.
6B.1
6B.2
Basic level
Evidence
The placement provider has a process for
monitoring the placement experience, from
the perspective of the student, the CE and the
CC.
 Shared flowchart
 Student evaluation form
 Internal service evaluation form for
The placement provider acts upon feedback.
 Annual report
 Outline of action taken following
CEs
 CC and CEs end of placement
meeting notes
 Annual report from CC
Other:
feedback
Other:
6B.3
The placement provider liaises with the
university to share feedback from students
and CEs.
 SPEC
 CCC
 Appraisal statements
Other:
16
Not
met
Nearly
met
Fully
met
Action to take
Enhanced level
6E.1
6E.2
Evidence
The placement provider monitors the year on
year improvement in the quality of placement
provision through a clinical education Annual
Action Plan.
 Copy of plan with details of
The findings of this evaluation process are
shared internally, and with partners and
funders.
 Verbal/written report
monitoring
Other:
Other:
17
Not
met
Nearly
met
Fully
met
Action to take