About this guidance
Back to practice-based learning
Context of this guidance
Drivers for the 2025 review
In Autumn 2024, RCSLT was commissioned by NHS England (NHSE), along with other allied health professions (AHP), to review their practice-based learning hours and to consider the use of simulation as part of pre-registration programmes. This was linked with a review of the RCSLT Curriculum Guidance.
A project group (consisting of Higher Education Institution (HEI) placement leads and Speech and Language Therapists (SLTs) from the NHS and independent sectors, across the 4 nations of the UK) was organised and agreed the scope of the project as including consideration of:
- whether current mandatory 562.5 practice placement hours were sufficient
- clarification of the descriptors relating to different practice-based learning opportunities
- how practice-based learning time should be recorded
- whether the 25% client facing parameter (defined during Covid-19) was still required
- simulation guidance with definitions, structure, best practice, and use within practice-based learning experiences
- the language of the existing guidance in terms of promoting learners as part of the SLT workforce
- whether the guidance reflects the latest perspectives on equality, diversity, inclusion and belonging
- the ongoing challenges of placement capacity
- whether the contexts of practice-based learning remained accurate
- recommendations for future RCSLT work on practice-based learning.
An informal survey was sent out nationally in December 2024, via HEIs and SLT networks to gain further information on points 1-5 above. The detail of this was collated into a report for an HEI listening event and has informed this guidance.
COVID-19
As the world has moved forwards from the impact of the global pandemic beginning in 2020, learning from this time is incorporated into this guidance and relevant links e.g. telehealth guidance, should still be followed, where appropriate, but specific references to Covid-19 have been removed where appropriate.
AHPS 2023
RCSLT are delighted to partner with our AHP colleagues to endorse a joint perspective on the principles of practice-based learning. A collaborative approach to inter-professional working is hugely important in practice, and engagement with shared principles for practice placements evidences this commitment from the earliest opportunity.
These AHP principles reflect the RCSLT practice-based learning guidance in areas such as ensuring an inclusive and welcoming learning environment is provided on all practice placements, expecting flexible and supportive supervision for all learners, evaluating the impact of practice placements on learners and on SLT service delivery. The AHP principles of practice-based learning are aimed at learners, universities and practice educators, and promote the view that, together we are developing the future AHP workforce.
Pre-registration eating, drinking and swallowing (EDS) competencies
As the RCSLT competencies in eating, drinking and swallowing for the pre-registration education of speech and language therapists are a requirement for all learners graduating from 2026, the elements of this development are reflected within this practice-based learning guidance. Recent changes with respect to recommended hours and terminology used in the pre-registration EDS competencies are included in this guidance.
Equity, diversity and belonging (EDB)
With increased awareness of equity, diversity and belonging (EDB) in all areas of SLT training and workplaces, this guidance has been updated to reflect the new RCSLT EDB vision and strategy.
SLT Apprenticeships
As SLT apprenticeship programmes grow and develop across the UK, this guidance incorporates the elements of practice-based learning that relate to practice placements for apprenticeship programmes as well as for traditional pre-registration learners.
This practice-based learning guidance is based on the current views in 2025 and may change in the future as the profession and workplace evolve.
Terminology used in this guidance
The term learner is used throughout this guidance to represent all learners enrolled on SLT pre-registration programmes. This includes SLT learners on bachelor’s or master’s degree programmes as well as learners on apprenticeship routes.
This guidance aims to project a culture of commitment, responsibility and collaboration from all current SLTs towards all SLT learners, as part of the current and future workforce. Personal pronouns are used, where appropriate, to demonstrate this collective perspective. In alignment with the AHP Principles of Practice-based Learning (2023), this guidance recognises the responsibility of all SLTs to engage in supporting the future workforce as part of their own continuing professional development (CPD).
Other terminology is explained in the glossary and all acronyms used are written in full when first used and included at the end of this guidance.
About this guidance
Aim of this guidance
The aim of this guidance is to ensure that SLT practice-based learning is:
- grounded in a three-way partnership between the learner, the practice educator and the university
- successful in developing a future workforce of diverse and competent speech and language therapists
- delivered in supportive and quality assured clinical teaching and learning environments
- inclusive and supportive of learners’ development and stage of training
- sustainable and available to meet the demand of learner numbers in HEIs
- a collaborative responsibility between SLTs in practice and HEIs.
Purpose of this guidance
Who is this guidance for?
The purpose of this guidance is to support all SLTs in their roles as practice educators, placement co-ordinators, service managers and staff at HEIs, to provide high quality practice-based learning experiences for all pre-registration SLT learners.
This guidance is not aimed directly at SLT learners on pre-registration SLT courses. HEIs will provide their own practice education policies for learners, informed by the principles from this guidance.
This guidance relates to the 4 nations of the UK, including the crown dependencies. Where there are differences in provision, organisation or expectations across the devolved nations, these are specifically indicated.
This guidance relates to all SLT service providers: NHS-based, education-based, social care-based, and SLTs in independent or voluntary sector service provision roles. For third sector colleagues, please use the most appropriate and most relevant guidance from the varying sections i.e. in some sections, the guidance for independent settings may be more relevant, in other sections the guidance for statutory organisations may be more appropriate.
Links to the RCSLT Practice-based learning Roles and Responsibilities Framework (2025)
This guidance should be read in conjunction with the RCSLT Practice-based learning Roles and Responsibilities Framework 2025, which states the joint responsibility and expectations of the roles of the SLT learner, the practice educator, the placement co-ordinator in the practice placement setting, the service manager and the HEI. The presentation of the framework as a table, reflects the collaborative nature of practice-based learning. This framework is aimed at everyone involved with SLT practice-based learning, including the learners themselves.
Contributors
We are grateful to the author group, the project reference group and all those who contributed to the development of this guidance.
Lead Author
Dr Jo Sandiford
Supporting Authors
Meriem Amer-El-Khedoud
Carolyn Allen
Leah Stephens
Orla Duffy
Catriona Taylor
Claire McAleer
Kirsty Catling
Corinne Gaye
Lucie Rochfort
Jan Baerselman
Emma Ormerod
