Practice-based learning: resources

Resources

RCSLT resources

• RCSLT practice-based learning roles and responsibilities framework (PDF)
• Template for practice-based learning activities (PDF)
• Telehealth placements guidance

• RCSLT supervision guidance

• Students: An essential part of your workforce webinar (2017)

• RCSLT curriculum guidance (2018) – Section 3.4 partnership in practice education provision (PDF)
• Article on student teletherapy placement (PDF) – A virtual way forward, Bulletin, December 2020

Additional resources

• Role emerging placements: building capacity and developing skills of independence in student learning (2014) – Leeds Beckett University presentation (PDF)
• The use of actors in practice education: A novel approach to preparing speech and language therapy students for clinical practice (2012) – University College, Cork presentation (PDF)
• AHP Health and Care Professions (H&CP) – practice education guidance (PDF)
• Health Education England report and toolkit: RePAIR (Reducing Pre-registration Attrition and Improving Retention) supports the NHS and higher education providers in reducing the level of student attrition
• Health Education England: AHP learning placement exchange for expansion and innovation
  • Access the most up-to-date national policy and guidance from arms-length bodies, professional bodies and regulators
  • Share best practice or innovation around expanding placement capacity and improving quality
  • Seek support if you have placement capacity or quality challenges
  • Share information on placements eg resources, funding
• Health Education England: Technology Enhanced Learning (TEL) programme
• ENT and audiology news article – Reflections on virtual teaching
• In the context of COVID-19, NHS Education for Scotland (NES) has been running a series of short webinar sessions focused on specific aspects of practice, use of technology, ways of working and other key topics identified by AHPs. Examples of relevant webinars include:
  • AHPS – Providing ‘virtual’ practice-based learning experiences for students
  • Sharing stories about providing student practice-based learning through COVID-19 disruption
• Rapid implementation and improvement of a virtual student placement model in response to the COVID-19 pandemic – available in the BMJ Open Qual

Simulation resources

• HCPC blog on using simulation to support practice-based learning – This blog looks at how simulation can be used to meet HCPC’s standards of education and training. This article also links to another HCPC blog on supporting innovation in practice-based learning.
• Health Education England (HEE) simulation and immersive technologies – Descriptions and definitions of simulation as well as the HEE National Framework for Simulation-based Education (SBE) and a suite of short videos on different simulation models.
• HEE occupational therapy virtual practice placement case study – Provides details of the development and implementation of a virtual practice placement using the virtual learning environment blackboard.
• HEE placement expansion resources – Links to the wide range of resources that HEE have produced around placement expansion. This includes links to webinars, some of which include examples of simulation.

Examples of innovative practice

Innovative service development in mainstream schools

• Talking outcomes presentation (PDF)

Involving students in research

• Birmingham City University involving students in research presentation (PDF)

Student mentoring

• Report on the process and the outcomes of student mentoring on clinical placement (PDF)

Telehealth placements

• Birmingham City University innovation in telehealth placements presentation (PDF)
• Leeds Beckett University adult SLT telehealth placements (PDF)
• Adapting and innovating to support student SLTs digitally on placement (PDF)
• SLT stroke rehab student placement (PDF)
• Sheffield University (SU) delivering in-house telehealth placements presentation (PDF)
• SU providing placements post COVID-19 article (PDF)
• Virtual student placements at University of East Anglia article (PDF)