Student Placements: Positives

What has worked well and why?

Good outcome	Reasoning
Sandwich feedback – one good, one constructive, one good comment.	Motivating, built up the students self belief and self efficacy, directs CPD.
Timetable for the whole placement with meetings, supervisions, and joint sessions (SLT/OT/PT) organized for the first week.	Modeled timetabling skills and facilitated the students to book their own sessions. Structured their placement.
Careful caseload planning – choosing three patients for the student’s caseload who they will do individual sessions with and the student shadowed the SLT with other patients.	This allowed the student to focus their planning and readings and develop therapy resources.
Contacting IT and RIO early on	Allows the patient’s to have an NHS email, Rio access and computer access earlier on.
Providing journal articles/ direction for readings	Facilitated the student’s self efficacy.
Creating an introduction pack with tasks.	Prevented me from omitting any important information. Gave the student an activity to complete during down time.
Allowing the student to lead a structured session early on in their placement e.g. dysphagia history/ structured therapy task. Also stepping in to support them to have a successful session.	Student reported that she felt less pressure/ stress if I stepped in occasionally during sessions to support/ direct her.