JCPSLP Vol 23 No 3

and parent training videos from the novice students’ recorded activities and conducted evaluations of the program with students and parents. Remote supervision was used because the students and clinical educators worked from home due to stay- at-home orders. Remote supervision refers to the clinical educator being in a different setting from the client and student, where supervision could be synchronous and direct (during the clinical session) or asynchronous (after the session) and conducted via phone calls/ speakers or email correspondence. The use of technology for remote student supervision has been increasingly possible and is referred to as telesupervision or e-supervision, utilising video-conferencing technology, cloud-based technology and instant messaging systems. At The Playroom@USYD, the clinical educator observed sessions from home and debriefed with the students after the session on Zoom. Students also attended weekly small group clinical tutorials on Zoom to support their learning. This community outreach program was driven by necessity, but innovation did not preclude the careful considerations of clinical education principles. We judiciously considered pedagogical principles for learning and the extant research evidence to ensure the placement would simultaneously meet students’ learning needs and promote early language development for preschool-aged children. These principles were combined into a new model of clinical learning, SuCEED (Supporting Clinical Education Excellence Development) described below. Pedagogical principles: SuCEED The SuCEED model encapsulates the known principles of clinical learning, that is, fundamental elements of student learning and supervisory contributions essential to an effective clinical placement (McAllister, 2005; Wolford, et al., 2021a). These could be called the first principles of clinical education. First principles are fundamental underlying principles (or concepts) on which a theory or model is based, described in educational literature by Merrill (2002), expanded by Collis and Margaryan (2005) and made popular by Elon Musk’s explanation of first principles thinking (Musk, 2012). Built on first principles, the SuCEED model synthesises effective pedagogy for clinical learning on placements. (See Figure 1.)

There are four quadrants within the SuCEED model representing pedagogical first principles grouped into four sectors of learning: (a) the environment, (b) from peers, (c) from the clinical educator, and (d) from oneself. Learning starts from an external approach such as socialisation in the environment where the student acquires knowledge (knowing), moves to application of knowledge in practice and experiential contexts (doing) and finally to internalising their learning as part of self-development (being). Socialisation includes the understanding of the context and environment of the placement site and the social hierarchy within the site, forms of address and hence communication register, understanding their place as a student and gaining a sense of belonging within the team (Chesser-Smyth, 2005). The second quadrant involves learning with others in interactive ways, including peer–peer and near-peer mentoring that allows for group experiences, peer reviews, and making mistakes (Atherley et al., 2019; Bischoff et al., 2002; Dearmon et al., 2013). The third quadrant focus on the contributions of the clinical educator to student learning and may involve demonstrations, feedback and discussions on client management and students’ own learning. Verbal discussions and reflection questions build perspective- taking and resilience and help students develop their clinical reasoning and problem-solving skills (Bischoff et al., 2002; Overby, 2018; Walsh et al., 2020). The clinical educator tailors their teaching and facilitation of learning opportunities to the student’s individual and specific needs through careful observation. Such individualised learning moves students through the developmental stages from being dependent on the clinical educator (as novice) to being at a self-supervising level for advanced students (Anderson, 1988). The final quadrant is the student’s learning through internal resources. This includes using reflective skills to self-evaluate their performance and filter known and unknown information to competent and confident practice as part of developing self-efficacy (Atherley et al., 2019; Simpson & Sawatzky, 2020; Walsh et al., 2020). In this way, the SuCEED model promotes the richest learning from the entire clinical placement experience for students through knowing, doing and being while providing the best care for their clients. We used SuCEED to ensure effective clinical learning for the students and a clinical model of care for clients. The processes that were used to develop the innovative placement for novice and advanced speech-language pathology students are outlined below. Framework for new clinical services—Model of care Like clinical models of care, innovative clinical placements subsequent deliveries of the model. To aid the development of The Playroom@USYD, we followed the New South Wales (NSW) Agency for Clinical Innovation (ACI) design process for developing a model of care (ACI, 2013) to deliver an innovative, flexible, accessible, and evidence-based paediatric professional practice placement for speech- language pathology students. Five key steps were included in the design process: project initiation, diagnostics, solution design, implementation, and sustainability. Project initiation and diagnostics In the project initiation step of the design process, we identified the need for a new placement model, arising from require careful design, ideally including placement evaluation and feed-forward of improvements into

Figure 1. SuCEED model of clinical learning

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JCPSLP Volume 23, Number 3 2021

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