JCPSLP Vol 23 No 3

Figure 2. Clinical placement design framework

evaluation for sustainability. We identified our key stakeholders as being preschool-aged children, speech- language pathology students, and clinical educators. This framework was used to create The Playroom@USYD. It combines the SuCEED model and the Model of care to develop a professional practice placement that optimises student learning. Designing The Playroom@USYD Designing The Playroom@USYD placement involved combining the SuCEED model and the ACI Model of care for clients. We considered that a clinical placement can be divided into four steps. These steps were 1) pre-placement planning, 2) early placement activities, 3) clinical experiences, 4) placement evaluation. At each of these stages, the needs of the three stakeholder groups (clients, students, clinical educator) were identified. 1. Pre-placement planning Client factors As a community outreach program, The Playroom@USYD served preschool-aged children within the community, not just those with diagnosed communication difficulties. Due to COVID-19, most children were not attending their centre- based care, and engagement with The Playroom@USYD was from home. Student factors Of central importance was the students’ stage of clinical development (Anderson, 1988). This placement needed to meet the different learning needs of novice and advanced students. Many novice students had not previously worked with children, conducted telepractice, nor worked in peer

the movement restrictions and stay-at-home orders causing temporary disruption of traditional community clinical placements (see introduction). The cancellation of existing community placements at schools and preschools affected the progression of over 170 students, 27 of whom were advanced students in a final year placement. The inability to complete their placement would have resulted in delays to their graduation. In the diagnostic step of the design process, we defined the problem, engaged in consultation with key stakeholders, and performed a literature review to identify existing innovations in the field. Our initial literature review revealed there were no clinical placement models that directly suited our context. This was later confirmed by a scoping review of 124 SLP clinical education papers (Wolford et al., 2021b). There were numerous examples of student-led clinical services (McCulloch et al., 2017; Scarinci et al., 2018) including preschool telehealth services (Cassel & Edd, 2016). The literature revealed that telepractice student placements were effective (Nagarajan et al., 2016; Overby, 2018) as was remote supervision (Laughran & Sackett, 2015). This gave us confidence to explore a student-led telepractice placement model for preschool-aged children with remote supervision. We sought to add a novel component to health care service where asynchronous recordings supplemented live sessions. Solution design, implementation and sustainability In the solution design phase, we developed a four-step framework (see Figure 2), to identify the key stakeholders and their needs at each stage of the placement, from pre-placement planning through to implementation and

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JCPSLP Volume 23, Number 3 2021

Journal of Clinical Practice in Speech-Language Pathology