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program (189 children registered for live sessions in 2020) and public engagement online. Evaluation included YouTube and Facebook analytics for the asynchronous program. Since the launch of The Playroom@USYD YouTube channel in October 2020, the Facebook post of the university clinic promoting the program had reached over 1100 people, and the promotional video had 489 views. Parents reported a high satisfaction rate with the program in a survey and 90% would likely or very likely recommend The Playroom@USYD to a friend. Parents commented in particular on the various themes and variety of activities their children were engaged in. For example, “My daughter was a bit shy... but she loved taking part in answering questions and really liked taking turns”. Students Students’ clinical performance was evaluated via competency assessments, for advanced students, the COMPASS, and a checklist based on COMPASS elements for the novice students. Student satisfaction evaluation was also conducted to investigate how they felt about the program and their contributions. To date 150 novice and 27 advanced students completed a placement in The Playroom@USYD with 98% of students meeting the competency expectations for the clinical unit they were completing. Students reported high satisfaction with the placement and gave positive feedback about the near-peer relationships, their educators’ feedback, and engaging with children in the community. Clinical educators Evaluation of the program was essential to future decision- making and sustainability of the clinical placement for the unit coordinator. The reflections of the clinical educators revealed several benefits for the students and clients. The educators perceived the peer-to-peer learning to be a strength of The Playroom@USYD. They reported a perception that the ability of the novice students to review the video recording prior to editing by the entry level students improved clinical engagement and teaching. Limitations Although The Playroom@USYD enabled speech pathology students to have a placement that would otherwise not have been possible, there were several limitations of providing a placement during stay-at-home orders. Students were not providing therapy from a physical clinic with physical resources. Although they interacted with children, they were not required to physically manage the children’s behaviour. Evaluation of the program would have been strengthened by data about the children’s communication skills pre- and post- the program, and detailed qualitative data about the experience of the families, clinical educators, and students. Conclusions The success of The Playroom@USYD indicated that innovative clinical placements can be designed with effective student learning and clinical care in mind. We were able to provide a large volume of students with a placement based on telepractice and remote supervision, and to increase accessibility of language enrichment services to children and families via live sessions and the YouTube channel. We introduced the SuCEED model of clinical learning, built on first principles of clinical education pedagogy to optimise the effectiveness of students’ learning on placement. Additionally, we applied a model of

care to clinical placements and outlined the steps for the successful development of a community outreach program for novice and advanced SLP students. The use of both models allows clinical educators to design and implement effective clinical placements that optimise both student learning and clinical care (see Figure 3).

Student learning

Clinical care

Effective clinical placement

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=

The SuCEED model of clinical learning

Clinical Placement Design Framework

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=

ACI Model of Care

Figure 3. SuCEED plus Model of Care

Professional practice placements should be intrinsically linked to the clinical or health care needs and designed holistically with all stakeholders in mind. Our innovative placement, The Playroom@USYD was based on these principles and effectively met the needs of students, clients and clinical educators. Continual research of the use of the placement design framework and the SuCEED model would be beneficial for ensuring effective and innovative placements. References Agency of Innovation (ACI). (2013). Understanding the process to implement a model of care: An ACI framewor k. NSW Agency for Clinical Innovation. Agency of Innovation (ACI). (2021). Models of care . Retrieved 30 August from https://aci.health.nsw.gov.au/ resources/models-of-care Anderson, J. (1988). The supervisory process in speech- language pathology and audiology . College Hill. Atherley, A., Dolmans, D., Hu, W., Hegazi, I., Alexander, S., & Teunissen, P. W. (2019). Beyond the struggles: A scoping review on the transition to undergraduate clinical training. Medical Education , 53 (6), 559–570. Beiting, M., & Nicolet, G. (2020). Screenless teletherapy and silent telesupervision: leveraging technology for innovative service delivery and clinician training in speech-language pathology during the covid-19 era. CommonHealth , 1 (3), 106–120. Bischoff, R. J., Barton, M., Thober, J., & Hawley, R. (2002). Events and experinces impacting the development of clinical self confidence: a study of the first year of client contact. Journal of Marital and Family Therapy , 28 (3), 371–382. Cassel, S. G., & Edd, A. J. H. (2016). A pedagogical note: Use of telepractice to link student clinicians to diverse populations. International journal of telerehabilitation , 8 (1), 41. Chan, A. (2020). The Playroom@USYD YouTube channel . https://www.youtube.com/channel/UCn0ZhyuGcc9ut- ZlHiRoV_w Chesser-Smyth, P. A. (2005). The lived experiences of general student nurses on their first clinical placement: A phenomenological study. Nurse Education Practitioner , 5 (6), 320–327. Collis, B., & Margaryan, A. (2005). Design criteria for work-based learning: Merrill’s First Principles of Instruction expanded. British Journal of Educational Technology , 36 (5), 725–738. Crane Centre OSU. (2021). Read it again . College of Education and Human Ecology, Ohio State University.

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JCPSLP Volume 23, Number 3 2021

Journal of Clinical Practice in Speech-Language Pathology