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‘I don’t want to look like a lemon’
A comparison of pre-placement worries expressed by first
and third year undergraduate SLT students
Esther Pettit and Dr Julia Stewart
To explore student reflection both on and for (Schön
1983; Wilson 2008) clinical placement practice
To examine the differences between students at different
stages of their development
2. Research Aims
Two cohorts of undergraduate SLT students (41 first year and
38 from third year) were asked to note down any concerns or
questions they had about their forthcoming clinical
placements which they posted into a box. Inductive thematic
analysis was used to identify apparent themes and sub-
themes in the data both within and across cohorts.
3. Method
4. Results
Themes (Year 1 Students)
Lack of knowledge (30% expressed concerns about this)
Do I know enough? What if I don’t know how to answer a question? What am I
expected to know? Conscious incompetence (Gordon Training International).
Links to sub-theme: ‘Looking stupid’:
Being completely clueless… I don’t want to look like a lemon
Worried, I’ll not remember all the input & look a bit silly.
Expectations
I don’t know what my PE [placement educator] will be expecting from me.
I’m worried that the expectations won’t be clear and therefore I may not meet
them.
‘Getting lost’ and logistics
I’m worried about which rooms to be in – there are several locations over the
week.
Hospital setting
Remembering all the important bits and bobs of hospital life: hand-washing,
protocols, bin colours and where to put what!
Looking unprofessional, ‘Saying the wrong thing’
That I won’t be perceived as professional due to a lack of confidence of
knowledge. – That I will find a client’s problems upsetting and not be able to
handle my emotions.
Personal resources/ performance
I am worried that I am not going to be pro-active enough and then will fail the
placement
Being too tired throughout a long working day
Chipchase, L., Buttrum, P.J., Dunwoodie, R., Hill, A, E., Mandrusiak, A, and Moran,
M (2012). Characteristics of student preparedness for clinical learning: clinical
educator perspectives using the Delphi approach. BMC Medical Education 12: 112
Gordon Training International (date unknown). Conscious competence learning
model. http://www.gordontraining.com/free-workplace-articles/learning-a-new-skill-
is-easier-said-than-done/#. Accessed 06/04/2017
Lincoln, M., Adamson, B., & Covic, T (2004). Perceptions of stress, time
management and coping strategies of speech pathology students on clinical
placement. Advances in Speech-Language Pathology, Vol. 6, No. 2, pp. 91-99
Read, J.L (2014). A Guide to Clinical Placements in Speech and Language
Therapy. Guilford: J & R Press
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action.
New York: Basic Books Inc
Wilson, J.P. (2008). Reflecting-on-the-future: a chronological consideration of
reflective practice. Reflective Practice 9, 2, pp.177-184
References
5. Discussion
Knowledge of student concerns informs university tutors and placement
educators on how to prepare and support students in their clinical
development in readiness for joining the profession. For example, year 1
students may be encouraged to learn that willingness to engage with
learning is valued above being able to demonstrate a particular level of
knowledge by placement educators (Chipchase et al, 2012).
The reflections and insights of year three students, ‘What I would tell my
first year self?’ can also be used to support and inform those at earlier
stages in the programme.
1. Introduction
All speech and language therapy students complete clinical
placements as part of their undergraduate training and
preparation for joining the profession. Clinical placements
are memorable and can be a source of inspiration (Read,
2014). They can also be anxiety-provoking and a source of
stress (Lincoln et al, 2004). A range of teaching and support
strategies are employed by university tutors to prepare
students for learning in a ‘real world’ clinical context and to
ameliorate their concerns. This study explored students’
feelings about clinical placement from two perspectives: year
ones about to embark on their first clinical placement
experience, and third years about to start their final block
placement before graduating as competent SLTs.
Themes (Year 3 Students)
Lack of knowledge/competence
again featured as a theme, but there
was no mention of logistics or the
hospital setting. Instead the dominant
theme was:
Placement Educator Concerns
What if my PE and I don’t get on?
How can I address this?
Not getting on with my PE which
means that I will struggle with
negotiations, asking for help or
extra opportunities.