The list of strategies is not intended to be prescriptive nor exhaustive. It is assumed the reader is a lifelong learner who will seek out further information to interpret and apply the strategies that are appropriate for them and discover other strategies not contained in this resource.
Description | Links |
- Staff consider students as part of their role.
- The organisation considers students as part of their core business.
- Discuss benefits of students as potential future staff and sources of current resources and practice.
- Consider emerging roles.
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Description | Links |
- Be flexible about placement start and finish dates and start and finish times each day.
- Work around school holidays.
- Offer longer part time placements.
- Overlap placements where experienced students orient new students thereby lessening the burden on the Allied Health Professionals.
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Description |
- Consider if all from the same level or mixture of senior and junior students.
- Consider if all will be from one discipline, or from multiple disciplines.
- Consider if all from same university.
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Description |
- Allowing organisation to select an appropriate student matched to their workplace needs.
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Description | Links |
- Start small – pick one university or course and test processes and time commitments.
- Be proactive in support for students not meeting expectations
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Detail | Links |
- Time that would be committed to Allied Health Professionals’s professional development could be invested in student supervision. Normally this would be “non-billable" time".
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Detail |
- Start supervising early then it’s a part of AHPs work rather than trying to do this in the future and “fit it in”.
- The more Allied Health Professionals’s supervise the more efficient it gets and more embedded as a function.
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Detail | Links |
- E-learning and videos on how to support students.
- The Superguide
- Adult learning theory
- Templates
- Guide to Supervision including templates
- Attend university supervision education. Contact university
- Rural and Remote
- Occupational Therapy specific resources:
- SPEF-R
- Speech Pathology specific resources:
- COMPASS
- Physiotherapy specific resources:
- APP
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Detail | Links |
- Initial investment in time then supervisors save time before, during and after a placement.
- Documents/templates: Supervision agreements, logs, checklists, evaluation of supervision.
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Detail |
- Coordinate student placements.
- Does not have to be a stand-alone role.
- Does not necessarily provide supervision.
- Does not have to be a clinician e.g. A HR officer.
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Detail |
- Consider documents and processes that can be HR’s responsibility or responsibility of learning and development officer, staff mentor or another role.
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Detail |
- AHPs not employed by organisation provide supervision in your organisation.
- Discuss possibilities with University.
- Consider multiple organisations sharing cost of external supervisor.
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Detail |
- Assessment tools are not completed e.g. observation or project placements
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Detail | Links |
- Consider encouraging Allied Health students to apply for volunteer or
Disability Support Worker roles prior to or following their placement.
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Detail |
- AHPs act as mentors for a student on placement in another organisation and a reciprocal arrangement exists.
- Shares the support needs of the placement.
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Detail | Links |
- Tele-health, tele-supervision and tele-conferencing can be utilised to link AHPs to off-site students or vice versa.
| - Holoporting: video of doctor working with remote nurse at patient’s home, but application opportunities for technology in student supervision: (also copied into Appendix 5)
- Silverchain Holoporting
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Detail | Links |
- To support students on placement.
- Technology to link student to university staff.
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Detail | Links |
- Ensure current knowledge of scheme rules around student services and if any fees can be charged for this service.
- Ensure current knowledge of University Student Placement Fees.
| - NDIS Provider Toolkit: Are Allied Health Professionals students/provisional psychologists on clinical/practice placement able to provide services to NDIS participants? (also copied into Appendix 5)
- Videos on strategies for student placements and the NDIS
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Students can utlise these resources prior to or on placement
Detail | Links |
- WHO ICF
- NDIS
- Restrictive practices.
- ID health education.
- Disability and Mental Health.
- Resource to support practitioners to provide services to people who are deaf or hard of hearing, focus on mental health system.
- Dementia information.
- Royal Institute for Deaf and Blind Children (RIDBC).
- General disability resources.
- Children with Disability.
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Detail | Links |
- Students or supervisors could benefit from mentoring programs.
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Detail | Links |
- engage organisation, practice educators, students and universities in reflective practice
processes to improve placement quality.
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Detail | Links |
- Linking supervisors of different disciplines in disability to each other.
| - National Disability Practitioners members access Allied Health Hub
- Holoporting: video of doctor working with remote nurse at patient’s home. Consider if this technology could link Allied Health Professionals’s. Silverchain Holoporting: (also copied into Appendix 5)
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Detail | Links |
- Discipline specific email, chat rooms, blogs.
- Holoporting opportunities.
| - Discuss with university mentoring and support programs already existing that students can use whilst on placement.
- Silverchain Holoporting: video of doctor working with remote nurse at patient’s home. Application opportunities in linking students for discussion or observation.
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Detail | Links |
- Occupational Therapy specific resources.
- Physiotherapy specific resources.
- Speech Pathology specific resources.
| - Occupational Therapy Australia members in WA can join Special Interest Group for: NDIS.
- Australian Physiotherapy Association members can join the National Disability Physiotherapy Group.
- AGOSCI – Australian Group on Severe Communication Impairment. Open to people with disabilities, family members, carers, therapists, teachers
- SPA members can join closed member communities for:
- Disability
- Early Careers
- Rural and Remote
- Mental Health
- WA Branch
- Private Practice
- SPA members can join Special Interest Groups for:
- Speech Pathologists in Adult Disability
- Speech Pathologists in Vision Impairment Network
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Download Resource:
Accessible WORD
View Appendix 1-12:
Download Here
The list of strategies is not intended to be prescriptive nor exhaustive. It is assumed the reader is a lifelong learner who will seek out further information to interpret and apply the strategies that are appropriate for them and discover other strategies not contained in this resource.
