ÎÞÂëȺ½»

Practice Placement Report (PPR) Forms

A is available to explain how to use the new PPR form.

Please download either the undergraduate or postgraduate PPR form. There are also printable versions of each form available should the PE(s) prefer to complete them by hand.

Please note, you will need to download the PPR form (rather than used the web-based version of Word) in order to access the interactive features.

PPR Form: Undergraduate

PPR Form: Undergraduate (Printable)

PPR Form: Postgraduate

PPR Form: Postgraduate (Printable)

Student Information for Practice Educators Form

Student Information For Practice Educators form for students to complete and take on the first day of placement

Report and Support

ÎÞÂëȺ½» now has an to report incidents on placement.

ÎÞÂëȺ½» SLT Placement Handbooks

Undergraduate Placement Handbook

Postgraduate Placement Handbook

Other useful handbooks:

Practice-Based Learning Core Placement Handbook

NHS Education for Scotland 

The RCSLT pre-registration eating, drinking and swallowing competencies 

The RCSLT pre-registration eating, drinking and swallowing (EDS) competencies have been developed to ensure that SLT pre-registration learners are acquiring the same entry-level knowledge and skills of dysphagia, regardless of where they are undertaking their pre-registration education and training. The competencies were published in February 2021, updated in December 2025 and now form a mandatory part of pre-registration training for all students.

The can be found on the RCSLT website.

The competencies are designed to reflect all aspects of an SLT episode of care with a service user with EDS difficulties.

The pre-registration EDS competency requirements 

There is one mandatory element to the pre-registration EDS competency requirements:

1. Specific competency achievement evidenced by sign-offs

There is also a secondary, recommended element:

2. Accumulation of EDS exposure hours, also evidenced by sign-offs

1. Competencies

There are 20 pre-registration EDS competencies in total. 

For a specific competency to be signed off, students must demonstrate that competency on two separate occasions, achieving a signature each time. Students must achieve this ‘double sign-off’ for a minimum of 16 competencies to graduate. Which competencies make up the 16 minimum is not stipulated by RCSLT, so students may have different competency profiles.

 2. EDS exposure hours 

In late 2025, RCSLT updated the pre-registration EDS competency document. 

RCSLT now recommends a total of 60 EDS exposure hours across the duration of the pre-registration programme, with at least 30 hours from clinical practice with adults and at least 10 hours from clinical practice with children. Hours devoted to EDS experience from part of the existing requirement for practice-based learning in the RCSLT Curriculum guidance (2025). In comparison to the previous version of the pre-registration EDS competencies, the hours component has been changed to 'recommended' as opposed to mandatory. This is in response to practice placement availability. This recommendation applies to all programmes, regardless of duration, mode of delivery or structure. The change from mandatory to recommended hours aligns with the removal of the hour's component from the post registration SLT EDS competency framework. 

Competency focus on placement

We suggest a focus on aiming to achieve one signature for the following competencies with students on their placements:

Support for other competencies will be provided on campus so the above competencies constitute placement priority.

The ÎÞÂëȺ½» pre-registration EDS competencies handbooks 

The ÎÞÂëȺ½» EDS competencies team have developed handbooks for Practice Educators which contain guidance for EDS competency assessment and EDS exposure hours sign-off on placement. There are separate handbooks for PEs working with an adult caseload and PEs working with a paediatric caseload.

Paediatric EDS Placement Handbook 

Adult EDS Placement Handbook

The overall ÎÞÂëȺ½» placement handbook includes additional CPD tasks focussed on EDS/dysphagia that can be used for students to help evidence their competency in specific areas. These tasks are also included in the ÎÞÂëȺ½» EDS competency handbooks.

ÎÞÂëȺ½» students will collect EDS competency and hourage sign-offs electronically using the . All signatures will be collected via the students’ own accounts.

Please see our FAQ page for more information.

• ÎÞÂëȺ½» have developed a helpful Ìýfor students on placement
• Information on reasonable adjustments and supporting underperforming students
• ÎÞÂëȺ½» Social Media Policy
• NAIT have developed a which includes helpful advice on supporting autistic individuals

• ¸é°ä³§³¢°Õ'²õÌýon supporting students with disabilities
• ¸é°ä³§³¢°Õ'²õÌý on supporting students with disabilities or differences
• RCSLT's
• Ìý

Practice Educator Training

These sessions are online using Teams and will run on the following dates:

Practice Educator Training Workshops

Queen Margaret University run a series of workshops for practice educators. These include topics such as 'Supporting the Failing Student', 'Reasonable Adjustments', 'Equality and Diversity', and more.

Click here for the programme and to register for the workshops.

The Speech and Language Therapy (SLT) Resource Library provides students with the opportunity to look through different assessments and therapy resources used within clinical practice and research. The resources aim to help students prepare for placements, or extend their knowledge of resources used within research.Ìý

The SLT Resource Library can be found within the ÎÞÂëȺ½» library. We had a very successful launch of the updated resource library recently; information about this can be found here.

The SLT Resource Library Reference Guide has been designed to help you navigate the resources. The Reference Guide provides you with the names of all resources available, a brief description on the focus of the resource (e.g. phonology, stammering, aphasia etc.), and where to find them.

Students and PEs can to request a resource be added, and inform us of resources which are damaged/incomplete/missing.