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Clinical and Fieldwork Placement
in the Health Professions
Second Edition

Edited by Karen Stagnitti,

Adrian Schoo and Dianne Welch
vi Contents

Chapter 10 Using Digital Technology for Knowledge Transfer 128

Anita Hamilton and Merrolee Penman

Chapter 11 Fostering Partnerships with Action 146

Michelle Courtney and Jane Maidment

Chapter 12 Supporting People’s Decision-making 158

Geneviève Pépin, Joanne Watson, Nick Hagiliassis and Helen Larkin

Chapter 13 Working in Palliative Care 174

Lorna Rosenwax and Sharon Keesing

Part 1 Checklist 186

Part 2: Contexts of Practice 193

Chapter 14 Working in Diverse Settings 195

Sharleen O’Reilly

Chapter 15 Working with Mothers and Babies 211

Joanne Gray

Chapter 16 Working with Children and Families 224

Kelly Powell

Chapter 17 Working in Acute Settings 239

Jo McDonall and Dianne Welch

Chapter 18 Working with Older People 253

Jennifer Nitz

Chapter 19 Working in Mental Health 270

Geneviève Pépin

Chapter 20 Working in Workplace Practice 286

Lynne Adamson and Michelle Day

Chapter 21 Working in Private Practice 302

Tim Kauffman, Phoebe Maloney and Adrian Schoo

Chapter 22 Working in Rural and Remote Settings 313

Paul Tinley

Chapter 23 Working in Indigenous Health Settings 329

Deirdre Whitford, Judy Taylor and Kym Thomas

Part 2 Checklist 348

 Contents vii

Part 3: Transition to Practice 353

Chapter 24 You Become the Supervisor 355

Uschi Bay and Michelle Courtney

Chapter 25 Starting Out in Supervision 368

Liz Beddoe

Chapter 26 Health Workforce Recruitment and the Impact of

Fieldwork Placements 382
Adrian Schoo, Karen Stagnitti and Brenton Kortman

Part 3 Checklist 392

Appendix: Legal Issues 394

Richard Ingleby
Glossary 400
List of Useful Websites 416
Index 418


 Lists of Figures,
Tables and Case Studies
Figures
2.1 Common foundation for information between stakeholders 20
2.2 University mechanisms to address student concerns 27
3.1 Gibbs’ model of reflection (1988) 39
4.1 The Reflective Learning Model showing the four stages of reflection
to arrive at a practical outcome (Davys & Beddoe 2010) 53
5.1 The Fieldwork Learning Framework 58
8.1 IPL umbrella terms 99
8.2 Links between IPL and outcomes 103
9.1 Readiness to learn from failure in a fieldwork placement 122
10.1 Healthcare Blogger Code of Ethics symbol 131
10.2 HONcode symbol 131
10.3 RSS symbol 137
12.1 The doughnut principle 163
12.2 The person-centred risk assessment 164
12.3 The supported decision-making model 166
12.4 The decision-making pathway 168
13.1 Appropriate care near the end of life 177
13.2 Gibbs’ model of reflective practice 183
14.1 The Australian hospital system: A patient perspective 197
14.2 The iceberg concept of culture 203
15.1 Main skills of a health professional working with mothers and babies 213
16.1 The effective paediatric practitioner 231
16.2 Paediatric clinical reasoning process 235
16.3 The clinical reasoning process (thinking process) used by the health
professional for Sarah 236

viii
 Lists of Figures, Tables and Case Studies ix

17.1 The 5 moments for hand hygiene 249

18.1 Scope of fieldwork settings when working with older people 254
20.1 Stakeholders in the occupational rehabilitation process 288
25.1 The focus of supervision 369
25.2 The focus of the fieldwork placement supervision 370
25.3 Student and practitioner supervision: Key differences 374

Tables
1.1 Planning and organising for placement 6
1.2 First week: Planning and organisation 7
2.1 Examples of stakeholders’ interests 15
2.2 Outline of stakeholder three Rs 16
4.1 Function and task checklist for you and your fieldwork educator 45
4.2 Five approaches to supervision 47
4.3 Strengths and limitations of the apprenticeship approach 48
4.4 Strengths and limitations of the growth therapeutic approach 48
4.5 Strengths and limitations of the role systems approach 49
4.6 Strengths and limitations of the competency-based approach 49
4.7 Strengths and limitations of the critical reflection approach to supervision 50
5.1 Personal attribute scenarios 60
5.2 Reframing generational attributes and behaviours 61
5.3 Alternative response types 62
5.4 Reflecting on practice window 64
6.1 Differences between clinical assessment and assessment in
formal academic settings 71
6.2 Assessment criteria used during clinical placements, and activities
used to reveal achievement of these criteria 73
6.3 Developing self-assessment skills throughout a clinical placement 77
8.1 Stereotypes: Helpful and unhelpful approaches 97
8.2 Myths and realities of IPL 100
8.3 IPL sample objectives 107
8.4 Post-placement objectives and activities 111
8.5 Stages of interprofessional competence 112
9.1 Characteristics of students experiencing difficulties and possible
competencies affected 116
10.1 Digital technology tools: Function and application in fieldwork 138


x Lists of Figures, Tables and Case Studies

14.1 Interdisciplinary team members 201

15.1 Learning another language 220
17.1 Preparation list before beginning an acute care placement 244
19.1 Me as part of a team 279
19.2 My proactive plan 283
22.1 Ratio of health professionals to population 316
25.1 The course of the supervision relationship 371
25.2 Supervisee levels of independence 375
25.3 Coping with uncertainty 377

Case Studies
Grier’s situation 10
What information is missing in the following situation? 21
Three scenarios 28
Working with Mr Omar 52
Jenna, part 1 62
Jenna, part 2 65
Jenna, part 3 67
The OWLS program 90
Eliot 91
Teamwork in adversity 96
An illustration of structured post-fieldwork IPL 105
Chris’s story of failing fieldwork 117
Rita’s story of failing fieldwork 120
Meg the blogger 133
Forcefield analysis of the fieldwork enterprise 154
Lillian’s story 166
David 179
Jim and June 180
Samuel the dietitian’s first day on placement 200
Fragmented care 214
Sarah 225
What a day! 250
It’s all in a day 251
Comparison of management for elective hip replacement surgery
between a well and a frail elderly person 264
 Lists of Figures, Tables and Case Studies xi

Comparison between two frail older persons who both have complex and chronic
conditions266
Alfie 280
A referral from the DVA 293
Workplace safety 295
The negotiation 296
Be quick in private practice 309
Pleasing the client 310
My first week 326
Nancy and Geoff 339
Jane’s fieldwork experiences 358
Sri at work 361
Leah as a fieldwork educator 364
Learning to work together 373
Nita 375
Josie 378
John leaves home for the country 386


 Preface
Welcome to the second edition of this book! This book is aimed at students enrolled in
a health profession. It is not a discipline-specific book. This second edition places more
emphasis on competencies in practice and includes two new chapters—one on reflective
practice and one on palliative care. Gaining competencies through clinical fieldwork
placement or working in the field is experienced by all health students and is an important
part of education for those who are planning to start their career in a health-related area.
In all health professions, there are common competencies as all health professions are
concerned with providing best practice to patients or clients. Curran et al. (2011) noted that
competency is more than discipline-specific knowledge, skills and attitudes, but also includes
understanding the context of the workplace, a person’s cognitive and affective resources
and provision of a common understanding towards interprofessional collaborations. These
common competencies include professional behaviour, ethical behaviour, communication,
knowledge of discipline-specific assessment and treatment, lifelong learning and
interprofessional practice (collaboration and working in teams). In order to gain these
competencies through clinical fieldwork placement, the student is required to spend a
certain number of hours in a healthcare setting working within their discipline-specific
profession. This requirement is essential to becoming a competent health professional/
practitioner and is called various names, such as authentic learning, work-situated learning
or work-integrated learning. While you may have thought that, ‘This is voluntary, so it is not
that important to me, but since I have to pass it to pass the course, I’ll have to go through with
it!’, the clinical fieldwork placement or clinical practicum is where you, as a student, start to
understand how theory becomes applied when real, live people require your professional
service. It is also the context where professional and ethical behaviours are honed.
Writing a book for all health professions has meant that we, the editors, have made some
pragmatic decisions about terminology throughout the book. By using the same terminology
throughout, it will be clearer to you what is being referred to, and chapters can be compared using
the same terminology. As there are several disciplines represented in this book, the decisions
made on terminology were based on the most common terminology used by authors across
these disciplines. Here, in the Preface, we want to make it clear what the terminology means.
The term ‘fieldwork placement’ is used throughout this book as the term that refers
to the place where the student is learning about how to apply their competencies in
practice through developing and consolidating professional behaviour, knowledge and skills.
‘Fieldwork’ was chosen as it is broader than ‘clinical’, as not all placements of all students
are always in a hospital or clinical setting. For example, sometimes, the student is placed in

xii
 Preface xiii

a school or office setting where they work on a particular project. So, ‘fieldwork placement’
has been used to represent the following: fieldwork, clinical placement, clinical practicum,
clinical education, fieldwork experience and work-integrated learning settings.
‘Fieldwork educator’ is the term used for the person who supervises the student in the
placement setting. Depending on your profession, this person could also be called your
‘preceptor’, ‘clinical supervisor’ or ‘clinical educator’. Sometimes this person may also be
an academic staff member from the university or educational institution that the student
attends, but this is rare. The university staff involved in fieldwork organisation, collaboration
or liaison is clearly identified in the text as a university staff member.
Other terms to refer to persons in this book are: ‘health professional’, ‘patients’ or ‘clients’,
and ‘student’. ‘Health professional’ refers to any person working in a health area and who
has attained a minimum of a bachelor degree in their discipline area. Patients and clients
are the people the student is assessing, treating, interviewing or working with in other ways.
Both terms are used throughout the book as some case studies refer to clinical situations
(where ‘patient’ is used) and other case studies refer to non-clinical situations (where ‘client’
is used). The student is you. We use the term ‘entry level degree’ as this encompasses both
bachelor degrees and masters entry level degrees.
The term ‘work integrated learning’ (WIL) is used in this book. This term is still used
widely (at the time of writing this second edition) for what we would call ‘fieldwork’ or
‘practicum’. In 2009, the then Australian Learning and Teaching Council completed a large
scoping study in thirty-five universities across Australia in relation to this topic from the
perspectives of universities and students. The term ‘WIL’ was defined by them as ‘an umbrella
term for a range of approaches and strategies that integrate theory with the practice of work
within a purposefully designed curriculum’ (Patrick et al. 2008: iv, cited in Smith et. al. 2009:
23). In this sense WIL encompasses more than just fieldwork placements per se and is really
looking at how these are embedded and integrated within the whole student experience
and how we endeavour within the curriculum to integrate the theory with the practice in
order to develop a student’s competence in practice. We have referred to ‘work-integrated
learning’ in some sections in some chapters when it is appropriate. The term is not always
appropriate, and hence we have used ‘fieldwork placement’ to be more specific and used
‘work-integrated learning’ when references are to the student learning experience.
There are three parts in the book. Part 1 is Issues for Practice. In this part, information
that is important for you to know—regardless of the setting where you will be undertaking
your placement—is presented. Topics covered here are: what you need to prepare for
placement; your role, rights and responsibilities; models of supervision; assessment; how to
get the most out of your fieldwork experience; working in teams; how to positively move on
from failure; technology; and reflective practice. Part 2 is Contexts of Practice, and in this
part each chapter addresses a specific situated learning experience and guides the student
through what to prepare for, what to expect and issues that would be helpful to be aware of
during placement. The final part, Part 3, looks at Transition to Practice where the chapters
cover aspects of becoming a fieldwork supervisor and how to plan for a student to come
back and work in the area. At the end of each part is a checklist for easy reference.
We wish you all the best in your fieldwork placements.

Karen Stagnitti
Adrian Schoo
Dianne Welch

xiv Preface

References
Curran, V., Hollett, A., Casimiro, L., McCarthy, P., Banfield, V., Hall, P., Lackie, K., Oandasan, I.,
Simmons, B. & Wagner, S. (2011). Development and validation of the interprofessional
collaborator assessment rubric (ICAR). Journal of Interprofessional Care, 25: 339–44.

Smith, M., Brooks, S., Lichtenberg, A., McIlveen, P., Torjul, P. & Tyler, J. (2009). Career development
learning: maximising the contribution of work-integrated learning to the student experience.
Final Project Report. Australian Learning & Teaching Council, University of Wollongong.
Contributors
Lynne Adamson, Associate Professor, Occupational Science and Therapy, School of Health
and Social Development, Deakin University, Victoria.

Uschi Bay, Senior Lecturer, Social Work, Faculty of Medicine, Nursing and Health Sciences,
Monash University, Melbourne, Victoria.

Liz Beddoe, Associate Professor in the School of Counselling, Human Services and Social
Work, Faculty of Education, University of Auckland, Auckland.

Michelle Courtney, Senior Lecturer, Occupational Science and Therapy, School of Health
and Social Development, Deakin University, Victoria.

Ronnie Egan, Associate Professor of Field Education, School of Global Urban and Social
Studies, RMIT University, Melbourne, Victoria.

Joanne Gray, Associate Dean (Teaching and Learning), Faculty of Health, University of
Technology, Sydney.

Nick Hagiliassis, Research Coordinator, Scope, Glenroy, Victoria.

Anita Hamilton, Lecturer Occupational Therapy, School of Health and Sport Sciences,
Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast.

Richard Ingleby, Barrister, Victoria; Faculty of Law, University of Western Australia.

Tim Kauffman, Kauffman Gamber Physical Therapy, Lancaster, Pennsylvania; and Adjunct
Faculty, Columbia University, New York.

Sharon Keesing, Lecturer, School of Occupational Therapy and Social Work, Curtin
University, Western Australia.

Brenton Kortman, Senior Lecturer, Coordinator of the Occupational Therapy program at

Flinders University, South Australia.

Helen Larkin, Lecturer, Occupational Science and Therapy, School of Health and Social
Development, Deakin University, Victoria.

xv
xvi Contributors

Lindy McAllister, Professor and Associate Dean of Work Integrated Learning, Faculty of
Health Sciences, University of Sydney.

Jo McDonall, Lecturer, School of Nursing and Midwifery, Deakin University, Victoria.

Jane Maidment, Senior Lecturer, School of Social and Political Sciences, University of
Canterbury, New Zealand.

Phoebe Maloney, Active Support Coordinator, Transport Accident Commission, Geelong,

Victoria, Australia.

Eva Nemeth, Director of Clinical Education, Master of Speech and Language Program,
Macquarie University, Sydney.

Jennifer Nitz, Geriatric Teaching and Research Team Leader, Division of Physiotherapy,
School of Health and Rehabilitation Sciences, University of Queensland.

Sharleen O’Reilly, Senior Lecturer, School of Exercise and Nutrition Sciences, Deakin
University, Victoria.

Merrolee Penman, Principal Lecturer, School of Occupational Therapy, Otago Polytechnic,

Dunedin.

Geneviève Pépin, Senior Lecturer, Occupational Science and Therapy, School of Health and
Social Development, Deakin University, Victoria.

Kelly Powell, Lecturer, Occupational Science and Therapy, School of Health and Social
Development, Deakin University, Victoria.

Lorna Rosenwax, Professor and Head of School, Occupational Therapy and Social Work,
Curtin University, Western Australia.

Rachael Schmidt, Lecturer, Occupational Science and Therapy, School of Health and Social
Development, Deakin University, Victoria.

Adrian Schoo, Professor, Flinders Innovation in Clinical Education Cluster, School of

Medicine, Flinders University, South Australia.

Megan Smith, Associate Professor, Sub Dean Workplace Learning, Faculty of Science,
Charles Sturt University, Albury.

Karen Stagnitti, Professor, Personal Chair, Occupational Science and Therapy Program,
School of Health and Social Development, Deakin University, Victoria.

Nick Stone, Research Fellow, Faculty of Health Sciences, La Trobe University; Lecturer,
Department of Management and Marketing, University of Melbourne; Consultant
(including Culture Resource Centre, Deakin, Murdoch, Wollongong, Macquarie and Nelson
Mandela Universities).
 Contributors xvii

Judy Taylor, Adjunct Associate Professor, School of Medicine and Dentistry, James
Cook University; Adjunct Associate Professor, Centre for Rural Health and Community
Development, University of South Australia, Whyalla.

Kym Thomas, Coordinator, Aboriginal Health Unit, Spencer Gulf Rural Health School,
University of South Australia.

Doris Testa, Lecturer/Academic Leader Field Education, Social Work, Victoria University.

Paul Tinley, Associate Professor, Podiatry Course Coordinator, School of Community

Health, Charles Sturt University, Albury.

Joanne Watson, Research Fellow (Speech Pathologist), Scope Victoria.

Dianne Welch, Director of Clinical Studies, School of Nursing, Deakin University, Victoria.

Deirdre Whitford, Associate Professor, Head of Education, Spencer Gulf Rural Health
School, South Australia.

Linda Wilson, Coordinator Bachelor Health Science, School of Health and Social
Development, Deakin University, Victoria.


 Acknowledgments
Thank you to Michelle Day (Occupational Therapist, Coordinator, Early Years Program
Bellarine Community Health Ltd, Victoria), Jennifer Pascoe (Occupational Therapist, World
Federation of Occupational Therapists) and Angela Russell (Student Coordinator and Special
Projects, Spencer Gulf Rural Health School, in partnership with Pika Wiya Health Service,
Port Augusta), who contributed to the first edition of the book.

The author and the publisher wish to thank the following copyright holders for reproduction
of their material.
British Medical Journal for extracts from Murray, S., Kendall, M., Boyd, K. Sheikh, A.
‘Illness trajectories and palliative care’, 2005; Mapping Knowledge for Social Work Practice:
Critical Interactions, E Beddoe and J Maidment, Cengage Learning, 2009, pp 27–28; Davys &
Beddoe, (2010). Best Practice in Professional Supervision: A Guide for the Helping Professions,
Jessica Kingsley Publishers, London and Philadelphia. Reproduced with permission of
Jessica Kingsley Publishers; When caring is not enough. Examples of reflection in practice,
S Mann and T Ghaye, Quay Books, London, 2011, p78 www.quaybooks.co.uk; Making the
Most of Field Placement (2nd edn), H Cleake & J Wilson, Thomson, 2007, South Melbourne,
pp 57–8; World Health Organization for The 5 moments for hand hygiene http://www.who.int/
gpsc/5may/background/5moments/en/index.html October 2012.
Every effort has been made to trace the original source of copyright material contained
in this book. The publisher will be pleased to hear from copyright holders to rectify any
errors or omissions.

xviii
Part 1

Issues for Practice

Chapter 1 Getting Ready for Placement 3

Chapter 2 The Three Rs: Roles, Rights and Responsibilities 13

Chapter 3 Becoming a Reflective Practitioner 31

Chapter 4 Models of Supervision 43

Chapter 5 Making the Most of Your Fieldwork Learning Opportunity 57

Chapter 6 Assessment of Clinical Learning 70

Chapter 7 A Model for Alternative Fieldwork 83

Chapter 8 Interprofessional Learning in the Field: Multidisciplinary Teamwork 95

Chapter 9 Learning from Failure 115

Chapter 10 Using Digital Technology for Knowledge Transfer 128

Chapter 11 Fostering Partnerships with Action 146

Chapter 12 Supporting People’s Decision-making 158

Chapter 13 Working in Palliative Care 174

With the second edition we have put the broader issues relating to practice in the first
part of the book. By doing this you have a broader view of the context in which clinical
fieldwork practice sits. In Part 1 we cover issues such as getting ready for placement, your
role, rights and responsibilities, supervision, assessment, failing placement, reflective and
ethical practice and working in teams.

1
Chapter 1

Getting Ready for Placement

Jane Maidment

Learning outcomes
After reading this chapter you should be able to:

• understand the purpose and scope of work-integrated learning

• be aware of the practical steps to take in preparing for the fieldwork placement
• analyse aspects of workplace literacy with reference to oneself and the team
• raise self-awareness about being a student on placement.

Key terms
Emotional intelligence (EI) Fieldwork placement Work-integrated learning
Experiential learning Self-awareness Workplace literacy
Fieldwork educator Self-regulation

Introduction
This chapter outlines a range of factors to consider before embarking on a fieldwork
placement. These considerations focus mainly on practical matters, and will be relevant to
you, regardless of your health-related discipline. Work-integrated learning (WIL) has a long
and strong tradition in most health-related disciplines. Many seasoned health professionals
consider their past student fieldwork placement as the most significant and memorable
learning experience in their early careers, which shaped and radically influenced their style
of working, future career choices and identification with their chosen discipline. Engaging
with real clients in the context of a bona fide workplace brings a critical edge to learning that
cannot be captured in the classroom. Together, these factors create an exciting, dynamic

3
4 Part 1 Issues for Practice

and challenging milieu. In order to make the most of the learning opportunities offered in
the field it is important to build a sound foundation from which to begin your fieldwork
placement. Understanding the scope and purpose of the fieldwork placement is the logical
place to start.

Scope and purpose of work-integrated learning

The scope of the profession
It may seem self-evident that the purpose of ‘going out on placement’ is to learn how to
practise one’s discipline. Learning to practise, however, involves more than demonstrating
the technical skills associated with your discipline, such as conducting an intake assessment,
constructing a splint or charting a patient’s medication. It entails:

›› discovering and articulating the connections between the theory you have learnt in the
classroom and the client situations you encounter on fieldwork placement
›› developing greater awareness and analysis of your own professional values in situ, where
challenging ethical dilemmas can arise
›› learning how interdisciplinary teamwork operates, and about ways in which you and
people from your discipline might contribute to the team in order to better serve the
client population.

As such, the specific competencies you are likely to develop on placement

include interdisciplinary teamwork skills, ethical decision-making skills and enhanced
communication skills as well as learning various forms of client and agency documentation.
The scope of work-integrated learning is broad, and is influenced by the cultural norms
of the workplace, and complex in terms of incorporating a range of stakeholders.
Much has been written about this type of experiential learning, leading to a plethora
of terminology to describe the activities associated with work-integrated learning. Stints of
structured learning in the field have been variously described as clinical rounds, placement,
field education and the practicum. Similarly, the roles of those people primarily responsible
for facilitating the learning of students in the field are referred to as ‘preceptors’ in nursing,
‘field educators’ in social work, ‘fieldwork supervisors’ in occupational therapy and ‘clinical
supervisors’ in other disciplines. While the names for the fieldwork placement and the
names given to your principal supervisor differ from discipline to discipline, the functions
of the fieldwork placement and the key people in the process remain the same: to provide
a milieu in which you can engage in authentic work-integrated learning, with structured
professional guidance and supervision. In this context, the term 'fieldwork placement' is used
for placement or practicum, and 'fieldwork educator' is used for the person who directly
supervises you when you are at the placement.
There are a diverse range of agency settings in which you may be placed, including
large hospital settings, community health and non-government organisations. The client
group you work with will be determined by the setting of your fieldwork placement, and
 Chapter 1 Getting Ready for Placement 5

might include, but will not be limited to, older persons, mothers with babies, people with
mental health issues or those attending rehabilitation. Throughout your degree program
you will have opportunities to learn about and experience work in a variety of settings.
The duration of a fieldwork placement can vary, and may include individual days in
an agency, blocks of several weeks in full-time or part-time work, or year-long internships.
Student fieldwork placement opportunities usually increase in length and intensity over
the course of a degree program, with many prescribing regulations for the numbers of
days and hours that must be completed. These guidelines are set down by professional
accreditation bodies such as the Australian Association of Social Work, the Australian
Nursing and Midwifery Council, the World Federation of Occupational Therapy and the
World Confederation of Physical Therapists. In Chapter 11 you will be able to read more
about the significant role of professional associations in providing governance and regulation
influencing health education and practice.

Think and link

You are gaining the knowledge and learning the skills to become a member of
your profession. Chapters 2 and 11 discuss your role and responsibilities and how
professional associations, universities and government work together to enable you to
take part in fieldwork education.

While you may have entered the program with the goal of working in a specific field such
as disability or mental health, it is important to be open to the professional opportunities
that can be generated in all settings. Frequently after having been on placement, students
become passionate about working in fields they had not previously thought about. It is
important not to hold tight to preconceived ideas about a specific place or client group you
want to work with until you have finished your degree. If you are placed in an agency that
differs from your preferred choice (which happens frequently), demonstrating annoyance
or lack of interest will have a negative impact upon your engagement with the staff and
clients in that agency. This standpoint can also lead to you becoming less open to exciting
alternative learning and career possibilities.
Wherever you go on placement, paying attention to planning and organising is the
key to successful completion. Research on problems experienced by students on fieldwork
placement identifies common stressors that can be addressed with some forward planning.
These include issues such as financial constraints, managing child care, travel arrangements
and attending to personal safety (Maidment 2003).

Getting ready
Planning for the placement begins well before your actual start date. Table 1.1 lists a series
of factors to consider, and strategies that past students have utilised.

Jane Maidment
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