“…Other literature suggests that role-emerging placements may be the most significant learning experience that students have in preparing them for practice (Alsop and Donald 1996, Fieldhouse and Fedden 2009, Clarke et al 2014a. Conversely, authors have highlighted placement limitations such as difficulties establishing professional identity, compromising clinical experiences, disadvantaging weaker students and different expectations of students' on-site and off-site supervisors (Fisher and Savin-Baden 2002, Wood 2005, Hook and Kenney 2007, Cooper and Raine 2009, Thomas and Roger 2011, Kirke, Layton, and Sim 2007, Thew, Hargreaves, and Cronin-Davis 2008. Whilst much of the early literature tends to be opinion based regarding potential benefits (Westmorland and Jung 1997, Bilics, Lamothe, and Murphy 2002, Banks and Head 2004, and also argues that role-emerging placements are a good way to address the shortage of traditional placements (Healy 2005, Sadlo andCraik 2005), there appears to be a developing interest in this topic and, as such, there are an increasing number of research based papers, particularly arising from placement tutors (Soloman and Jung 2006, Thew, Hargreaves, and Cronin-Davis 2008, Clarke et al 2014a, and Clarke et al 2015.…”