Module Catalogue 2024/25

Pre Requisite Comment

All stage 1, 2 and 3 modules on BSc Speech & Language Therapy

Co Requisite Comment

N/A

Aims

This module allows students to build on the knowledge and skills they developed in Clinical and Professional Education III. The module has the following aims:
1.       To enable students to understand the professional role and responsibilities of a speech and language therapist
2.       To provide clinical practice that will allow students to demonstrate professionalism and their adherence to the HCPC guidance on Guidance on Conduct and Ethics for Students.
3.       To provide clinical practice than will enable students to experience and understand the role of the speech and language therapist across a range of client groups and in a range of therapeutic contexts.
4.       To provide clinical practice that will allow students to implement, under supervision, a case-based management approach, applying theory of assessment and intervention to client management.

In relation to HCPC Standards of Proficiency, this module provides opportunities for students to demonstrate that they can practise safely and effectively within their scope of practice (1), practise within legal and ethical boundaries of their profession (2), look after health and wellbeing, seeking appropriate support where necessary (3), practise as an autonomous professional, exercising their own professional judgement (4), recognise the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner (5), understand the importance of and maintain confidentiality (6), communicate effectively (7), work appropriately with others (8), maintain records appropriately (9), be able to reflect and review practice (10), assure the quality of their practice (11), draw on appropriate knowledge and skills to inform practice (13), establish and maintain a safe practice environment (14). This requires an understanding of the issues as well as the need to demonstrate the skills. The specific standards included within the taught elements of this module are: 1.3, 2.4, 3.1-3.4, 5.7, 6.1, 6.2.

Within this final placement, there is a focus on the transition from student speech and language therapist to newly qualified practitioner, with increased consideration of caseload management, prioritisation and service provision issues. There is a continued focus on developing reflective skills so that they are able to reflect on and review practice (10), with additional opportunities to reflect on multi-professional practice. The clinical practice within external placements allows students to work with a greater range of client groups in varied settings and to practise the skill-based competencies covered within the Standards; these are assessed within the clinical evaluation report (see mapping document) and include: 1.1, 1.2, 2.1, 2.2, 2.5-2.7, 2.9, 2.10, 4.1, 4.3, 4.4-4.7, 5.1, 6, 6.3, 7.1, 7.4-7.9, 8.1, 8.2, 8.4, 8.5, 8.10-8.12, 9.1-9.3, 10.1, 10.2, 11.1-11.5, 13.1-13.7, 13.12-13.14, 13.16, 13.17, 14.1-14.5.

Outline Of Syllabus

General clinical induction session
Semester 3 block placement (5 days for 8 weeks; this will typically involve one day each week dedicated to planning and preparation)

Within clinical placements, there will be opportunities to:
1.       Review case history information and/or take a case history
2.       Plan & implement assessment
3.       Analyse, integrate and interpret information and assessment to determine diagnosis
4.       Consider the implications of the communication impairment for the client within a holistic framework
5.       Consider ultimate, long-term & short-term goals for intervention
6.       Devise an intervention programme, selecting appropriate tasks, developing materials, reviewing progress etc.
7.       Implement intervention – establishing rapport with clients, carrying out tasks with description of aims and appropriate feedback
8.       Evaluate the impact of intervention, considering the effectiveness of intervention and the outcome for the client
9.       Reflect on and evaluate skills of self and others
10.       Consider the roles of other members of the multi-professional team and liaise/work alongside other professionals as appropriate to the placement
11.       Manage a small caseload, which may involve deciding on different assessment options, prioritising for assessment, prioritising intervention needs, managing the different assessment and intervention needs within a clinic schedule, working with the clients, justifying discharge criteria, etc.
12.       Consider quality of practice at a client and service level


In relation to the RCSLT curriculum guidance, this module contributes to the mandatory placement hours (3.4.1). During the block placement, students may work with any of the client groups listed in section 4.3.2. This module contributes to the mandatory placement hours (3.4.1).

The Clinical and Professional Education modules focus on developing the knowledge and skills to meet the key graduate capabilities: advanced communication skills (4.2.1A), promoting inclusion and access (4.2.1B), health promotion (4.2.1C), interprofessional practice and team working (4.2.2A), working with service users, families and carers (4.2.2B), advocacy (4.2.2C), self development and self management (4.2.3A), professional commitment/clinical business skills (4.2.3B), developing others (4.2.3c), innovation and change (4.2.3D), use of the evidence base to support clinical reasoning and practice (4.2.4A) and service evaluation and development (4.2.4C). Students have the opportunity to develop their skills within a broad range of clinical settings and with a range of client groups.

Intended Knowledge Outcomes

1.       To understand the professional responsibility of a student speech and language therapist in relation to scope of practise, fitness to practise, legal and ethical boundaries, confidentiality and maintaining a safe practice environment.
2.       To apply theory to assessment selection and the interpretation of assessment data
3.       To critically question and compare assessment and intervention techniques
4.       To apply theory to plan intervention, which is appropriate to the client
5.       To apply theory to evaluate the effectiveness of intervention.
6.       To understand the role of other professionals involved in the management of clients with communication and/or swallowing difficulties.
7.       To understand issues related to service prioritisation
8.       To understand principles underpinning evidence based practice, quality management and outcome measurement

Intended Skill Outcomes

The students will demonstrate the skills:
1.       To practise safely and effectively within their scope of practise, within legal and ethical boundaries, in a non-discriminatory manner and in a safe practice environment
2.       To maintain confidentiality
3.       To be able to communicate effectively
4.       To be able to work appropriately with others
5.       To be able to maintain appropriate records
6.       To be able to draw on appropriate knowledge and skills to inform practice
7.       To reflect on an evaluate their own practice and that of their peers
8.       To manage a small caseload
9.       To be able to assure the quality of their practice

Teaching Rationale And Relationship

Total hours exceed those recommended for a 20 credit module due to the hours on placement. The placement hours contribute to the mandatory hours required in the RCSLT curriculum guidance.

An interactive induction session enable students to understand their professional role and the therapeutic contexts in which they are going to be working in. Students also receive placement-specific induction sessions provided by the placement provider. In clinical practice, students are required to demonstrate application of theory to clinical practice in assessment, intervention and evaluation of therapy. This final external block placement allows students to be embedded in clinical practice, with opportunities to work with a variety of clients in a range of therapeutic contexts. On placement, there are regular opportunities for students to reflect on their skills and knowledge and to receive feedback from the clinical educators.
Whilst on placement, students have the opportunity to work directly with service users. Students also have opportunities to observe and to work alongside other professionals, as well as parents, family members and carers. There may also be opportunities for inter-professional learning, with students from other professions e.g. student teachers, students from other allied health professions.

Assessment Rationale And Relationship

Clinical Evaluation Report is completed by the Practice Educator. It is a competency based report which assesses professional and statutory standards of proficiency.

Reflective skills are crucial for speech and language therapists. The assessed reflective log requires students to reflect on three aspects of their practice during placement:- i) a learning opportunity ii) an inter-professional experience and iii) an experience related to eating, swallowing and dysphagia.

The essay provides a bridge between their experience as a student and as a newly qualified practitioner. It asks students to consider an aspect of professional practice that they have observed on placement and think about the broader implications for their work as a speech and language therapist. Students will select from a choice of topics e.g. caseload management, prioritisation, measuring outcome, the role of life-long learning in professional practice. Three topics which are relevant across a range of placements will be given.

General Notes

Students need to demonstrate Fitness to Practise in order to complete the clinical placement.
Students need to pass all components of the module. See Policy on Failing Components of Clinical and Professional Education Modules & Procedure regarding Retrieval Placements.