• Offered for Year: 2024/25

• Module Leader(s): Ms Helen Raffell
• Lecturer: Miss Lucinda Somersett, Dr Vic Knowland, Dr Christos Salis, Dr Stephanie Van Eeden, Mrs Jennifer Dodds Vigouroux, Dr Fiona Menger, Dr Carol Moxam, Mrs Sarah Barnett

• Owning School: Education, Communication & Language Sci
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The module builds on the knowledge and skills introduced in Clinical and Professional Education 1. It is also closely related to the teaching in Speech & Language Pathology I and II. The module has the following aims:

1. To enable students to understand the professional role and responsibilities of a student 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 that will allow students to implement, under supervision, a case-based management approach, applying theory of assessment and intervention, to 1-2 adult cases and 1-2 child cases, and to reflect on their own practice and that of their peers.

In relation to HCPC Standards of Proficiency, this module provides initial 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, 6.4, 6.5.

There is a primary focus on developing reflective skills so that they are able to reflect on and review practice (10); this builds on reflection on non-clinical scenarios in Clinical and Professional Education I. The clinical practice within campus based clinical placements allows them 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. At this stage, some of the competencies are only expected to be emerging.

Outline Of Syllabus

General clinical induction session thinking about the professional role and responsibilities of a student speech and language therapist.
Guided learning activities covering how to administer an assessment, plan a session, write case notes, write reports and work with parents.

Placement specific induction session covering professional responsibilities within that context and client specific support e.g, strategies for behaviour management with children, working with adult clients who are frustrated and/or upset.

Clinical placement in Tavistock Aphasia Centre: North East (with supporting clinical tutorials) Clinical placement in Children’s Speech and Language Therapy Clinic (with supporting clinical tutorials)

Within clinical placements, there will be opportunities to:
Review case history information.
Plan and implement assessment.
Analyse, integrate and interpret information and assessment to determine diagnosis.
Consider the implications of the communication impairment for the client within a holistic framework.
Consider ultimate, long-term & short-term goals for intervention.
Devise an intervention programme, selecting appropriate tasks, developing materials and reviewing progress.
Implement intervention – establishing rapport with clients, carrying out tasks with description of aims and appropriate feedback.
Evaluate the impact of intervention, considering the effectiveness of intervention and the outcome for the client.
Write professional reports.
Reflect on and evaluate skills of self and others.



In relation to the RCSLT curriculum guidance, within the campus clinic placements, students may have the opportunity to work with and/or observe clients with 2. Acquired language disorders 3. Acquired motor speech disorders 10. Language disorders in children and 12. Speech Sound Disorders. 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). This year involves campus clinic placements where students continue to develop their knowledge and have the opportunity to develop their clinical skills.

Teaching Methods

Teaching Activities

Jointly Taught With

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.



Interactive induction sessions enable students to understand their professional role and the therapeutic contexts in which they are going to be working in. Placement specific induction sessions also explore particular aspects that are relevant to the particular client group. How to …workshop sessions and reflective learning opportunities in both small groups and as individuals allow the initial development of skills which will then be practised during their placements. In clinical practice sessions, students are required to demonstrate application of theory to clinical practice in assessment, intervention and evaluation of therapy.

Campus clinic placements are closely supervised. Tutorials provide 1:1 and small group feedback on clinical skills and intervention planning. Students are guided to reflect on videos of their clinical sessions and to read particular literature relevant to the clients they are seeing.



Within the clinical placements, students get the direct opportunity to work with service users (clients with speech, language and communication difficulties, parents and carers of clients with speech, language and communication difficulties). Clients and parents/carers provide feedback about their experience within the clinics; this feedback is used to shape and develop future clinical provision, including the learning opportunities available to students.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams

Other Assessment

Zero Weighted Pass/Fail Assessments

Assessment Rationale And Relationship

The clinical viva consists of two examiners watching part (15 minutes) of the student’s normal clinical session and then having a short (20 minute) discussion about the client’s communication, the rationale for the therapy and how progress has been monitored and the student’s performance.
(set week 10 or 11 of semester).

The written report will be a communication profile about the client they are working with. It will contain a full linguistic analysis of one aspect of communication as an appendix, with findings and interpretation integrated as part of the profile.

The Clinical Evaluation Report is completed by the Clinical Educator. It is a competency based report which assesses professional and statutory standards of proficiency. A report is completed for each placement as students need to demonstrate the competencies across different client groups and different settings. The written report and clinical viva both provide the students with an opportunity to demonstrate the relationship between theory and practice, with a focus on written communication and oral communication respectively. The written report focuses on developing a communication profile, integrating an understanding of the client’s personal and social context, with an in-depth linguistic analysis of their communication and interpretation of formal and informal assessment. As this is a client the student are working with, they will have comprehensive personal, social and assessment information to integrate into the profile. In the clinical viva, students are asked to present the communication profile and discuss the rationale for treatment. They are also asked to reflect on their own clinical skills.

Reading Lists

• SPE2051's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE2051's Timetable