• Offered for Year: 2024/25

• Module Leader(s): Ms Helen Raffell
• Lecturer: Dr Lisa Ramshaw, Dr Janet Webster, Mrs Sarah Barnett, Mrs Linda Jose

• 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

This module allows students to build on the knowledge and skills they developed in Clinical and Professional Education 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 students with the opportunities to develop the communication skills used in counselling and have an understanding of professional boundaries
3.       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.
4.       To provide clinical practice that 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.
5.       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 further 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 their health and wellbeing (3), practise as an autonomous professional (4), recognise the impact of culture, equality and diversity (5) and understand the importance of and maintain confidentiality. This requires an understanding of the issues as well as the need to demonstrate the skills. There is a continued focus on developing reflective skills so that they are able to reflect on and review practice (11), with increased opportunities to reflect on multi-professional practice and the role of the SLT in the management of dysphagia. 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, 2.4, 2.7, 3.3, 4.1-4.5, 6, 7.1-7.4, 8.1, 8.3, 8.4, 9.1, 9.4, 10.1, 12.1-12.6, 14.1-14.11, 14.14-14.1614.18, 14.19, 14.21, 15.1-15.5. Section 12 is mainly considered in subsequent placements.
The leadership workshop offers opportunities to understand leadership qualities and behaviours (8.6-8.8) with opportunities to demonstrate leadership across the programme (8.9).

Outline Of Syllabus

General clinical induction session thinking about the professional role and responsibilities of a student speech and language therapist
Workshop sessions looking at communication and counselling skills in the context of the role of a speech and language therapist (including consideration of professional boundaries)
Semester 1 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

Tutorial sessions to support preparation for the unseen viva.


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.

Teaching Methods

Teaching Activities

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. Workshop sessions on counselling skills allow the initial development of skills which will then be practised during their placements. Additional workshops cover leadership and health inequality and culturally responsive care (part of CultuRACE) and working with bilingual clients. There are additional tutorials to support preparation for the unseen viva examination. Workshops delivered by different expert clinicians support students to have a greater understanding of the SLT role across contexts and clinical areas.

In clinical practice, students are required to demonstrate application of theory to clinical practice in assessment, intervention and evaluation of therapy. The 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 practice 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 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

Clinical Evaluation Report is completed by the Clinical Educator. It is a competency based report which assesses professional and statutory standards of proficiency. The unseen clinical viva provides an opportunity to demonstrate the relationship between theory and practice, applying theory to an unseen case in order to provide a communication profile, plan assessment and intervention and convey information to a carer.

The written case report (3000 words) provides the student with opportunity to demonstrate skill in conveying clinical and related theoretical information in written form. It focuses on one of the clients the student has worked with on placement and covers a full case management plan including description and analysis of assessment data, integration of information and assessment to consider diagnosis and an overview of intervention, including an evaluation of effectiveness.

Reading Lists

• SPE3050's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE3050's Timetable