• Offered for Year: 2024/25

• Module Leader(s): Mrs Linda Jose
• Co-Module Leader: Mrs Sarah Barnett, Dr Janet Webster
• Lecturer: Professor Cristina McKean
• Other Staff: Dr Lisa Ramshaw

• 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 critically apply knowledge and skills from modules in Years 1 and 2 to issues related to their future professional practice as registered healthcare professionals working in health, education or social care settings
1.To integrate theory into professional practice
2.To develop critical awareness and understanding of a range of professional issues specific to speech and language therapy
3.To understand how the profession fits into the wider NHS, Local Authority, Healthcare and Education structure
4.To have an in depth understanding of how on a day to day basis, as a future registered healthcare professional, they will be able to demonstrate NHS Values and HCPC Standards of Proficiency for Speech and Language Therapists.
5.To develop a range of professional skills involving reflection, analytical, critical appraisal, teamwork, facilitation, networking and advanced presentation skills.
6.To understand the role of leadership within speech and language therapy

In relation to HCPC Standards of Proficiency, this module particularly addresses the following standards:
1.3 keep their skills and knowledge up to date and understand the importance of continuing professional development throughout their career
2 practise within the legal and ethical boundaries of their profession (2.3,2.4,2.8,2.9,2.10)
4.8 understand the active participation in training, supervision and mentoring in supporting high standards of practice, and personal and professional conduct, and the importance of demonstrating this in practice
5. recognise the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner (5.2,5.5-5.7)
6. understand the importance of and maintain confidentiality (6.1,6.3,6.4)
7.6 understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter
8. work appropriately with others and understand leadership (8.2, 8.6-8.15)
11.6 recognise the value of gathering and using data for quality assurance and improvement programmes
12.3 recognise the role(s) of other professions in education, health and social care and understand how they may relate to the role of the speech and language therapist
12.4 understand the structure and function of education, health and social care services and systems in the UK
12.11 understand therapeutic contexts, models and processes relevant to the practice of speech and language therapy
12.13 understand the diversity of client's cultural background, including awareness of cultural groups, protected characteristics, and social class
15.1 understand the role of their profession in health promotion, health education and preventing ill health.

Outline Of Syllabus

This module comprises three components, attendance at each is compulsory.

1. Professional seminars These seminars have two aims: to teach or model professional communication and presentation skills that students will require in the rest of the module; to introduce some of the professional background and context that will not be covered in the rest of the module.

2. Student delivered seminars addressing issues of policy, theory and evidence related to clinical practice.. Students will present the information orally and in written essay form, the latter will contribute to a resource (Class Book) of professional issues that will be of relevance and practical use when applying for jobs and during the first few years of working life. Students will give anonymous, constructive feedback to their peers on the structure and content of the seminar. The seminar content demonstrates NHS Values and links explicitly to HCPC Standards of Proficiency.

Individual seminar topics will be reviewed annually to ensure relevance to current practice NHS
Values based topic areas (see NHS Constitution)


3. Two workshops 1) An Interview Skills Workshop run jointly by the careers service and the module leader or another member of academic staff. This workshop will provide students with information and opportunity to practice skills that will support performance in interview situations. This will be an extended session lasting three hours. 2) An introduction to leadership skills lasting three hours. These workshops will be run with students on SPe4051 and SPE8221.

In relation to the RCSLT curriculum guidelines, this module supplements the Clinical and Professional Education modules in developing the key graduate capabilities. Through the range of topics covered, the depth of investigation required of the students and the mode of delivery, this module provides opportunity for students to develop and demonstrate key graduate capabilities 4.2.1.A. advanced communication skills; B. Promoting inclusion and access; C. Health promotion; 4.2.2 A. Interprofessional practice and teamworking; B. Working with service users, families and carers; 4.2.3 A. Self-development and self-management; B. Professional commitment/clinical business skills; C. Developing others; 4.2.4 A. Use of the evidence base to support clinical reasoning and practice; B. Research skills and methods; C. Service evaluation and development.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Students are required to develop and demonstrate knowledge and skills that will be transferrable into the workplace. The preparatory lectures will provide specific knowledge and skills for the remainder of the module. Student–led seminars provide opportunity for students to investigate a professional issue, demonstrate the ability to locate, synthesise and analyse data and information; communicate it in both oral and written format.

Assessment Methods

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

Exams

Other Assessment

Assessment Rationale And Relationship

The student pairs will present seminars (30-40 minutes), with a roughly equal split between presentation and peer discussion. The seminar will comprise a short presentation that outlines the main points of interest/contention in the topic, identifying areas that may be of particular relevance to newly qualified SLTs. The students will then facilitate an interactive group discussion. The assessment mirrors what a newly qualified practitioner may be asked to do within a staff meeting or CPD session and demonstrates their ability to work with others and demonstrate leadership as per the module aims.

Students will be asked to keep a reflective log of what they have learned. They will be asked to submit one entry from the reflective log for marking. The reflective log enables students to apply models of reflective practice to their own professional development; this is an essential professional
skill.

Reading Lists

• SPE3051's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE3051's Timetable