• Offered for Year: 2024/25

• Module Leader(s): Dr Carol Moxam
• Lecturer: Miss Stephanie Wakefield, 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 provides an introduction to Clinical and Professional Education II and Speech and Language Pathology II.
1.       To enable the student to have a basic understanding of the professional role and responsibilities of a student speech and language therapist, with a specific focus on fitness to practice, information governance, confidentiality and safeguarding.
2.       To provide an introduction to models of reflection and reflective writing
3.       To provide an introduction to problem solving and practical opportunities to apply problem solving to non-clinical problems within groups
4.       To provide an overview of stages of clinical intervention as captured within the Case Based Problem Solving(CBPS) approach

In relation to HCPC Standards of Proficiency, this module provides initial opportunities for students to have key background teaching on: (1) scope of practice - 1.3; (2) Practice within legal and ethical boundaries of profession - 2.3, 2.4, 2.5; (3) Look after their health and wellbeing, seeking appropriate support when necessary - 3.1, 3.2, 3.4; (4) practise as autonomous professional, exercising professional judgement - 4.8; (5) Recognise impact of culture, equality, diversity on practice & practice non-discriminatory & inclusive manner - 5.3, 5.7; (6) Understand the importance of and maintain confidentiality - 6.1, 6.3; (8) work appropriately with others 8.2, 8.3; (10) able to reflect on and review practice - 10.11; (12) understand key concepts of the knowledge base relevant to profession - 12.3, 12.4.

These aspects are reinforced in later Clinical and Professional Education modules where students can demonstrate these things in practice. There is a primary focus on developing reflective skills so that they can reflect on and review practice (10.1); the focus of this module is on reflection on non-clinical scenarios. There are opportunities to be involved in and reflect on working with others in a group so that students understand their possible role, allowing them to be able to work appropriately with others. The introduction to the stages of clinical intervention helps the students to understand the therapeutic contexts, models and processed relevant to the practice of speech and language therapy (12.11) and consider diversity of client cultural background, including awareness of cultural groups, protected characteristics and social class (12.3)

Outline Of Syllabus

Teaching and learning will include the following areas:
- Fitness to practice
- Information governance and confidentiality
- Professional roles & Professionalism
- Safeguarding: Children
- Safeguarding: Vulnerable adults
- Ethics & confidentiality
- Teamwork & Leadership
- Models of self-reflection/reflective practice
- Reflective Writing
- Group work: Effective group work and teamwork and leadership roles
- Group work: Problem solving
- Introduction to CBPS: Stages of case management
- Introduction to CBPS: The importance of information gathering and how we might obtain information e.g. observation, formal assessment, informal assessment, case history etc.
- Health & wellbeing: The importance of their mental and physical health and wellbeing & being proactive in managing own mental and physical health and well-being; i.e. how to take appropriate action, develop and adopt clear strategies in maintaining fitness to practice.
- Equity, Diversity, & Inclusion: recognise own values and personal biased on practice, treating service users and carers with respect and dignity.

Although sessions on safeguarding are part of this module, they may be taught in semester 1 depending on the availability of the external lecturers and to fit in with students carrying out the Child Study in Brain and Behaviour across the Lifespan 1. Similarly, Fitness to Practice is introduced during the induction period and then reinforced in this module.

Relevant aspects of RCSLT curriculum guidelines:
The module provides opportunities for students to understand the professional context in which SLTs work including systems and processes, regulatory, legal and ethical issues, inter-professional practice and team working and reflective practice (Section 1A). There is a strong focus on reflective practice (1.a.iv).

In relation to the RCSLT curriculum guidance, this module covers aspects related to 4.4.4 psychological and social sciences, introducing theoretical frameworks in psychology and thinking about the application of psychology and social and cultural factors to speech and language therapy practice. A framework for describing the clinical process is introduced.
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 taught introductory module has a key focus on self development and self management, professional commitment and professional autonomy and accountability providing a foundation for clinical skill and knowledge development in subsequent years.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

PiP workshops will involve a mixture of whole and small group activities run jointly with Dietetic students.
Interprofessional Education: Professionalism, Ethics, Reflective Practice, Teamwork and Leadership, Reflective Writing (synchronous)

Online discussion - One off sessions equivalent to the annual Statutory and Mandatory training that Speech and Language Therapists Students complete- e-learning for health courses - Safeguarding children and adults, Information governance training, Fitness to practice.

Workshops on cultural, cultural identity and cultural competence to allow personal reflection and discussion.

Lectures will provide an introduction and overview of each key area within the syllabus. Students will then use guided reading and self-study to consolidate their knowledge. The workshops will involve a mixture of whole group, small group and individual activities. They will provide opportunities to practise reflection and reflective writing and to work in groups to solve non-clinical problems. This will enable them to consider and reflect on how they work in groups and the extent to which groups effectively solve problems.

Assessment Methods

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

Other Assessment

Assessment Rationale And Relationship

The reflective log allows students to demonstrate that they are able to reflect, with the entry on a group activity enabling them to consider aspects related to effective group working. Within the reflections, students will need to demonstrate the principles of reflective writing and that they understand the models of reflective practice considered.

The intended learning outcome around professional practice and role and the stages of clinical management are assessed in later modules.

Reading Lists

• SPE1055's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE1055's Timetable