|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
1. To integrate theory into professional practice.
2. To develop awareness of a range of professional issues specific to speech and language therapy.
3. To understand how the profession fits into the wider NHS structure.
4. To develop a range of professional skills involving teamwork, facilitation skills, networking skills and advanced presentation skills.
This module contributes to a degree qualification in BSc (Hons) Speech and Language Sciences leading to a vocational qualification in Speech and Language Therapy.
This module consists of three components:
1. Practitioner seminars (2 hours). These are led by a range of clinical staff and invited speakers and take different forms depending upon the topic. Four seminars will be presented in the first weeks of Semester 1. Attendance is compulsory.
2. Group seminars (55 minutes). A self-selected group of 3 students will be responsible for organising a seminar in the form of a debate on an allocated professional issue. The seminar will be presented during Semester 1 and should be in the following format:
• 10 minute presentation FOR the debate
• 10 minute presentation AGAINST the debate
• 30 minute facilitated group discussion involving the audience
• 5 minutes vote and summary
It is recommended that a brief PowerPoint presentation supports both arguments. A handout summarising the main points, with additional information for the debate and including a reference list of papers, books and websites should be provided (double sided photocopies). The group members will be responsible for formulating the question for the debate so that it is relevant to the current organisational and political context.
3. Individual seminars (25 minutes). These will be led by individual students on a topic drawn from a list of key themes related to current professional issues. Students may also formulate their own topic in an area of personal interest, located in the broader professional, rather than clinical context, with approval from the module leader. The seminar will include the following elements:
• Facilitated group discussion and questions (at least 10 minutes)
• Presentation of background information
• Analysis of information
• Handout and reading list (double sided photocopies)
The handout should contain additional background information in addition to the content of the seminar and a reading list. Seminars will take place in the last weeks of semester 1 and the first five weeks of semester 2 (4 per session). Students are to inform the module leader towards the middle of the Semester 1 of their chosen topic. To prevent duplication of topics, these will be posted on Blackboard as new topics are allocated.
Group and individual seminars will be tutor and peer assessed. Students will receive written feedback for group and individual seminars
Timing must be strictly adhered to. All handouts must be photocopied back to back using black ink only.
Group and individual seminars will be assessed by two examiners. An essential aspect of the marking process is contributed by written feedback from peers. Attendance is compulsory.
Students are to inform the Module Leader towards the middle of the Semester 1 of their preferred topic for individual seminar. To prevent duplication of topics, these will be posted on Blackboard as new topics are allocated.
1. Practitioner seminars. These have two aims: to teach or model professional presentation skills that you will require in the rest of the module, to introduce some of the professional issues that will not be covered in the rest of the module.
2. Group seminars. These will cover professional issues related to entering the workplace, career paths, organisational structures, legal and ethical issues, caseload management, statistics and auditing and student supervision.
3. Individual seminars: These will cover a range of individually selected topics of professional interest drawn from a list of current issues.
The timetable of seminar dates with student allocations will be distributed during the induction session. The information from the seminars, combined with the workplace perspective gained on the final year clinical placements, provides the foundation of knowledge for the final examination.
|Category||Activity||Number||Length||Student Hours||Academic Staff Contact Hours||Comment|
|Guided Independent Study||Assessment preparation and completion||1||40:00||40:00||0:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||12||2:00||24:00||24:00||Seminar|
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||12:00||N/A|
|Guided Independent Study||Independent study||1||124:00||124:00||0:00||N/A|
Oral and written presentation skills team building skills, facilitation skills, networking skills.
The format of resits will be determined by the Board of Examiners
|Oral Presentation||60||1||M||50||Group presentation (Debate). Set in house.|
|Oral Presentation||120||2||M||50||Group presentation (seminar). Set in house|
Students will study current policy and legislation relating to the delivery of speech and language therapy services in the UK and synthesise it with theoretical and practical knowledge gained elsewhere in the programme. They will use problem solving and evidence based practice skills to formulate balanced arguments on selected topics. Oral presentation 1 (debate) provides opportunity for students to work together in groups to present arguments for and against a professional issue and to lead a discussion based of their peers. Oral Presentation 2 (seminar) provides opportunity for groups of students to work together to investigate a professional issue in detail, present information to their peers and lead discussion that analyses the information. Both of these assessments contribute to the development and practice of analytic skills that are then further demonstrated in the exam. The style of assessment and the questions set in all three parts of the assessment contribute differently to the development of the students as future health care professional. In addition, they provide opportunity to practice discussing issues that are likely to arise in job interviews.
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.