Postgraduate

Modules

Modules

SPE8160 : Msc Clinical and Professional Education I

Semesters
Semester 1 Credit Value: 20
Semester 2 Credit Value: 20
Semester 3 Credit Value: 10
ECTS Credits: 25.0

Aims

The module has the following aims:
1. To introduce students to the major speech, language and other related communication impairments and their implications that arise from these.
2. To enable students to understand the professional role and responsibilities of a student speech and language therapist and qualified speech and language therapists
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 allow students to implement, under supervision, a case-based management approach, applying theory of assessment and intervention, to 1-2 adult cases or 1-2 child cases, and to reflect on their own practice and that of their peers within the campus clinics.
5. 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.
6. 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 for a range of client groups.

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), maintain fitness to practise (3), practise in a non-discriminatory manner, understand the importance of and be able to maintain confidentiality (7) and maintain a safe practice environment. This requires an understanding of the issues as well as the need to demonstrate the skills.
There is a primary focus on developing reflective skills so that they are able to reflect on and review practice (11); 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, 2.4, 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, 14.14-14.16, 14.18, 14.19, 14.21, 15.1-15.5. At this stage, some of the competencies are only expected to be emerging. Section 12 is only considered in later placements.

Outline Of Syllabus

Introduction to the major speech, language and other related communication impairments and the implications that arise from these will be through online materials and interaction with their content.

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.



Virtual placement activities in Semester 1, with opportunity to do video work with both an adult and paediatric client. Clinical placement in campus clinic (with supporting clinical tutorials) in Semester 2.

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.

Taught sessions which prepare students for their clinical placements. Topics include: reflective practice and reflective writing, and the wider context: primary care and SLT perspectives.

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.

Semester 2 tutorials to support general clinical development and preparation for the unseen viva.
Semester 3 block placement (5 days for 6 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
2.       Plan and 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 and reviewing progress
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.       Write professional reports
10.       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. 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). The focus comes from taught sessions and opportunities on clinical placements and are built upon in Clinical and Professional Education II. Students are applying knowledge and skills developed in other modules.

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion224:0048:00N/A
Guided Independent StudyDirected research and reading94:0036:00Reading and reflection in preparation for weekly tutorials.
Guided Independent StudyDirected research and reading117:0017:00N/A
Placement/Study AbroadClinical Training93:0027:00Weekly placement sessions in campus clinic supervised by SLT. Semester 2.
Scheduled Learning And Teaching ActivitiesSmall group teaching92:0018:00Weekly tutorials led by SLT to discuss clinical sessions and planning of intervention. Semester 2
Structured Guided LearningStructured research and reading activities84:0032:00Asynchronous online. Structured directed learning around virtual placement tasks. Sem 1
Scheduled Learning And Teaching ActivitiesSmall group teaching82:0016:00PiP. weekly tutorials led by SLT to discuss clin cases and cover content of How to sessions Sem 1.
Structured Guided LearningStructured research and reading activities92:0018:00Structured asynchronous online introductions to clinical skills.How to ... with follow up grp activ
Placement/Study AbroadClinical Training1240:00240:006 week block clinical placement directly supervised by SLT. 4 days placement site and one admin day
Scheduled Learning And Teaching ActivitiesSmall group teaching31:003:00Semester 2 tutorials to support clinical development and preparation for unseen viva
Scheduled Learning And Teaching ActivitiesWorkshops21:002:00On-line workshops. Semester 1 MSc specific sessions e.g. reflective writing
Guided Independent StudyReflective learning activity94:0036:004 hours per week. Involves reading & preparation of session plans for campus clinical placement.
Scheduled Learning And Teaching ActivitiesModule talk11:001:00Opportunity to reflect on virtual placement experience and prepare for semester 2.
Scheduled Learning And Teaching ActivitiesModule talk32:006:00General session and then placement specific inductions.
Total500:00
Jointly Taught With
Code Title
SPE2051Clinical and Professional Education II
Teaching Rationale And Relationship

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 …’ structured learning 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 semester 1, virtual placement activities which contribute to clinical hours and allow students to demonstrate application of theory to clinical practice in assessment, intervention and evaluation of therapy. Small group tutorial sessions to discuss learning.

Campus clinic placement in semester 2 which 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. he 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 clinical educators.


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.



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

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

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

Exams
Description Length Semester When Set Percentage Comment
Oral Examination552A50Unseen Viva. 35 mins to observe short video of client, then 20 minute oral viva examination.
Other Assessment
Description Semester When Set Percentage Comment
Report2M503000 written case report focused on one of the clients that the student has worked with during their placement.
Zero Weighted Pass/Fail Assessments
Description When Set Comment
ReportAClinical evaluation report (professional skills assessment) semester 1. Marked at end of virtual placement
ReportAClinical evaluation report (professional skills assessment) semester 2. Marked at end of placement.
ReportAClinical evaluation report (professional skills assessment) semester 3. Marked at end of placement.
Assessment Rationale And Relationship

The reflective log allows students to demonstrate that they are able to reflect, with the entry on a group activity and one clinic session (campus clinic) enabling them to consider aspects related to effective group working. Within the reflections, students need to demonstrate the principles of reflective writing and that they understand the models of reflective practice considered. There is a Clinical Evaluation Report, completed by the Clinical Educator for each placement. 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

Timetable