Postgraduate

Modules

Modules

SPE8221 : Msc Clinical and Professional Education II

Semesters
Semester 1 Credit Value: 10
Semester 2 Credit Value: 15
Semester 3 Credit Value: 15
ECTS Credits: 20.0

Aims

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 clinical practice that will allow students to demonstrate professionalism and their adherence to the HCPC guidance on Guidance on Conduct and Ethics for Students.
3. 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.
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 for a range of client groups.
6. To provide students with an opportunity to consider the impact of current and relevant NHS and government policies on speech and language therapy practice.
7. To develop critical awareness and understanding of a range of professional issues specific to speech and language therapy.

In relation to HCPC Standards of Proficiency, there are opportunities within the professional issue debates to consider the need to provide service users with accessible information (8.6), the needs of bilingual and multilingual clients and the role of interpreters (8.7) and ways of promoting the active participation of service users (8.8). The role of the speech and language therapist in multi-professional teams (9.2, 9.5) and the concept of leadership is explored (13.5). This module provides 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. Within the final placement, there is a focus on the transition from student speech and language therapist to newly qualified practitioner, with increased consideration of caseload management, prioritisation and service provision issues. There is a continued focus on developing reflective skills so that they are able to reflect on and review practice (11), with additional 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, 10.2, 12.1-12.6, 14.1-14.11, 14.14-14.1614.18, 14.19, 14.21, 15.1-15.5.

Outline Of Syllabus

Professional issues sessions during induction period (labelled as semester 1)
Topic areas covered in professional issues debates are framed under the NHS values and include:- working together for patients, respect and dignity, compassion, commitment to quality of care, improving lives and everyone counts. Specific policies and topic areas reviewed each year to ensure currency/relevance. Students receive a Professional Issues Classbook.

General clinical induction sessions thinking about the professional role and responsibilities of a student speech and language therapist.
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 and unseen written report.
Semester 3 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 or take case histories
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, 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). Within the professional issues component of the module, there is often discussion of multilingualism (4.4.1), the influence of social and cultural factors on speech and language therapy practice and palliative and/or end of life care (4.4.3).

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, with the professional issues seminars allowing in-depth consideration of current issues and policies. 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 completion212:0024:00N/A
Guided Independent StudyAssessment preparation and completion101:0010:00Background reading, planning and preparation of debates
Scheduled Learning And Teaching ActivitiesLecture13:003:00General Induction session
Guided Independent StudyDirected research and reading242:0048:00This involves reading and preparation of session plans for campus clinic placement
Placement/Study AbroadClinical Training1320:00320:008 week clinical block placement - 5 days/week
Scheduled Learning And Teaching ActivitiesSmall group teaching51:005:00Semester 2 tutorials to support clinical development & preparation for unseen via and unseen report
Scheduled Learning And Teaching ActivitiesWorkshops15:005:00Professional issues debate
Scheduled Learning And Teaching ActivitiesModule talk91:009:00Meet the Expert Sessions
Scheduled Learning And Teaching ActivitiesModule talk11:001:00Online introduction to professional issues debates
Total425:00
Teaching Rationale And Relationship

Total hours exceed those recommended for a 40 credit module due to the hours on placement. The placement hours contribute to the mandatory hours required in the RCSLT curriculum guidance.

Rationale: The opportunity has arisen to review this MSc Language Pathology module given changes to the MSc Clinical & Professional Education I module (SPE8160) where placements have been reconfigured to bring both campus clinics in to year 1.
Changes to this module also support the need for shared teaching with BSc3 undergraduate students in light of changes to the undergraduate programme.
The decision to extend the block placement by 2 weeks follows extensive discussion with external clinicians/practice educators and consistent feedback over time that longer placements would be beneficial to student learning.

Students to undertake clinical activities in semester 1 which contribute to clinical hours but which do not involve clinical placements. Meet the expert sessions with supported learning activities provide students with an opportunity to meet specialist Speech and Language Therapists, consider their work context and the clients they work with.


Following an introductory session, students prepare professional debates about current professional issues. An interactive induction sessions enables 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. In clinical practice sessions, 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 clinical 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

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 Examination653M45Unseen viva: 35 mins to observe a short video of a client, then 30 minutes oral viva examination with 2 examiners
Written Examination1503A45Unseen written exam. Observe a video of client and then write a professional written report.
Other Assessment
Description Semester When Set Percentage Comment
Prof skill assessmnt1M10Professional Issues Debate organised in small groups
Zero Weighted Pass/Fail Assessments
Description When Set Comment
ReportMClinical evaluation report (block external placement) semester 3
Assessment Rationale And Relationship

The professional issues debates assess the ability of students to understand issues and formulate a question for the debate that is relevant to the current organisational and political context and ensure relevance for newly qualified SLT. This is a group assignment as working together with peers is an important clinical competency. Clinical Evaluation Report is completed by the Practice Educator. It is a competency based report which assesses professional and statutory standards of proficiency. The unseen exams both give students 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. The oral viva focuses on professional oral communication and the ability to explain intervention to a carer. The unseen written report focuses on the production of a written professional report. It allows the student to integrate observations with formal assessment results to produce a communication profile and intervention plan. Across the two unseen exams, students are assessed on both clients with developmental and acquired communication difficulties.

Unseen viva to take place in semester 2 (previously semester 3). Rationale: changes to this module have presented the opportunity to review assessment load for students. Moving this examination to before the block placement decreases the assessment load following the block placement. It also maximises staff availability for the viva examinations given this examination would move later (August, rather than July) due to the extended placement.

Reading Lists

Timetable