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Module

SPE3051 : Professional Issues for Clinical Practice

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Helen Stringer
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus
Semesters
Semester 2 Credit Value: 10
ECTS Credits: 5.0

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 in particular standards 2, 5, 8, 9, 12, 13.3, 13.4, 13.5 and 13.12.
5.       To develop a range of professional skills involving analytical, critical appraisal, teamwork, facilitation, networking and advanced presentation skills
In relation to HCPC Standards of Proficiency, this module particularly addresses the following standards:
2 be able to practise within the legal and ethical boundaries of their profession (2.1-2.8)
5 be aware of the impact of culture, equality and diversity on practice (5.1-5.2)
8 be able to communicate effectively (8.1-8.8)
9 be able to work appropriately with others (9.1-9.7)
12 be able to assure the quality of their practice (12.1-12.7)
13.3 recognise the role of other professions in education, health and social care
13.4 understand the structure and function of education, health and social care services in the UK
13.5 understand the concept of leadership and its application to practice
13.12 understand therapeutic contexts, models and processes, relevant to the practice of speech and language therapy
14.17 understand health education and how it relates to communication and swallowing

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. 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.


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 capabilites 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
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture52:0010:00Preparatory/professional lectures to provide background skills and knowledge.
Guided Independent StudyAssessment preparation and completion175:0075:00Classbook contribution.Investigation of topic to be delivered. Prep of seminar content&writing essay
Scheduled Learning And Teaching ActivitiesPractical52:0010:00Student delivered seminars of no longer than 30 minutes to the cohort.
Scheduled Learning And Teaching ActivitiesWorkshops13:003:00Interview Skills workshop jointly delivered with careers service.
Scheduled Learning And Teaching ActivitiesDrop-in/surgery11:001:00Meetings with module leader to support preparation for seminar. 20 mins per student.
Scheduled Learning And Teaching ActivitiesModule talk11:001:00Induction: Provide info about module assessment. Oppt to discuss choice of individual seminar topic.
Total100:00
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
Description Length Semester When Set Percentage Comment
Oral Presentation302M50Student delivered seminar of 20-30min. Choose a unique topic from predetermined list. See assessment rationale for further details.
Other Assessment
Description Semester When Set Percentage Comment
Essay2M50Essay of no more than 4 pages (specified format) is on the same topic as the seminar. See assessment rationale for further details.
Assessment Rationale And Relationship

The two assessment formats allow the opportunity to assess the student’s ability to judiciously choose how information is best delivered, demonstrate communication skills in training and education of others (essential professional skills).
Individual students will present a 20 minute seminar to the year group (50% of mark for this assessment). 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; at least 5 minutes will be devoted to a facilitated question and answer/discussion session or other style of audience interaction to enable the student to ensure the main issues have been addressed appropriately.
A written essay of up to 4 pages (Ariel 11, single spaced, moderate margins) addressing the same question as the seminar will be submitted (50% of the mark for this assessment) and should be in the prescribed format.
After the essay has been marked and feedback given, students are expected to make necessary amendments and email a word copy of the essay to form their contribution to the Professional Issues Class Book. At this stage the page limit is not enforced and a comprehensive bibliography can be included as well as appendices with any survey or other information that is relevant to the content. The class book provides a resource for the students on graduation and in their first few years of employment as speech & language therapists.
Students need to pass all essential components of the module.

Reading Lists

Timetable