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Module

SPE3052 : Speech and Language Pathology III: Dysphagia

  • Offered for Year: 2023/24
  • Module Leader(s): Miss Lucinda Somersett
  • 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.

Semester 2 Credit Value: 10
ECTS Credits: 5.0
European Credit Transfer System

Aims

To provide knowledge of the aetiology and presentation of eating, drinking and swallowing disorders across the lifespan

To apply the WHO ICF framework to eating, drinking and swallowing disorders, to gain an understanding of the individual’s impairment, activity and participation, environment and personal factors

To understand and demonstrate methods of assessment

To understand and demonstrate ability to plan and evaluate intervention and management of eating, drinking and swallowing disorders

To understand the role of speech and language therapist within a variety of service delivery models and multi-disciplinary teams in delivering interventions

To understand the ethical and legal issues associated with eating, drinking and swallowing disorders

In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module is one aspect of SoP 12.12: to understand impairments of swallowing, 13.17 to be able to evaluate the effects of swallowing status on the psychosocial wellbeing of service users, their families and carers and 13.19: to be able to use knowledge of speech and language therapy to assess and work with people with swallowing impairments (13.14). It also relates to 12.1. To recognise the possible contribution of social, psychological and medical factors to swallowing status (7.9). To understand the importance of capacity in the context of care and treatment (2.8). It also considers 2.12 understand the ethical and legal implications of withholding and withdrawing feeding and nutrition.

This module builds on the foundations of case based problem solving and develops students’ ability to be able to analyse and critically evaluate the information collected (13.3), the ability to demonstrate a logical and systematic approach to problem solving (4.6) and the ability to use research, reasoning and problem solving skills to determine appropriate actions (4.7). To be able to justify their own decisions and actions (4.1; 4.2).

Other standards of proficiency are also relevant. The module aims to develop an holistic approach to focusing on partnerships with clients and carers (8.15), responding appropriately to the needs of different groups and individuals (5.1; 7.9; 13.16; 12.5) the importance of the sociological context (12.10) and the psycho-social consequences of the service user and their families/carers as a consequence of their swallowing difficulties (13.17). Learning will consider the need to work with others (8.14; 8.13; 12.3). The module promotes the application of science and theory to assessment and intervention (11.5), measurement of effectiveness (12.2) and therapeutic and learning processes and contexts (12.11; 13.15). It develops the ability to analyse and critically evaluate information collected (13.3). Students apply and synthesise knowledge of biomedical sciences to the management of clients with swallowing impairments (14.16; 4.1; 4.4). There is also consideration of the role of health education in relation to swallowing.

Outline Of Syllabus

Person-centred care, evidence-based practice and clinical decision making are embedded throughout the curriculum.

The normal swallow including revision of anatomy and physiology of swallowing

Legal and Ethical issues

Multidisciplinary team working

Adult acquired; assessment, management and treatment of acquired swallowing impairments

ENT/Head & Neck cancer

Paediatric Dysphagia; assessment and management of swallowing impairment in children

Paediatric: Cerebral Palsy

Adult learning disability

In relation to the RCSLT curriculum guidance, the Speech and Language Pathology modules allow the students to demonstrate the applied knowledge of the full range of speech, language and swallowing difficulties and their speech and language therapy management. It also allows the demonstration of the RCSLT Pre-Registration Eating Drinking and Swallowing Competencies. This module contributes to the total of 60 hours required with additional hours provided during placements in Clinical and Professional Education modules. This module focuses specifically on clinical area 6: Dysphagia within a range of clinical populations. There is also some discussion of end of life care (4.4.3). The module provides opportunities for students to develop key graduate capabilities around the use of the evidence base to support clinical reasoning and practice (4.2.4 A) by applying knowledge of a range of disciplines relevant to speech and language therapy practice. There is a strong focus on interprofessional practice and team working (4.2.2A).

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture111:0011:00N/A
Guided Independent StudyAssessment preparation and completion130:0030:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops12:002:00Induction Session
Scheduled Learning And Teaching ActivitiesWorkshops111:0011:00N/A
Guided Independent StudyIndependent study146:0046:00N/A
Total100:00
Teaching Rationale And Relationship

Lectures have been chosen as a teaching method to make explicit links between previous teaching (specifically anatomy and physiology), key theory and clinical management decision making for clients with eating, drinking and swallowing impairments, in the specific areas outlined above.

Workshops provide opportunity to work through cases, develop practical skills e.g. assessment and working with clients. These practical skills form part of the RCSLT competencies and will be assessed. Case study examples are used which provide opportunities for students to apply the familiar clinical management framework introduced and applied in modules which involve case based problem solving approaches.

Assessment Methods

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

Exams
Description Length Semester When Set Percentage Comment
Written Examination1802A803 hour unseen written exam (open book) involving video case – pass mark will reflect demonstration of individual competencies.
Observ of prof pract302A2030 minute practical exam - pass mark will reflect demonstration of individual competencies.
Assessment Rationale And Relationship

The students will get practise to develop the practical skills required during the workshops, with feedback from peers and staff. The RCSLT EDS competencies require demonstration of both skills and knowledge. The written exam will assess the knowledge and clinical application, the practical exam will assess the necessary skills.

This format of assessment is deemed to be essential as it will ensure that the students have an opportunity to demonstrate ability in relation to all of the competencies.

Reading Lists

Timetable