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SPE3052 : Speech and Language Pathology III: Dysphagia

  • Offered for Year: 2022/23
  • Module Leader(s): Ms Helen Nazlie
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus
Semester 2 Credit Value: 10
ECTS Credits: 5.0


- 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 methods of assessment, 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

In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module is one aspect of SoP
13.13: to understand impairments of swallowing, 14.19 to be able to evaluate the effects of swallowing status on the psychosocial wellbeing of service users, their families and carers and 14.21: to be able to use knowledge of speech and language therapy to assess and work with people with swallowing impairments. It also relates to 13.1.

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 (14.9), the ability to demonstrate a logical and systematic approach to problem solving (14.10) and the ability to use research, reasoning and problem solving skills to determine appropriate actions (14.11). It also considers 2.8 understand the ethical and legal implications of withholding and withdrawing feeding and nutrition.

Other standards of proficiency are also relevant.
The module aims to develop an holistic approach to focusing on partnerships with clients and carers (9.3; 9.7), understanding the range of social, psychological, situational and medical factors which contribute to service users’ swallowing status and/or functioning (5.1; 5.2; 14.18) the importance of the sociological context (13.11) and the psycho-social consequences of the service user and their families/carers as a consequence of their swallowing difficulties (14.19). Learning will consider the need to work with others (9.6). The module promotes the application of science and theory to assessment and intervention (13.6), measurement of effectiveness (13.2) and therapeutic and learning processes and contexts (13.12; 13.7). It develops the ability to analyse and critically evaluate information collected (14.9). 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.

Introduction: 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 (delivered across 3 sessions)

ENT/Head & Neck cancer

Paediatric Dysphagia; assessment and management of swallowing impairment in children (delivered across 2 sessions)

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. 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 ActivitiesLecture112:0022:00N/A
Guided Independent StudyAssessment preparation and completion120:0020:00N/A
Guided Independent StudyIndependent study158:0058:00N/A
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. Within lectures, case study examples are used in some sessions which provide opportunities for students to apply the familiar clinical management framework introduced and applied in modules which involve case based problem solving approaches.

Possible opportunities to engage in practical dysphagia related activities on clinical placement.

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Case study1A100Case Study:2000 words.Video observation of dysphagia assessment with written case report.
Assessment Rationale And Relationship

Production of case report is appropriate as the assessment as this requires the student to apply the knowledge acquired during the module to a novel case. They will apply their observation skills, theoretical understanding and problem solving skills to a clinical case.

Reading Lists