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SPE3057 : Clinical and Professional Education III: Extended

  • Offered for Year: 2021/22
  • Module Leader(s): Ms Helen Nazlie
  • Lecturer: Dr Carol Moxam
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Mixed Location
Semester 3 Credit Value: 20
ECTS Credits: 10.0


This module allows students to build on the knowledge and skills they developed in Clinical and Professional Education III. The module has the following aims:
1.       To enable students to understand the professional role and responsibilities of a 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 than 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.
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 client management.

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. Within this 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, 12.1-12.6, 14.1-14.11, 14.14-14.1614.18, 14.19, 14.21, 15.1-15.5.

Outline Of Syllabus

General clinical induction session
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 and/or take a case history
2.       Plan & 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, reviewing progress etc.
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.       Reflect on and evaluate skills of self and others
10.       Consider the roles of other members of the multi-professional team and liaise/work alongside other professionals as appropriate to the placement
11.       Manage a small caseload, which may involve deciding on different assessment options, prioritising for assessment, prioritising intervention needs, managing the different assessment and intervention needs within a clinic schedule, working with the clients, justifying discharge criteria, etc.
12.       Consider quality of practice at a client and service level

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).

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). Students have the opportunity to develop their skills within a broad range of clinical settings and with a range of client groups.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture12:002:00Induction Lecture (present in person)
Guided Independent StudyAssessment preparation and completion215:0030:00N/A
Placement/Study AbroadClinical Training1320:00320:008 wk block clin placement. 4 days on placement site directly supervised by SLT. One day planning.
Teaching Rationale And Relationship

Total hours exceed those recommended for a 20 credit module due to the hours on placement. The placement hours contribute to the mandatory hours required in the RCSLT curriculum guidance.

An interactive induction session enable students to understand their professional role and the therapeutic contexts in which they are going to be working in. Students also receive placement-specific induction sessions provided by the placement provider. In clinical practice, students are required to demonstrate application of theory to clinical practice in assessment, intervention and evaluation of therapy. This final 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

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

Other Assessment
Description Semester When Set Percentage Comment
Reflective log3A50The 1000 word log will consist of reflection on 3 aspects of their practice during placement. See rationale below.
Essay3A50The 1000 word essay will ask students to reflect on aspect of professional practice on placement.
Zero Weighted Pass/Fail Assessments
Description When Set Comment
ReportAClinical Evaluation Report (Prof skills assessment). Marked at end of placement.
PortfolioAPortfolio consist of record of student’s personal clinical goals,placement exp & profile 1 client student has worked with 2000 words
Assessment Rationale And Relationship

Clinical Evaluation Report is completed by the Practice Educator. It is a competency based report which assesses professional and statutory standards of proficiency.

The portfolio acts a record of the clinical placement. In previous placements, students produce the portfolio for their own learning and as evidence for the Clinical Evaluation Report. In this final placement, they will submit parts which link well with the evidence they have to produce as a newly qualified practitioner. .

Reflective skills are crucial for speech and language therapists. The assessed reflective log requires students to reflect on three aspects of their practice during placement:- i) a learning opportunity ii) an inter-professional experience and iii) an experience related to eating, swallowing and dysphagia.

The essay provides a bridge between their experience as a student and as a newly qualified practitioner. It asks students to consider an aspect of professional practice that they have observed on placement and think about the broader implications for their work as a speech and language therapist. Students will select from a choice of topics e.g. caseload management, prioritisation, measuring outcome, the role of life-long learning in professional practice. Three topics which are relevant across a range of placements will be given.

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