• Offered for Year: 2024/25

• Module Leader(s): Dr Janet Webster
• Lecturer: Mrs Linda Jose, Mrs Sarah Barnett, Professor Cristina McKean, Dr Lisa Ramshaw

• 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.

Aims

This module will enable students to develop knowledge and skills related to quality improvement and leadership. In addition it allows students to critically apply knowledge and skills from previous modules to issues related to their future professional practice as registered healthcare professionals working in academia, health, education or social care settings.

1. To understand issues related to patient safety, quality improvement and evidence based practice
2. To understand how change is promoted in quality assurance and improvement, drawing on implementation science
3. To understand and apply the theory and practice that underpins their development of individual and team leadership skills and multi-disciplinary working
4. To develop critical awareness and understanding of a range of professional issues specific to speech and language therapy
5. To understand how the profession fits into the wider NHS, Local Authority, Healthcare and Education structure
6. To have deep understanding of how on a day to day basis, as a future registered healthcare professional, they will be able to demonstrate NHS Values and compliance to the HCPC Standards of Proficiency for Speech and Language Therapists
7. To develop a range of professional skills involving reflection, analytical thinking, critical appraisal, teamwork, facilitation, networking and advanced presentation skills
8. To consolidate understanding of a range of professional issues, drawing on current legislation and evaluation of practice. Issues include safeguarding, capacity, duty of care, equality, diversity and inclusion, confidentiality and health promotion. There is also consideration of role-emerging work of speech and language therapists with new client groups or in new contexts.

In relation to HCPC Standards of Proficiency, this module particularly addresses the following standards:
1.3 keep their skills and knowledge up to date and understand the importance of continuing professional development throughout their career
2 practise within the legal and ethical boundaries of their profession (2.3,2.4,2.8,2.9,2.10)
4.8 understand the active participation in training, supervision and mentoring in supporting high standards of practice, and personal and professional conduct, and the importance of demonstrating this in practice
5. recognise the impact of culture, equality and diversity on practice and practise in a non-discriminatory and inclusive manner (5.2,5.5-5.7)
6. understand the importance of and maintain confidentiality (6.1,6.3,6.4)
7.6 understand the need to support the communication needs of service users and carers, such as through the use of an appropriate interpreter
8. work appropriately with others (8.2, 8.6-8.15)
11.6 recognise the value of gathering and using data for quality assurance and improvement programmes
12.3 recognise the role(s) of other professions in education, health and social care and understand how they may relate to the role of the speech and language therapist
12.4 understand the structure and function of education, health and social care services and systems in the UK
12.11 understand therapeutic contexts, models and processes relevant to the practice of speech and language therapy
12.13 understand the diversity of client's cultural background, including awareness of cultural groups, protected characteristics, and social class
15.1 understand the role of their profession in health promotion, health education and preventing ill health

Outline Of Syllabus

This module comprises of 5 main components:

Lecture and seminar discussion to introduce the theory and practice that will allow development of knowledge and skills related to patient safety and quality improvement. 

Staff and student-led seminars about current professional issues which address issues of policy, theory and evidence related to clinical practice. 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. These sessions are also attended by students on SPE8221.

Student- led presentations and discussion of their service quality improvement projects (completed during SPE4052)

Lecture and seminar discussion to introduce the theory and practice that will allow development of knowledge and skills related to leadership

An Interview Skills Workshop run jointly by the careers service and the module leader/member of SLS staff This workshop will provide students with information and opportunity to practice skills that will support performance in interview situations for clinical or research roles. This will be an extended session lasting three hours and takes place with students on modules SPE3051 & SPE8221.

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 capabilities 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

Jointly Taught With

Teaching Rationale And Relationship

Small group teaching sessions with a combination of presentation and discussion to introduce key knowledge about quality improvement and leadership. Students are required to develop and demonstrate knowledge and skills that will be transferrable into the workplace.
Staff and student–led presentations and workshops provide opportunity to explore current professional issues and engage in professional discussion. Each week, students will be given specific reading to prepare for the small group discussions. Throughout the module, students will be asked to keep a reflective log of what they have learned to demonstrate they have met the relevant standards of proficiency.
Staff and student-led professional issues seminars will take place with students on SPE8221.
Interview workshop will take place with students on SPE8221 and SPE3051.

Assessment Methods

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

Exams

Other Assessment

Assessment Rationale And Relationship

Individual students will prepare and present a seminar (30-40 minutes), with a roughly equal split between presentation and peer discussion. 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. The student will then facilitate an interactive group discussion. The assessment mirrors what a newly qualified practitioner may be asked to do within a staff meeting or CPD session. Across the module, students will be asked to keep a reflective log of what they have learned. The student will select one entry from the reflective log for marking. The reflective log enables students to apply models of reflective practice to their own professional development; this is an essential professional skill. The reflective report on leadership provides opportunity to reflect on the application of advanced professional skills and knowledge during the conduct of a professionally focused project during their semester 1 clinical placement. They are asked to reflect on the leadership skills they observed and demonstrated and consider the importance of leadership for service improvement.

Reading Lists

• SPE4051's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE4051's Timetable