Module Database

Information for module SPSC4801

This module is available for: The current academic year

If you're a member of UCL you can add this module to your personalised course list

This information is for guidance only. If you are a UCL undergraduate interested in studying one of these courses, you must seek permission from both the providing department and your 'home' department. Appearance in this database is not a guarantee that a course is running in any particular academic year.

Module code:SPSC4801(Add to my personalised list)
Title:Professional Studies 4: Management of Acquired Communication Difficulties
Credit value:1
Division:Division of Psychology and Language Sciences
Module organiser:Michael Dean
Organiser's location:Room 202, Chandler House
Available for students in Year(s):4,
Module prerequisites: 
Module outline:This course unit will develop the students\' knowledge and skills related to the speech and language therapy management of acquired communication difficulties in both adults and children. The course will enable the students to identify the characteristics of communication difficulties acquired as a result of brain damage caused by disease (stroke, dementia, tumour, acute infection) and trauma (head injury). It will also develop the students\' knowledge of the theoretical basis and principles of a range of assessments and intervention approaches used with clients with acquired communication difficulties. The course builds on teaching in Years 1, 2 and 3, particularly Professional Studies units 1, 2 and 3. In order to achieve the course aims, students must draw on material taught in previous years and in the other units in Year 4.  
Module aims: - To improve the effectiveness of clinical skills and competencies that were acquired in Years 1, 2 and 3, so that the students can: interpret a range of background and assessment information from a client with an acquired communication difficulty in order to formulate a theoretically-motivated management plan which demonstrates the application of a sound hypothesis-testing approach, sets out clear long term aims and short term objectives (outcomes / targets) for intervention, and incorporates appropriate methods for measuring the outcome of intervention - be at a level of clinical competence at the end of the course that is commensurate with the needs of a newly qualified speech and language therapist - To develop the students\' knowledge of the nature and management of acquired communication difficulties in adults and children - To increase the students\' knowledge of the assessments used with people with acquired communication difficulties, and develop their knowledge of a range of approaches to intervention that can be used with such clients - To encourage the students\' to consider what they already know about the varied nature of the speech and language therapist\'s work, and to use this knowledge to develop an awareness of, and take responsibility for, all aspects of their role with clients who have acquired communication difficulties; - To encourage the students to transfer and adapt their skills in prioritising clients for assessment and intervention and in managing caseloads to client groups with acquired communication difficulties - To increase further the students\' understanding of the limits of the speech and language therapist\'s role and their knowledge of when to refer a client to other specialists/support agencies; - To increase further the students\' ability to collaborate successfully with other professionals and carers - To encourage the students to transfer their ability to critically evaluate different forms of clinical practice to the consideration of management options for acquired communication difficulties.  
Module objectives:Learning Outcomes for Professional Progression Outcomes for professional progression over the four years of the BSc Speech Sciences course have been drawn up by the UCL Professional Development Group. These relate to the standards of proficiency for safe and effective practice that the Health Professions Council (HPC) expects registrants to meet, to the Quality Assurance Agency (QAA) Benchmark Statement for Speech and Language Therapy, and to the RCSLT Model of Professional Practice. The outcomes can be found in the Professional Progression Chart in the Professional Development Handbook . At the end of the fourth and final year of the course, students should provide evidence that they can meet the core learning outcomes for professional development outlined below. These are a summary of the more detailed learning outcomes specified in the Professional Progression Chart. These outcomes should be read in conjunction with the written guidelines on Hypotheses, Clinical Aims and Objectives, and Intervention, produced by the UCL Professional Development Group, also to be found in the Professional Development Handbook . Knowledge and understanding By the end of this course unit, students will be able to demonstrate knowledge and understanding of: - the consequences of acquired communication difficulties for the individual and significant others, in terms of the ICF framework and emotional well-being - the full range of assessments and information gathering processes used with acquired client groups and the relative merits of different approaches to the assessment of acquired communication difficulties - the evidence base for a range of intervention approaches and linked tasks for acquired communication difficulties and their rationale - the factors influencing recovery from acquired communication difficulties and the factors influencing treatment outcomes - the range of factors that will affect the setting of timescales and prognoses - the influence of personal, social, religious and cultural factors on the assessment and management of acquired communication difficulties - the issues involved in prioritisation and caseload management in acquired clinical settings - the commonly used methods of monitoring outcomes and efficacy of intervention for clients with acquired communication difficulties - the role of the client, therapists and other professionals and significant others in different acquired clinical settings - the factors that may promote or constrain collaboration with others in a range of clinical settings - the service aims and objectives relating to a range of settings and how these can be met current ethical guidelines, professional codes of practice and legislation in the UK relevant to the work of an SLT - when and how to refer clients to other professionals, and/or to support agencies/charities.  
Key skills provided by module:By the end of this course, students will be able to demonstrate that they can transfer all professional and clinical skills gained by the end of year 3 to acquired client groups and settings, and work independently, requesting guidance where necessary in order to: - synthesise information from a number of sources to gain a coherent understanding of theory and practice - analyse, evaluate and interpret the evidence underpinning speech and language therapy practice with people with acquired communication difficulties - apply advanced skills for negotiating and collaborating in acquired settings - use an appropriate balance of independent planning,study/research and feedback from tutors and others to manage own learning and inform clinical practice - keep a reflective record of their own professional development - apply problem-solving skills to support their continuing professional development - interact successfully with clients,carers and other professionals in a range of acquired settings - closely integrate appropriate use of counselling skills with the full range of case management skills in acquired settings give effective oral and written presentations in a professional and coherent manner, using appropriate audio-visual aids - use a hypothesis-testing approach to the management of clients with acquired disorders - apply strategies for appropriate selection/design of assessments and use a range of appropriate methods for assessment and information gathering with clients in acquired clinical settings - analyse, interpret and integrate assessment findings in order to set long-term aims and SMART short -term objectives for clients - select and implement effective and appropriate intervention approaches for clients that match assessment findings and objectives - adapt information gathering, assessment and intervention practices according to a) the linguistic and cultural background of clients and b) their cognitive skills and psychosocial needs evaluate the effectiveness of all aspects of intervention using a range of appropriately selected baseline and outcome measures independently locate relevant research and other information and resources to inform clinical practice - maintain appropriate professional behaviour in all situations - fulfil the range of different roles taken by a speech and language therapist effectively, in particular: record keeping, time management and working with others. These outcomes will be achieved through: - teaching of the syllabus outlined below, - clinical placements linked to the unit, - guidance and formative feedback from tutors and peers on non-assessed exercises (e.g. tutorial presentations, tasks completed during professional skills workshops, drafting of clinical objectives), - guidance and formative feedback from clinical supervisors and visiting tutor on placement work, - guidance and formative feedback from tutors on assessed work (case report, viva presentation and answers to case management questions), - discussion of integration of theory and practice in clinical tutorials, - students\' management of their own learning (supported by the portfolio system).  
Module timetable: 
Module assessment:Continuous assessment 25.00%.
Unseen three-hour written examination 35.00%.
Oral examination 25.00%.
Case report 15.00%. 
Notes:Learning experiences take the form of weekly teaching sessions, five professional skills workshops during the Autumn term, fortnightly clinical tutorials , and a two week block placement, followed by a one-day-per-week ongoing placement until the end of term 2. Teaching sessions and workshops encourage students to apply knowledge and skills to the clinical management of clients with a range of acquired communication difficulties, making use of resources such as videos of clients, published assessments and intervention studies, written clinical scenarios, role-play, assessment data, computer software, communication devices etc. Clinical tutorials provide a forum for integrating concepts, theory and practice from all the year 4 units in order to address all aspects of the clinical management process.  
Taking this module as an option?: 
Link to virtual learning environment(registered students only) 
Last updated:2011-11-09 13:28:15 by