MSc/PGDip Advanced Audiology Studies / Course details

• Have an understanding of the key communication skills required to enable patients to choose audiological interventions.
• Describe appropriate health status measures and their function.
• Describe the stages of change that affect audiological rehabilitation and their influences on patient behaviour.
• Acquire awareness of the limits and boundaries of personal competence in applying counselling skills in relationships with patients.

• Critically appraise scientific literature.
• Critically analyse and objectively interpret information/data.
• Be able to articulate their response to the helping role.
• Use of range of basic counselling skills to communicate effectively and to enable patients to prioritise their needs.
• Develop their reflective practice.

• Present information clearly in the form of verbal and written reports.
• Communicate complex ideas and arguments in a clear and concise and effective manner.
• Work effectively as an individual or part of a team.
• Use conventional and electronic resources to collect, select and organise complex scientific information.
• Build upon their developing skills through practice.
• Demonstrate practical skills in reflecting on their impact in encounters with patients.

• Effectively utilise a range of information sources including information technology / health informatics.
• Demonstrate capacity for self-learning and independent thinking and to utilise problem solving skills.
• Demonstrate effective communication skills (verbal and written).
• Be able to set priorities and link these with effective time management.
• Critically evaluate their personal performance both as an individual and within a team.
• Demonstrate skills in working collegiately and effectively with others as a member of a team.
• Show their developing self-awareness and their ability to reflect critically on their practice.
• Identify the importance of systemic working and define how this occurs in context.
• Contribute their own experiences to considering how to bring about change with patients.

• Video assessment of practical demonstration.
• Two formative 2,000-word assignments - 50% each.

Students who do not want to be awarded the credit points attached to this unit will need to engage with formative tasks allocated within the unit, but do not need to complete the summative tasks (assignments).

• Egan, G. (2002) The skilled helper: a problem-management and opportunity development approach to helping. (7^th ed) Pacific Grove, California: Brooks/Cole.
• Culley, S. and Bond T.(2004) Integrative counseling skills in action (2^nd Ed) London, Sage.
• Alpiner, J and McCarthy, P. (1999) Rehabilitative audiology: children and adults. Lippincott, Williams and Wilkins.
• Elwyn, G. Frosch, D. Thomsen R. Joseph-Williams, N., Lloyd, A. Cording, E. Tomson, D. Dodd, C. Rollnick, S. Edwards, A. Barry, M. (2012) Shared decision making : a model for clinical practice.  J Gen Intern Med, 27,10, 1361-1367.
• Resnicow, K. McMaster F. Rollnick, S. (2012) Action reflections: a client-centered technique to bridge the WHY-HOW transition in Motivational interviewing. Behav Cogn Psychother, 40,4, 474-480.
• Rogers, C. r. The Necessary and Sufficient Conditions of Therapeutic Personality Change Journal of Consulting Psychology Vol 21, No 2, 1957.