BSc Speech and Language Therapy / Course details

This course unit runs across both semesters of the third and final year of study. This course unit builds on learning in clinical and professional practice 1 and 2 and uses knowledge learnt in clinical research 2 and 3.  

The course unit will prepare students with the knowledge and skills to fulfil the role and responsibilities of a newly qualified speech and language therapist. This includes ensuring you have completed the RCSLT (2021) Eating, Drinking & Swallowing (EDS) Pre-Registration Practical Competencies to a satisfactory level. Students will further develop an awareness of their practice in context through simulation workshops, lectures, online learning and self-directed learning.   

The unit aims to:

• Enable students to demonstrate the roles and responsibilities for effective practice as a speech and language therapist and to prepare them for the workplace on qualification.
• Enable students to employ enhanced communication and emerging leadership skills.  
• To enable students to consolidate what they have learnt, both academically and clinically, and for this to inform thinking regarding the reality of practice as a speech & language therapist.
• Ensure students are embedding professional standards as defined by the Health and Care Professions Council (HCPC) into their professional and clinical practice. 

Learning and teaching processes will include UoM SLT simulation clinics facilitated by clinical educators, and tutor led lectures and directed and self-directed individual independent learning.  

• Apply appropriate clinical skills and critical evaluation to identify the best care at each stage of the client journey, recognising differences from the standard approach. This may involve concepts of co-morbidity and multiple care pathways and packages of care.
• Critically evaluate and apply a range of therapy approaches which have been shown to be effective through rigorous research to form evidence-based practice.
• Critically evaluate and routinely apply recognised frameworks to evaluate the client’s baseline needs and outcome of therapy in relation to speech, language and communication disorders and dysphagia. These may include the International Classification of Functioning, Disability and Health (World Health Organisation, 2001), Therapy Outcome Measures (Enderby, 2006) or Care Aims (Malcomess, 2005).
• Demonstrate an awareness of legal and professional responsibilities when working in the NHS, supporting vulnerable people as an autonomous healthcare professional with emerging leadership responsibilities. 

• Identify and evaluate evidence relating to client care using recognised sources such as the What Works? database and applying methods and approaches to clinical practice.
• Demonstrate social and cultural awareness, adapting their clinical practice to accommodate differences and needs of others.
• Profile the client’s speech, language and communication skills and/or dysphagia, relating this to diagnosis, prognosis and appropriate support and therapy.
• Relate the client’s profile and needs to the team around the child or adult and parent(s)/carers in a format suitable to the person’s level of understanding and demonstrating strong clinical leadership skills. 

• Use knowledge of normative data, a range of supportive techniques and evidence-based therapy to identify, plan care and select appropriate treatments for clients with speech, language and communication disorders and/or dysphagia.
• Compare, contrast and apply evidence-based therapeutic approaches in real clinical contexts, taking into consideration resources and the needs of the client and carers.
• Understand and apply the concept of optimal treatment intensity to ensure the best outcomes for the client.
• Care planning, including the ability to discuss appropriate therapy aims with the client and incorporate evidence-based practice.
• Be able to locate evidence to support practice in speech & language therapy from a variety of online and library sources. 

• Prepare and deliver an oral presentation to effectively communicate information, analysis and reasoning.
• To accurately demonstrate their skills and knowledge in a personal statement and effectively prepare for job interviews. 

• Small group discussions as part of simulation
• Verbal feedback from facilitators involved in simulation workshops
• Whole group discussions in lectures
• Padlet discussions live during lectures
• Summative feedback from presentations and assignments 

• Communication Trust (2015). What Works? Communication Trust. Available at: http://www.thecommunicationtrust.org.uk/whatworks
• Health and Care Professions Council (2010). Guidance on conduct and ethics for students. London: Health and Care Professions Council. Available at: http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf
• Health and Care Professions Council (2010). Standards of proficiency - Speech and language therapists. London: Health and Care Professions Council. Available at: http://www.hcpc-uk.org/assets/documents/10000529Standards_of_Proficiency_SLTs.pdf  
• Health and Care Professions Council (2016). Guidance on conduct and ethics for students. London: Health and Care Professions Council. Available at: https://www.hcpc-uk.org/resources/guidance/guidance-on-conduct-and-ethics-for-students/
• Health and Care Professions Council (2023). Standards of proficiency - Speech and language therapists. London: Health and Care Professions Council. Available at: https://www.hcpc-uk.org/standards/standards-of-proficiency/speech-and-language-therapists/
• National Institute for Health and Care Excellence, Find guidance | NICE
• Royal College of Speech and Language Therapists (Forthcoming). Communicating Quality Live. Professional standards for speech and language therapist. London: Royal College of Speech and Language Therapists. Available at: www.rcslt.org  
• University of Manchester (2015) Code of professional conduct and fitness to practise for healthcare students. Manchester: University of Manchester. Available at: http://www.psych-sci.manchester.ac.uk/sltsp/guidance/CodeOfPractice.doc
• World Health Organisation (2001) International Classification of Functioning, Disability and Health (ICF). Available at: http://www.who.int/classifications/icf/en/