BSc Speech and Language Therapy / Course details

The unit encompasses six weeks of block practice placement learning which take place in the last 6 weeks of semester two.  

Year 3- 5 days x 2 sessions per day x 4 weeks = 60 sessions (of which 8 sessions are self-directed)

The course unit will prepare students for the supervised clinical practice required during their third and final block clinical placement and will provide students with the knowledge and skills to fulfil the role and responsibilities of a newly qualified speech and language therapist.  

The unit aims to:

• 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  
• 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.
• Prepare students to work through placement documentation to help them to demonstrate that they have reached clinical competency across these areas 1. Observation and assessment/ 2. Planning and intervention/ 3. Active learning and evaluation/ 4. Application of theoretical knowledge/ 5. Interpersonal skills/ 6. Professional attributes, skills & awareness
• Ensure students are embedding professional standards as defined by the Health and Care Professions Council (HCPC) into their professional and clinical practice.  

Pre-placement workshops to revisit placement requirements within PARE and Pebblepad and to go through learning objectives for placement.

Directed to resources in online learning environments regarding professionalism, reflective practice and linked unit materials e.g. EBP. 

• 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 reflective practice to constantly improve their own clinical and leadership skills and collect evidence of this in a Professional Clinical Portfolio. 

• 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.
• Use a range of communication styles and / or modalities to interact, support and intervene with clients, their carers and the wider team of professionals, showing leadership.  
• Compare, contrast and apply evidence-based therapeutic approaches in real clinical contexts, taking into consideration resources and the needs of the client and carers.  
• Prepare students to use appropriate tools of analysis in searching for and developing evidence to use in practice and to carry out appropriate outcomes measurement and service evaluation
• Understand and apply the concept of optimal treatment intensity to ensure the best outcomes for the client.
• Apply professional standards for a speech and language therapist, including conduct, ethics and performance to prepare the student for the work place.  
• Care planning, including the ability to discuss appropriate therapy aims with the client and incorporate evidence-based practice 

• Demonstrate ability to exercise professional autonomy and accountability as emerging leaders in sound healthcare practice.
• Begin to recognise the need to manage their own workload and resources safely and effectively, including managing the emotional burden that comes with working in a pressured environment 

Regular Practice educator verbal feedback with be provided and written feedback will be provided in the form of student- practice educators daily evaluations/mid-placement review/end of placement report.

Support will be provided from Academic Advisor/Practice Education lead as appropriate.  

• What Works?  Updated in 2021. Available at: https://ican.org.uk/i-cans-talking-point/professionals/tct-resources/what-works-database/
• 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/
• Royal College of Speech and Language Therapists. Communicating Quality Live. Professional standards for speech and language therapist. London: Royal College of Speech and Language Therapists. Available at: www.rcslt.org  
• World Health Organisation (2001) International Classification of Functioning, Disability and Health (ICF). Available at: http://www.who.int/classifications/icf/en/