BSc Speech and Language Therapy

The unit encompasses four weeks of block clinical placement learning which take place in the final four weeks of semester one when students will have had the opportunity to gain some foundation in linguistics, phonetics and typical language development via other units.

Year 1 - 5 days x 2 sessions per day x 4 weeks = 40 sessions (of which 8 sessions are self-directed)

The unit will provide the student with an opportunity to gain awareness of the roles and responsibilities of a speech and language therapist and the range of clients’ needs. 

The unit aims to:

• Prepare students for the structured, directed observation and participation required on their first block clinical placement.  
• Provide an opportunity to observe and attempt clinical tasks under the direct supervision of your Practice Educator (PE) on placement and provide students with a variety of opportunities to gain an awareness of the roles and responsibilities of a speech and language therapist and the range of clients’ needs.
• Support students to work through placement documentation to help them to demonstrate that they are developing 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 learn about placement requirements and introduction to PARE and Pebblepad and to go through learning objectives for placement.

Directed to resources in online learning environment regarding professionalism, reflective practice and linked unit materials e.g. Evidence Based Practice.

Post-placement debrief to share experiences with peers and to consider learning objectives for future placement.  

• Demonstrate knowledge of the stages of the client journey through care using a defined care pathway.  
• Demonstrate an understanding of the need to utilise intervention approaches which have been shown to be effective through rigorous research to form evidence-based practice.
• understand the need to respect and uphold the rights, dignity, values, and autonomy of service users including their role in the diagnostic and therapeutic process and in maintaining health and wellbeing

• Locate, evaluate and begin to apply clinically evidence-based practice.
• Analyse clinical and interview data in order to identify the presence of speech and language disorders, the client’s and carer’s perspectives and identify any barriers to communication.
• Use reflective practice to constantly improve their own clinical skills and collect evidence of this in a Professional Clinical Portfolio. 

• Be able to work, where appropriate, in partnership with service users, their relatives and carers, other professionals, support staff and others and understand the need to build and sustain professional relationships as both an autonomous practitioner and collaboratively as a member of a team.
• Awareness of evidence-based therapeutic approaches and begin to apply these in real clinical contexts, taking into consideration resources and the needs of the client and carers.
• Change and adapt their communication style and / or modality to interact, support and intervene with clients, their carers and the wider team of professionals. 

• Use observation, interview and a range of assessment techniques to consider the presence or absence of speech, language and communication disorders and dysphagia.
• Demonstrate social and cultural awareness, discovering and valuing the differences and needs of others. 

• 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.  
• Supported discussion between unit lead and peers following placement. This provides opportunities for self-reflection, peer feedback, and tutor feedback. 

• 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/