PLMCP1R: Clinical Practice 1

Module code: PLMCP1R

Module provider: Clinical Language Sciences; Sch of Psych and CLS

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Full year

Module convenor: Mr Joseph Spackman, email: j.spackman@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: Micro placement

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

To introduce students to a broad variety of client groups to enable them to integrate their rapidly developing theory base to the clinical environment whilst beginning to develop personal clinical skills 

The aims of this module are: 

• to provide an introduction to client groups who have communication problems and to consider the role of the speech and language therapist with these client groups; 
• to begin the development of personal and professional clinical skills and an understanding and demonstration of the Health and Care Professions Council standards for conduct, performance and ethics; 
• to relate clinical experience to other taught modules and to demonstrate in assessed work their learning within a life span developmental framework. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Evidence development of appropriate clinical and professional competencies adhering to HCPC standards of proficiency and Conduct Performance and Ethics. 
2. Evidence development of professional skills of clinical reasoning, reflective practice and leadership behaviours. 
3. Evidence critically-appraised, non-discriminatory and inclusive assessment and therapeutic clinical decision-making relative to evidence-based practice and to models of speech and language therapy service delivery, placing the client at the heart of all care. 
4. Analyse relevant information gathered to assemble a holistic, inclusive and culturally-relevant speech / language / communication / Eating Drinking & Swallowing profile of paediatric and adult clients within the WHO ICF and ICF-CY frameworks relative to relevant social, cultural, medical, psychological and linguistic models. 
5. Demonstrate effective, culturally-appropriate professional written, verbal and non-verbal communication skills with service users, carers, colleagues and others across a range of settings. 

Module content

Observation and interaction with children with and without speech, language and communication difficulties. Interactions, conversations and observation of adults in later life and adult speech and language therapy clients, including discussion of potential presenting disorders for these adults. Understanding the clinical reasoning behind the assessment process for differential diagnosis and treatment planning with children and adults, including some of the assessment protocols which may be involved. Exploring psychological, linguistic, medical and SLT professional frameworks and communication skills used within clinical work. 

Structure

Teaching and learning methods

Students learn through guided reading, discussion, observation and interaction with children with and without communication difficulties. They learn about working with adults and adult communication disorders through interactions with adults in later life, guided reading, observation of adult clients and discussion of the presenting disorders. Students are given topics related to clinical practice to prepare and present in seminars. Students present a detailed account of the development of a child from a local family whom they observe over the year. 

Relevant NHS and Social Care/Education legislation, including policies and procedures are integrated into the teaching throughout the module. Statutory and mandatory training will be undertaken during the Autumn term. The NHS values and constitution, the World Health Organisation's International Classification Framework and the HCPC standards of conduct, performance and ethics are integral to the teaching and clinical placements. 

Study hours

At least 40 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A pass in the placement supervisor assessment
2. A mark of 40% in all other assessments
3. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Peer feedback on presentation of assessments and interventions. Feedback within Autumn and Spring clinics on note writing and reports.

Reassessment

Additional costs