Module Directory

This module builds upon knowledge of anatomy, physiology, and disease from previous modules. The nature and neurology of progressive neurological disease is examined and compared to healthy typical ageing. The speech, language and communication difficulties arising from these progressive conditions is examined. Dysphagia from HS836 is integrated.

Particular emphasis is paid to the impact of difficulties on the service user and their family and the roles of the SLT as part of a team in assessment and management of speech language and communication to enhance quality of life.

There is emphasis in this module on the assessment, description, transcription and management of the dysarthrias and dysphonia. Alongside progressive neurological aetiologies, other potential aetiologies will be considered.

Indicative content:
Healthy ageing
Progressive neurological disease
Dysarthria
Dysphonia
Impact
Quality of life
Assessment and management
Alternative & Augmentative Communication

The aims of this module are:

• To have knowledge of the nature and aetiology of adults with common progressive neurological disease recognising patterns of communication difficulty


• To use critical clinical reasoning to develop management and rehabilitation strategies with reference to patient safety, choice and quality of life and models of disability


• To develop evidence based clinical reasoning skills in the decision making process with adults with progressive neurological disease and members of the interprofessional interagency team


• To have knowledge of the nature, aetiology and impact of dysphonia and dysarthria and identify how to assess and differentially diagnose these disorders.

By the end of this module, students will be expected to be able to: 

1. Have knowledge of the anatomy, physiology and neurology of progressive neurological disease


2. Have detailed knowledge of communication disability related to aetiology for dysphonia and dysarthria resulting from multiple aetiology


3. Critically evaluate the current resources and literature with relevance to assessment, diagnosis and management of people with dysphonia and progressive dysarthria


4. Evaluate and reflect upon the impact of dysphonia and progressive dysarthria and intervention strategies on the client and their significant others


5. Understand the SLT scope of practice and be ready to engage with the interprofessional interagency team including the client with progressive neurological disease

1. This module builds upon the underlying knowledge gained in earlier modules to prepare the student for the practice of speech and language therapy with the adult client with progressive neurological disease.


2. The emphasis is on the application of underlying knowledge to the understanding of aspects of speech and language disorders and the work of the speech and language therapist within current legislative, national and professional guidelines.


3. This module considers the nature and effects of progressive neurological diseases resulting in speech language, communication and swallowing difficulties and the SLT role in reducing the impact of these difficulties as part of an interprofessional interagency team.


4. There is an emphasis on dysphonia and dysarthria in this module, while dysphagia and cognitive communication are introduced or integrated and dealt with in more detail elsewhere (e.g. dysphagia HS836, cognitive communication HS839).

Indicative content:

• Healthy ageing


• Progressive neurological disease


• Dysarthria


• Dysphonia


• Impact


• Quality of life


• Assessment and management


• Alternative & Augmentative Communication

Overview

This module combines the use of lectures to introduce topics, interactive lecture, workshops and problem based learning enable to student to critically appraise their learning throughout delivery, grounding theoretical learning in practice. Students will also have the opportunity to develop clinical skills through their clinical placement.

Lectures
Fixed resource sessions. The fixed resource sessions consist of interactive seminars which will include lectures, discussion of course text and class based workshops
EBL sessions: In the EBL or enquiry based learning sessions key topic are developed further to emphasize their clinical application.

Independent
Self guided learning This involves the student in self guided study using learning resources including recommended reading , course study notes, library resources and appropriate tutorial support this is essential for all IBL, Placement and completion of summative assessment

Placement
This module includes a Communication Partner placement, where students start to develop their communication and partnership working skills. This builds upon the clinical competencies of year 1 and requires the student to develop transferable skills from learning during year 1. Placement is throughout terms 1 and 2 of year 2 and includes a minimum of 12 sessions working with service users in residential or day care settings.

Online
Resources are available through Moodle and also websites of patient organisations in the third sector. Students are encouraged to understand the requirements of people with progressive neurological disease through listening to the patient voice through these materials. Additionally central guidance on intervention strategies are available on line (e.g. DoH, NICE)

Tutorials
Students are encouraged to access individual or small group tutorial support for areas of difficulty. Academic staff make themselves available for tutorial support by appointment.

Skills
Students are encouraged to access individual or small group tutorial support for areas of difficulty. Academic staff make themselves available for tutorial support by appointment.