MSci SPEECH AND LANGUAGE THERAPY

Two Speech and Language Therapy students at a table

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

Our assessment method is designed to ensure you are not only enabled to evidence your learning, but that you also have opportunities to develop some of the skills required when qualifying. These are professional skills such as presenting, sharing clinical reasoning, and thinking critically.

Each module is assessed, and all of our assessments, irrespective of year, or module, provides a formative and summative element. The formative assignment is the opportunity to test some of the knowledge and/or skills needed for the summative assignment (which is marked). This opportunity, along with the feedback it provides, enables you to feel more prepared when completing your final assessment for that module. We aim to provide feedback on your formative submission within 10 working days of the submission date. This gives time for you to discuss the feedback, gain any additional support and write the summative assessment.

The summative assessment will give you opportunity to evidence your learning and understanding of content within that module. This could cover a number of elements such as: clinical knowledge and application, understanding of key theories, practical skills and professionalism. We aim to provide feedback and marks on your summative submission within 20 working days of the submission date.

A range of assessment methods are introduced across the first year, enabling you to become comfortable with a variety of methods early on.

The range of assessment types will include:

Essays or case-based assignments
Class/Course tests (multiple choice, short answer or case-based questions)
Practical tests for phonetics
Presentations and/or professional discussions
Projects to collate towards a portfolio of work

Structure

This four-year full time programme will not only prepare you to embark on a career as a speech and language therapist, it will also enable you to consider other careers in research, leadership, or education depending on pathway choices.

You will apply directly to the four year Master of Science in Speech and Language Therapy, but the first two years are shared with the BSc (Hons) in Speech and Language Therapy.

In your first year, your Foundation module will introduce you to the core concepts relating to SLT in the areas of linguistics, phonetics, psychology and biology, as well as SLT theory and practice. During two client group modules, you’ll gain an understanding of basic approaches to intervention appropriate for stuttering and developmental speech and language difficulties. And you’ll be introduced to research methods on your Foundations of Professional Practice module.

You’ll also undertake two pre-clinical placements in the Practice Education module, which will explore the subjects of acquired communication difficulties and working with children. The module will enable you to develop and hone your communication skills with each group.

Through the shared learning Foundations of Professional Practice module, shared with Occupational Therapy and Physiotherapy students, you’ll discover what it means to be a professional in today’s health, social care and educational environments, and be introduced to research methods.

Teaching and Learning

Our teaching methods and pattern are consistent across the clinical modules. This involves being in face-to-face lectures for around 2.5 full days each week, and having independent study time for the rest of the week. However, this can vary dependent on other requirements of the programme. There is some online teaching but we are an on-campus programme.

To aid independent study, you’ll have access to the university’s excellent library facilities, as well as an extensive range of clinical resources. These include SLT assessments across the range of client groups, and therapy resources including equipment for alternative and augmentative communication (AAC). In addition, our dedicated SLT Clinical Skills Area is available to support teaching and independent study throughout your degree.

In a typical week in first year, you will have Problem-Based Learning (PBL) sessions in your smaller PBL group, lectures on theory and seminars to explore application of that theory.

The course’s PBL structure focuses on ‘approach triggers’, which are often based on real-life cases. In these sessions you’ll apply your classroom-based learning and independent study to interventions and clinical reasoning in response to these triggers – a key aspect of a therapist’s role. Meanwhile, in group-based PBL sessions you’ll develop independence, problem-solving skills and critical thinking.

As a member of the Faculty of Medicine and Health Sciences, you will spend time studying alongside students from other healthcare disciplines, allowing you to develop the inter-professional working skills key to clinical practice, leadership, research and/or clinical education.

The key modules taught in first year lay the foundational skills and knowledge. We focus on some of the fundamental clinical areas which can be built on as the programme progresses.

Towards the end of the first year, you will have a 4-week full-time placement which will alter the typical study pattern for this period.

Assessment for Year 3

Whilst the content will change, based on the module and level at which you are studying, the assessment methods remain similar to that of first year. There is a balance between assessment methods and this is chosen based on the best way to assess that skill/knowledge.

Structure

Your third year modules will cover motor speech disorders and disorders of the oral and vocal tract. You’ll increasingly focus on clinical decision making and planning interventions for clients. You will also develop a research project plan and submit an ethics application in consultation with stakeholders drawing on project management tools. This component will be in preparation for M-level study and is divergent from BSc (Hons) content. As part of your Practice Education 3 module, you’ll undertake further clinical skill sessions and an eight-week clinical placement.

Teaching and Learning

The first semester consists of clinical modules and so follows the pattern previously described. The modules covered require you to integrate knowledge and skills from those taught previously to understand the most complex of adults and children.

Semester 2 is utilized for the 8-week clinical placement and the research module. Whilst Semester 3 focuses on completion of the research module and as such has varying levels of contact time compared to self-directed work on your assignment.

Independent study

INTERPROFESSIONAL LEARNING - LEVEL 1

Assessment for Year 1

A range of assessment methods are introduced across the first year, enabling you to become comfortable with a variety of methods early on.

The range of assessment types will include:

Essays or case-based assignments
Class/Course tests (multiple choice, short answer or case-based questions)
Practical tests for phonetics
Presentations and/or professional discussions
Projects to collate towards a portfolio of work

Compulsory Modules

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Credits 0

Interprofessional collaboration & working is proven to improve outcomes in health & social care. In this module you’ll meet and work with others from across healthcare programmes at UEA in a 2 hour learning event. You will explore how teams can work in different scenarios where the focus is on cognitive impairment & communication difficulties across the lifespan. You’ll begin to reflect on your personal and professional development, and begin to explore how you will collaborate & work with other professions to provide integrated person-centred care. In the 2 hour session you may also have the opportunity to become a Dementia Friend. You may also have the option to complete a Reflective Workbook to guide your foundational learning on Dementia Awareness & Learning Disability Awareness. You will be assessed on this through a set of multiple choice questions.

FOUNDATIONS

Code HSC-4023A

Credits 30

This module provide foundation knowledge and understanding of the basics of linguistics, psycholinguistics, phonetics/phonology, anatomy & physiology, normal development and psychology. You will build on this knowledge in future, clinically-oriented modules. As well as getting an overview of the cycle of intervention and development as a Speech and Language Therapy professional, in preparation for future modules, you will develop the skills necessary for effective learning via a Problem Based Learning (PLB) curriculum.

Stuttering and Cluttering

Code HSC-4021A

Credits 20

Within the degree’s integrated Problem-Based Learning (PBL) structure, this module will build upon knowledge and skills developed during the Foundations Module to introduce the key theoretical and practical considerations when working with children and adults who experience stuttering or cluttering.

SPEECH AND LANGUAGE DEVELOPMENT AND DISORDERS

Code HSC-4022B

Credits 30

The development of speech and language skills happens with stunning speed over the first few years of life for most children, but some find this a real struggle. Many speech and language therapists work in a variety of settings with children who have these problems, and this will form an important part of your clinical work in future years. In this module, you’ll discover how speech and language typically develops, and also look at what happens when problems arise. You’ll learn about assessments used, and how to search for and carry out evidence-based intervention. Continuing to follow the degree’s integrated Problem-Based Learning (PBL) structure, this module will build upon your knowledge and skills acquired so far to develop key theoretical and practical considerations when working with children with developmental speech and language difficulties.

PRACTICE EDUCATION (SLT) 1

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Credits 20

Developing responsive and effective communication skills is key to being a successful speech & language therapist. This module gives you opportunities to reflect on your own communication style and adapt it to create a safe communicative environment prior to experiencing a clinical placement. You will spend time in conversation with both adult and child ‘conversation partners’, helping you to identify your strengths and the aspects of your communicative behaviour that you need to change. You’ll develop your observation and reflective skills and learn through a mix of lectures, tutorials, practical activities, and placement experience. You will ideally visit your adult ‘conversation partner’ on a weekly basis. For the child ‘conversation partner’ experience you will be placed in a school or nursery setting for 4 weeks.

FOUNDATIONS OF PROFESSIONAL PRACTICE

Code HSC-4040Y

Credits 20

This is an inter-professional first year module for occupational therapy, physiotherapy and speech and language therapy, and it addresses a number of standards of proficiency that are common to each of these professions. This module will prepare you for the wider contexts of being a health and social care professional. During this module you will learn about the diversity of contexts in which services are delivered; including public health and health promotion. You will explore how services remain client-centred with consideration of equality and diversity. You will consider the importance of practising within the legal and ethical boundaries of their profession. This module will teach you about the role, taking into account your professional identity, values and behaviours whilst recognising the roles of other professions. You will be introduced to reflective practice and the need for continuing professional development. This module will give you the opportunity to develop your academic skills and explore the importance of research in order to underpin your practice.

MANDATORY TRAINING 1

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Credits 0

This module is designed for occupational therapy, physiotherapy and speech and language students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of these programmes, stipulated by the governing professional bodies and our clinical practice partners. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else that they encounter.

DEAFNESS & HEARING IMPAIRMENT

Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. The University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

Compulsory Modules

PRACTICE EDUCATION 2

Code HSC-5030Y

Credits 30

Developing skills of reflection, identifying theory to practice links, clinical skills, and professionalism are all key themes in this module and in the life of a Speech and Language Therapist. You will build on knowledge and skills acquired throughout the course so far by exploring a range of clinical skills in a series of workshops. An introductory clinical placement during the first semester will orientate you to clinical practice through observation and shadowing of a Speech and Language Therapist. You’ll find out about the day to day working life of a therapist across a range of settings, reflect on this, and complete activities to develop transferable clinical skills. In the second semester you will go on a block placement in a clinical environment. You will initially be closely supervised by your Practice Educator, but progress to supported independence by the end of your placement.

Code HSC-5022A

Credits 20

Have you ever wondered or experienced what it might be like to be Deaf or to lose part of your hearing? Being able to hear speech and to interpret the human voice in a way that carries meaning is one way of being able to communicate effectively. Many children and adults who are part of the Deaf Community or who have hearing impairment also learn to communicate through sign language. This module focuses on the science of hearing and also how we can optimise communication systems for children and adults who might not have perfect hearing. Through the module, you will explore and understand the science of hearing: how we hear (the function of the ear), what we hear when we listen to someone talking (acoustics), how hearing is measured, and how to interpret these measures and graphs (known as audiograms). At the heart of this module however, is developing an understanding of how different levels and types of hearing loss might affect communication and interaction. You will search out ways of assessing and evaluating the impact of hearing impairment on speech, language and communication in infants, children, young people and in the older generation. You will also find out what up-to-date technological equipment is available to improve hearing, for example, new advances in cochlear implants and hearing aids. The module is taught through a range of small group seminars, practicals, and whole group lectures. These are devised to allow you to weigh up the benefits of different communication approaches to support children and adults who have a hearing loss, and should provide you with a strong basic understanding of this specialised field of work.

LEARNING DIFFICULTIES

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Credits 20

How do we help children and adults who have communication needs associated with learning difficulties (intellectual disabilities: IDs; and autistic spectrum conditions: ASCs) to learn, develop meaningful relationships and function in everyday life? This question lies at the heart of this module. Throughout the module you will discover various approaches to searching out and evaluating evidence-based practice. You’ll gain a firm grounding in assessment and therapy methods and their application to this population. You’ll also learn how to communicate your ideas, principles and theories by written, oral and visual means. You’ll begin with an overview of what it means to grow up with learning difficulties (IDs & ASCs). Then you’ll explore how communication develops across the lifespan, from infancy, through pre-school and school-age, to adulthood. You’ll discover the nuanced communication profiles associated with different syndromes and presentations and the range of presenting needs. You will build a secure foundation of core concepts such as aetiology, syndrome, augmentative and alternative communication, and the special educational needs. By looking at the different methods and types of evidence, you’ll become expert in the different ways of working in this stimulating field. You’ll learn through a mixture of lectures, practical seminars, problem-based learning and self-directed study. Lectures include Language Characteristics, Sign & Gesture, The Meaning of Autism and Special Educational Needs & Disability. You’ll also benefit from hearing the stories of parents of children with IDs and ASCs and the experiences of visiting practitioners. As you study you’ll put your new knowledge into practice, gaining experience in communicating your ideas in PBL tutorials, as well as through written work and practical workshops.

ACQUIRED LANGUAGE & COMMUNICATION DISORDERS

Code HSC-5023B

Credits 30

It is estimated that nearly 20% of the population will experience communication disorders at some time in their life. In this module you will explore the nature and impact of acquired language & communication disorders, and consider the role of Speech and Language Therapists. In particular you’ll develop your understanding of stroke, dementia, traumatic brain injury and neoplasm, building on learning in Year 1 modules.

EVIDENCE BASED PRACTICE

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Credits 20

This module considers the value of research in the systematic evaluation of practice. This module will build on the introductory research elements covered in Year 1 under the Foundations for Professional Practice. Using pedagogic approaches based on blended learning, the research component will introduce qualitative and quantitative methodologies, using experiential activities to develop a basic understanding of primary research and an understanding of critical appraisal skills.

MANDATORY TRAINING 2

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Credits 0

This module is designed for Occupational Therapy, Physiotherapy and Speech and Language students who are required to complete clinical practice hours as part of their degree. Mandatory training is a requirement of the governing professional bodies and our clinical practice partners. It is important that students undertake a number of training sessions to ensure their own safety and that of service users, staff and anyone else they encounter.

MOTOR SPEECH DISORDERS & DYSPHAGIA

Important Information

Assessment for Year 3

Compulsory Modules

PRACTICE EDUCATION 3

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Credits 30

This module builds on skills learned in Practice Education 1 and 2 as well as knowledge acquired throughout the course. You will have the opportunity to reflect on your learning and continue to develop theory to practice links, clinical skills, and professionalism in Practice Education. In weeks 1-12 you will explore a range of clinical skills for use in practice through a series of workshops. Then in weeks 14-21 you will undertake a block placement in a clinical environment. You will progress towards the role of a professional practitioner, assuming greater responsibility for decision-making, planning and carrying out intervention as well as related activities. You are expected to demonstrate a flexible, client-centred approach and provide rationales based on sound clinical reasoning and the relevant evidence base. As the placement progresses the supervisory process should become more collaborative, with the Practice Educator acting as a sounding board for clinical reasoning and planning intervention. Finally, from week 24 onwards, the module will focus on preparing you for different working contexts. This module provides opportunities within a clinical environment for you to develop your responsibility, initiative, autonomy and ability to carry out duties in a professional manner at a Pre-Registration level, and to continue to develop appropriate, high-level interpersonal skills with clients and professionals. Within classroom-based sessions, you will practise the modelling and delivery of a range of intervention techniques relating to the year 3 taught modules, including voice therapy techniques and approaches to dysphagia management.

INDEPENDENT RESEARCH 1

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Credits 40

Developing and undertaking a research project can be a challenging task. The ability to deliver a project on time and with limited resources increasingly depends on your ability to follow a clear project plan and timeline and your ability to solve problems. This module builds on your previous Evidence Based Practice modules and explores in more depth the research skills needed to develop and undertake a project. The module also introduces you to basic project management tools, which help you to plan and deliver a professional piece of research. You will create a research (project) plan including establishing aims, objectives and research questions, an initial literature review, time and resource plans, and a formal ethics submission. You will also consider potential risk and quality issues.

Code HSC-6023A

Credits 20

“Speech is a remarkable and unique motor accomplishment. It is faster than any other discrete human motor performance and uses more motor fibres than any other human mechanical activity (cited in: Kent, 2000:392)”. So, what happens to people if their motor speech production is impaired by genetic or acquired conditions? Throughout this module you will develop your theoretical and clinical understanding of the underlying causes and impact of Motor Speech Disorders and Dysphagia across the lifespan. You will demonstrate your knowledge of normal and impaired anatomy and physiology of speech and swallowing and you will explore and analyse the difficulties arising from motor speech disorders and plan evidence-based interventions. You will begin by considering models of expressive communication and swallowing and you will explore acquired and developmental motor speech disorders, their localisation, their distinguishing deficits, and how to formulate clinical intervention plans. You will learn through the degree’s integrated problem-based learning structure which is supported by resource sessions, practicals and clinical skills sessions, many of which are delivered by clinical practice partners. As you study you will check your knowledge and understanding through informal presentations and written work.

DISORDERS OF THE ORAL / VOCAL TRACT

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Credits 30

Helping people with voice disorders is an important part of the work of a Speech and Language Therapist. Voice disorders are common amongst the adult population and you will learn how to be part of the diagnostic and intervention process. In this module you will apply your knowledge of anatomy & physiology to construct and critique evidence-based interventions. You will explore these concepts in the company of clinical Speech and Language Therapists as well as academics. In addition you will briefly explore craniofacial anomalies, with an emphasis on cleft palate.

ELECTIVE - INTERNSHIP OR CLINICAL

Important Information

Assessment for Year 4

In your final year, 60% will be assessed through coursework and class tests and 40% will be based on the delivery and write up of the Master’s dissertation.

Compulsory Modules

INDEPENDENT RESEARCH 2

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Credits 40

In this module you will undertake the research project you designed in the Independent Research Module in year 3, allowing you to put into practice the skills in research methodologies and project management already gained. You will get to experience first-hand the processes of data collection, analysis and synthesis, ultimately addressing the research question(s) originally identified from the literature. You will have regular supervision and support seminars to help you keep your research on track and other modules in your pathway will support these activities.

Code HSC-7022Y

Credits 20

The elective placement module enables you to gain a deeper knowledge of areas of special interest to complement your pathway choice. The elective placement itself can be flexible and may involve a block of time or regular engagement with, for example, a research project team or an employer. Electives on offer are subject to change from year to year depending on the opportunities offered by our external partners. Over the course of year 3 you will begin to plan your elective placement, identifying the aims and objectives for that placement and making the necessary links, with support from the team.

Optional D Modules

MENTAL HEALTH ACROSS THE LIFESPAN

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Credits 20

This module has been designed to meet the needs of diverse health and social care practitioners working across a range of community and inpatient hospital contexts, as well as in private, voluntary and statutory settings. It is aimed at health and social care professionals who would not regard themselves as mental health specialists, including those working in schools (such as teachers and school nurses), primary care health centres, and charitable or community organisations. The module content takes into account a potential lack of knowledge, skills and confidence that such practitioners may experience in assessing and managing a range of mental health issues in non-mental health specialist environments, working with children, young people and adults of any age.

CLINICAL DECISION MAKING

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Credits 20

This module aims to prepare you to be able to manage complex clinical conditions using scientific and contemporary clinical knowledge to underpin action, reflection and evaluation. You will learn how to practice safely and effectively, incorporating a systems approach to clinical examination skills. You will understand the principles of assessment, the process of diagnosis, differential diagnosis, red flags and appropriate planning of care. It will support you to develop your practice as an advanced clinical practitioner to enable you to manage complex clinical conditions using scientific and contemporary clinical knowledge that is evidence based.

ADVANCING PRACTICE IN DEMENTIA CARE

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Credits 20

You will develop your skills and knowledge of working with people living with dementia across a wide range of community and inpatient settings. You will focus on improving your knowledge about and advancing practice in dementia, person-centred care and care interactions.

Optional A Modules

SYSTEMATIC REVIEWS AND RESEARCH SYNTHESIS

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Credits 20

Findings from systematic reviews have been increasingly used by health policy makers, clinicians and patients for making decisions. A systematic review of available evidence is also often required for developing new research, and for interpreting findings from a primary study. The module will include the following contents: 1. Introduction, framing questions and inclusion/exclusion criteria 2. Sources of evidence and literature search strategy 3. Data extraction and validity assessment 4. Synthesizing evidence from qualitative studies 5. Synthesizing evidence from quantitative studies 6. Quality of systematic reviews and overview of reviews 7. Recent development in research synthesis methods 8. Systematic review protocol. The learning outcome will provide you with the skills and understanding to appraise and interpret published systematic reviews, to develop a protocol and undertake a systematic review. By the end of the module, you will be able to: • Frame questions appropriate for a systematic review • Design an appropriate literature search strategy • Assess the relevance and quality of primary studies • Qualitatively and quantitatively synthesize data from primary studies • Appropriately interpret findings of a systematic review and meta-analysis • Understand common pitfalls in systematic reviews and meta-analysis • Become familiar with recent method research relevant to systematic reviews.

INTRODUCTION TO IMPLEMENTATION SCIENCE (ONLINE)

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Credits 20

This module aims to provide an introduction to Implementation Science and its role in healthcare. Health services are under increasing pressure to improve services and yet save resources. The routine delivery of evidence-based interventions and services ensures that the most cost-effective interventions are delivered to patients; however, it takes on average 17 years for research evidence to be routinely adopted in practice. In an attempt to close this research-to-practice gap, the field of Implementation Science has evolved. Implementation Science is defined as the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice, and, hence, to improve the quality and effectiveness of health services. This module will cover: • Key differences between Implementation Science, Quality Improvement and Knowledge Mobilisation. • Implementation study design, including implementation strategies, outcomes and hybrid designs. • Implementation frameworks and theories for understanding contextual factors that impact on successful implementation, for informing the process of implementation and to guide the evaluation of implementation efforts. • Stakeholder engagement, organisational readiness and systems thinking. • Scalability and sustainability of evidence-based practice. This new online module is delivered by leading implementation researchers across four universities: UEA, King’s College London, Kingston University and St George’s. A formative and summative assessment will be used to assess student knowledge gained throughout the module. Students will be presented with three case studies that provide implementation challenges faced in the NHS. Students will select one of the case studies on which to develop an implementation study protocol to explore / investigate the implementation challenge. Students will be encouraged to use the ImpRes tool and guide to designing implementation research throughout the module https://implementationscience.biomedcentral.com/articles/10.1186/s13012-019-0897-z Formative assessment: students will record a Powerpoint presentation that talks through their ideas for an implementation study protocol. The presentation will be recorded in Collaborate and made available to a small group of students for peer feedback. Summary feedback will be provided to the entire cohort. Summative assignment: students will write a protocol for an implementation research study. The protocol should be no more than 4000 words in length and address one of the implementation challenges addressed by the case studies. The protocol can be either quantitative, qualitative or mixed method. Students would be expected to demonstrate clear understanding of the implementation science concepts introduced in the module, e.g. implementation outcomes, implementation strategies, implementation theories, stakeholder engagement, organisational readiness, systems thinking and sustainability.

INTRODUCTION TO RESEARCH METHODS

Code MED-7021D

Credits 20

The purpose of this module is to provide students with a broad introduction to the methods used in Health Science Research. . The skills to be developed include being able to 1: recognise basic quantitative and qualitative research designs 2: recognise different data collection techniques 3: acquire a basic understanding of both statistical analysis and qualitative analysis; 4: critically appraise of the research literature.

Optional B Modules

MANAGING YOURSELF AND LEADING OTHERS

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Credits 20

The aim of this module it to support you in developing a critical understanding of efficient and effective leadership, in order to manage yourself and lead others. You will be empowered to lead innovative change and organisational development through the fostering of a shared sense of leadership and responsibility for the success of the organisation and the development of quality services

POLICY IMPLEMENTATION AND EVALUATION

Code HSC-7187E

Credits 20

Within the political, social, technical, economic, organisational and professional contexts in which healthcare is delivered, this module explores how practitioners can utilise their expert power and negotiation skills to influence a culture of creativity and innovation for advancing practice.

USING EVIDENCE TO LEAD AND ADVANCE PRACTICE

Code HSC-7192D

Credits 20

This module will introduce the concepts and skills of evidence-based practice. In doing so, it will explore and critically analyse core theories, policies and models that support and underpin evidence-based practice. You will be facilitated to turn clinical and leadership queries into advanced practice focused questions, from which you can search the evidence. You will be supported to identify effective strategies for identifying and communicating the need for change associated with national and international quality standards and findings from research. You will also be introduced to a range of quantitative and qualitative research data collection and data analysis methods. These can be used to measure the impact of change in terms of quality improvement and transformation at the point of care within your area and scope of advanced practice.

Optional C Modules

ENHANCING TEACHING LEARNING AND ASSESSMENT IN CLINICAL EDUCATION

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Credits 20

This module will introduce you to the underpinning educational theory and practice required to enhance your clinical education role, particularly as a clinical supervisor, mentor, or practice educator. It recognises the uniqueness of learning in clinical and practice settings and the importance of the role of the educator in facilitating learning which occurs in the context of client care.You will develop skills and experience professional socialisation which cannot readily be acquired elsewhere. The overall aim of the module is to provide you with a body of knowledge and principles to facilitate teaching, learning and assessment in practice-based settings. This will enable you to work effectively with learners who will become the workforce of the future and ultimately to improve services. This module is relevant to all health and social care professionals who supervise/mentor students, other clinicians who teach in higher education, whether they are new to these roles or new to studying at masters level. Nursing and midwifery professionals who are taking this module as a route to mentorship must have access to a pre-registration student on a recognised NMC (Nursing and Midwifery Council) program in order to teach, supervise and assess the learner.

LEADING TEACHING LEARNING AND ASSESSMENT IN CLINICAL EDUCATION

Code HSC-7066H

Credits 40

This module will support you to advance your skills as educators and develop your knowledge in leadership in education and supporting other educators. This module is relevant to all health and social care professionals who supervise/mentor students and or educators/mentors/supervisors, other clinicians, or who teach in higher education, whether you are new to these roles or new to studying at masters level.

English Language Courses at INTO UEA

Important Information

Entry Requirements

A Levels

AAB

T Levels

Obtain an overall Pass including an A in the core of the T Level and a Distinction in the Occupational Specialism. Acceptable subjects: Health, Healthcare Science, Science

BTEC

DDD in Health, Care or Science

Access course

Pass with Distinction in 36 credits at Level 3 and Merit in 9 credits at Level 3, in a Health, Care, Science or Psychology subject

International Baccalaureate

33 points

Additional entry requirements

Bachelor's Degree (hons)

2.1

Certificate of Higher Education

65% with ABB at A Level

Diploma of Higher Education

65% or above in Year 2

European Baccalaureate

80% or above

Foundation Degree

65% or above in Year 2, in a Health, Care or Science subject

Foundation Year

70% or above in a Foundation Year of an undergraduate degree programme at a UK university, in a Health, Care or Science subject, plus ABB at A Level

Irish Leaving Certificate

4 subjects at H2, 2 subjects at H3

Scottish Advanced Highers

BBC or above.

A combination of Advanced Highers and Highers may be acceptable, please contact Admissions for further information.

Scottish Highers

AAAAA or above

We welcome and value a wide range of alternative qualifications, and we also recognise that some students might take a mixture of some of the qualifications above. If your qualifications aren’t listed, or if you are taking a combination of qualifications that isn’t specified, please contact Admissions.

Please note that we do not consider A Levels in General Studies or Critical Thinking, Apprenticeships, NVQs (any level) or Work-based Level 3 Diplomas (previously NVQs) to meet the minimum academic entry requirements, although these can be used as evidence of recent study. We’ll also be unable to consider you for this course if you’ve obtained an academic fail from a previous health based degree programme, including where an exit award has been achieved.

GCSE REQUIREMENTS

5 GCSEs at a minimum grade C or grade 4, including Mathematics, English Language and a science subject. These requirements apply alongside all other specified requirements.

RECENT STUDY

We would prefer you to be able to demonstrate evidence of recent academic study within 5 years of the start of the course. If your last qualification will have been completed more than 5 years ago by the time the course starts, please contact Admissions.

AGE ON ENTRY

Applicants for this course need to be aged 18 or over by the 31 August 2024. This is owing to the integrated nature of placements within the second year of the course and safeguarding implications. In view of this, applicants who will not be 18 years old or over by this date, should consider applying for deferred entry.

INTERNATIONAL REQUIREMENTS

We accept many international qualifications for entry to this course. For specific details about your country, view our information for International Students.

Students for whom english is a foreign language

If English is not your first language, we will require evidence of proficiency in English (including reading, writing, speaking and listening) at the level of IELTS 7.5 overall (minimum 7.5 in each component).

Review our English Language Equivalencies for a list of example qualifications that we may accept to meet this requirement.

INTO UEA also offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:

Interviews

The strongest applicants will be invited to interview. Please note that meeting (or being predicted to meet) the minimum academic entry requirements will not guarantee that you will be selected for interview.

Interview invitations will be sent by email. Please keep a close eye on all emails from UEA after you submit your UCAS application.

Interview format

Our interview format for entry in 2023 is yet to be confirmed. We will update this information as soon as we can, so that you’ll know what to expect after you apply.

Note that we will not disclose interview questions in advance of the interviews, but in general terms the interviews will explore a range of issues, including your suitability for the profession and the NHS values (as reflected in the NHS constitution). We’ll look to consider your motivation to study this course, as well as whether you have an interest in people and a clear understanding of the profession (ideally with relevant voluntary or paid work in healthcare).

Experience of healthcare

We are aware that it is a difficult time to try to gain relevant experience in healthcare. First time applicants to Nursing, Midwifery and the Allied Health Professions will all be in a similar situation. We will take this into account and will adapt our expectations.

Keep in mind that clinical work experience is not generally a requirement for applying to train in healthcare, but it is important to show that you are able to work with people and appreciate the health and social care setting. It is important to remember why we look for work experience in an application; this in turn can help you think of the numerous ways that you might be able to demonstrate how you have acquired relevant experience.

We will want to see that you understand what a career in Health involves. Work experience, and other related experiences, are only as valuable as the way you talk about them and what understanding you take from them. While we will expect you to show some understanding of what it is like to be the professional of your choice, part of this involves demonstrating that you know what it is like to work in a responsible role, particularly with the public.

What type of experience do you need?

Any activity or life experience that helps you to prepare for training to be a healthcare professional will help. This means any activity that allows you to demonstrate that you have:

Had people-focused experience of providing a service, care, support or help to others, and that you understand the realities of working in a caring profession.
Developed some of the values, attitudes and behaviours essential to being a Nurse, Midwife or Allied Health professional such as conscientiousness, effective communication and the ability to interact with a wide variety of people. The values that we are looking for are set out in the NHS Constitution.
A realistic understanding of Health and Social Care and in particular the physical, organisational and emotional demands of the career.

Practical ways to gain experience

Keep a reflective diary on what is happening in the news and online. Listen to what healthcare professionals have to say and reflect on this. All healthcare professionals can be a valuable source of information and experience, not just those that work in the specific profession that you are applying for. Demonstrating that you have a sense of all healthcare professions (and how they work together) will help you in both your personal statement and interview.

Volunteer in your spare time if you can, all forms of voluntary work can provide helpful work experience. Whilst volunteer work in the NHS might be disrupted at this time, other schemes may still be in operation and worth exploring i.e. working with other people in a caring or service role. Voluntary commitments to community groups (for example groups related to the work of churches, mosques and temples, or other groups such as Scouts or Guides) and online community support groups may also provide valuable experience of taking on responsibility, dealing with people and communicating effectively. It is likely that these sorts of volunteering opportunities will start to run again before healthcare related opportunities are available.

Remember: it is what you learn about yourself, about other people and about how effective care is delivered and received that counts. What you did is only a small part of the story; it is how you communicate what you learnt which matters.

PROGRAMME CONDITIONS

Offers will be made to applicants after completion of successful interviews, and will be subject to a satisfactory occupational health check (including evidence of appropriate immunisations), an enhanced Disclosure and Barring Service (DBS) check and two satisfactory references. We will let you know what you need to do (and when) to meet these conditions if you are successful in gaining an offer.

PLACEMENTS

During the course, practice experience is gained via placements. The placement environments include hospitals, community, social services or a variety of other sectors. Placement allocation occurs throughout the counties of Norfolk, Suffolk, Cambridgeshire, Essex, Lincolnshire, Bedfordshire and Hertfordshire, and London.

As this course includes patient facing placements in health or social care settings, and these are a mandatory component of the course, you will need to comply with the placement vaccination policy. Failure to meet the placement vaccination policy may prevent you from joining the course or may lead to your withdrawal from the course in the future. Future employment may also be subject to this condition.

Gap year

We welcome applications from students who have already taken or intend to take a gap year. We believe that a year between school and university can be of substantial benefit. If you intend to apply with deferred entry, please let us know about your gap year plans in your UCAS application.

PROGRESSION REQUIREMENTS

Once enrolled onto your course at UEA, your progression and continuation (which may include your eligibility for study abroad, overseas experience, placement or year in industry opportunities) is contingent on meeting the assessment requirements which are relevant to the course on which you are enrolled.

Intakes

This course is open to UK and overseas applicants. The annual intake for this course is in September each year.

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