One semester - Block teaching 3 full days + 2 full days
Postgraduate, Professional Development, Post-registration
Do you value effective partnership working? Do you work in a multidisciplinary team approach for people who have dysphagia?
Would you like to have support to design a robust and evidence-based evaluation of your current practice in your own healthcare setting?
This course will help you to streamline services for your patients and enhance the cost-effectiveness and clinical excellence of your practice. The module is open to candidates from across the UK who are currently working a significant proportion of their job role in dysphagia care.
Eligible professional disciplines include (but are not limited to) Speech and Language Therapists, Dietetics/Nutritionists; Radiographers, Respiratory Physiotherapists, Occupational Therapists, Specialist Nurses, Health Visitors, Social Workers.
Successful completion of the programme will be recognised with the Certificate Multidisciplinary Practice in Dysphagia Care, awarded by University of Central Lancashire (UCLan). Completion of this award does not confer any recognition of professional or clinical competences.
The course is open to candidates who are currently working a substantial proportion of their job role in dysphagia care. Eligible professional disciplines include (but are not limited to): Speech and Language Therapists (SLT), Dietetics/Nutritionists; Radiographers, Respiratory Physiotherapists, Occupational Therapists, Specialist Nurses, Health Visitors, Social Workers. Applicants for this module will normally be fully qualified in their own professional discipline, and have completed any post-qualification practice competencies that are required by their professional regulatory body (normally completed within 12 months after their initial qualification).
This is a single module taught over one semester.
This course comprises 200 study hours, of which 36 hours will be delivered as taught sessions on Preston main campus.
The remaining hours comprise independent study time and the students will be given clear guidance and support to make their personal study plan.
Find out more about Postgraduate courses at our Postgraduate Advice Event on 8 November 2018
A range of teaching approaches will be used including lectures, seminars, structured whole group exercises, and paired/small group activities. The module will encourage student learning by participation and independent inquiry as well as developing problem-solving and analytical skills. This provides the opportunity for us to deliver the teaching in a more flexible way in order to best meet the learning style and prior experience of current students.
The Course Lead – Dr Hazel Roddam – has an international reputation for teaching evidence-based practice and for leading professional development events and conferences in dysphagia. Hazel is the Co-Director of Advancing Dysphagia Practice (http://dysphagiapractice.blogspot.co.uk/) together with Dr Hannah Crawford. Hannah is a Consultant SLT who also works for NHS Improvement with a remit for patient safety in dysphagia and will deliver some of the module sessions.
The other module tutors are all experienced academics who are research active in organisational change, collaborative working, and practice change within an implementation science framework.
There is one coursework assignment, valued at 20 Level 7 credits (Master’s level).
You can apply for many of the postgraduate UCLan courses using our Online Application System.
In addition to the academic staff, there will be a number of guest presentations from experienced practitioners from a range of disciplines, and across a spread of clinical populations with dysphagia (e.g. neonatal care, paediatric special needs, adult learning difficulties, acquired neurological conditions, head and neck cancers, dementia, end of life care).
These guests will be invited to present illustrative examples of multidisciplinary service initiatives in dysphagia care from their own work setting.
They will also help to facilitate structured group exercises to critically reflect on alternative options for evaluation of these services within relevant theoretical frameworks.
Attendance on this module will provide the opportunity for active networking with multidisciplinary colleagues from across UK; for the reciprocal exchange of best practice knowledge.