| CODE | CSD5042 | ||||||
| TITLE | Models of Service Delivery | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||
| DESCRIPTION | This unit addresses the ways in which audiology and vestibular services are delivered in clinical contexts. The unit will cover strategies and goals related to the management of an audiological service. Models of service delivery including clinical (direct), consultancy (indirect) and collaborative models will be discussed. This study-unit will critically examine professional and therapeutic boundaries. Legal issues related to disability and compensation strategies are also evaluated. Study-unit Aims: The unit aims to familiarise students with the diversity of service delivery in the light of evidence based practice as well as with legal and ethical issues and boundaries related to audiology service provision. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - familiarize with and evaluate the various available models of service provision in the audio vestibular domain; - appreciate the Code of Ethics and Code of Practice of the Council for Professions Complementary to Medicine; familiarize with the Data Protection Act (2001) and the Health Professions Act (Chapter 464). 2. Skills By the end of the study-unit the student will be able to: - select appropriate intervention models and strategies that are effective in the local context and that reflect individual client's needs; - adapt and generalize within the health care, educational and social setting interpretation of: a. Code of Ethics (CPCM); b. Health, Education & Professions Act; c. Legal issues related to disability and communication; d. Data Protection Act (2001). Main Text/s and any supplementary readings: Selected Reading - Dodd, B. (2007) Evidence-based practice and speech-language pathology: strengths, weakness, opportunities and threats. Folia Phoniatrica et Logopaedica, 59:118-129. - Greenhalgh, T. (2010) How to Read a Paper: The basics of evidence-based medicine (4th ed.). Wiley-Blackwell. - Haynes, W.O. & Johnson, C.E. (2009) Understanding Research and Evidence-Based Practice in Communication Disorders: A primer for students and practitioners. Pearson. - Roddam, H. & Skeat, J. (2010) (Eds.) Embedding Evidence-Based Practice in Speech and Language Therapy. West Sussex: Wiley-Blackwell. - Straus, S.E., Richardson, W.S., Glasziou, P., & Haynes, R.B. (2005) Evidence-Based Medicine: How to practice and teach EBM. (3rd ed.) Elsevier Churchill Livingstone. Main Text - Wong, L., & Hickson, L. (2012). Evidence-Based Practice in Audiology: Evaluating interventions for children and adults with hearing impairment. San Diego: Plural Publishing. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: An undergraduate degree (minimum 2nd class) in a human science subject | ||||||
| STUDY-UNIT TYPE | Group Learning, Independent Study & Lectures | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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