PCHN10040 10 Full year Undergraduate Level 4 Deborah Cane Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' First part HE study/Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <p>This course encourages students to reflect on psychological and social aspect of hearing loss, how to provide patient-centred care, and the importance of self-awareness and reflective practice as key skills in becoming an audiologist &nbsp;</p> <p>This course encourages students to reflect on psychological and social aspect of hearing loss, how to provide patient-centred care, and the importance of self-awareness and reflective practice as key skills in becoming an audiologist &nbsp;</p> <ul><li>Explore self-awareness as a pre-requisite to reflective practice</li><li>Consider the sense of hearing and how it shapes and informs the world we live in</li><li>Explore the world of Deaf/deaf individual</li><li>Provide an introduction to aural rehabilitation from a service users perspective &nbsp;</li></ul> <ul><li>Discuss the importance, of self-awareness, unconscious bias, emotional intelligence and resilience</li><li>Discuss the importance of reflective learning, self-reflection and how these will be important in clinical practice</li><li>Explain the WHO classification system to describe the needs of deaf/Deaf individual</li><li>Discuss the importance of the concepts of effective communication and patient-centred care</li><li>Describe the complexities and challenges of living with hearing loss/Deafness</li><li>Explore hearing and sensory perception from a personal perspective</li><li>Describe the differing audiology service needs of a hearing impaired individual, and the services such a service provides</li></ul> <ul><li>Develop the ability to think critically and question received information</li><li>Enhancement of reflective, evaluative and interpretive skills</li><li>Develop team-working skills &nbsp;</li></ul> <ul><li>Enhancement of reflective learning, self -awareness, self- reflection and the ability to write reflectively &nbsp;</li></ul> <ul><li>Academic reading</li><li>Use of library</li><li>Development of the ability to express issues clearly and succinctly&nbsp;</li></ul> <ul><li>Self–awareness and reflective practice</li><li>Improving self-awareness on personal and professional level for quality patient care and professional growth &nbsp;</li><li>Introduction to reflective practice and how to do &nbsp;this</li><li>Models of disability</li><li>Deaf/deaf Culture</li><li>Personal experience of hearing and sensory perception</li><li>Differing audiology service needs of a hearing impaired individual</li></ul> <p>Blended approach: Tutorials, class discussion, directed and self-directed study. The students are encouraged to keep a reflective journal of the sessions</p> 0 Other 100% <p>Summative Assessment: Creative Portfolio of learning/Reflection (2000 words) - 100%</p> <p>Formative assessment - practical work and debates on an individual and group basis; feedback on presentation and portfolio of learning.</p> BSc (Hons) Healthcare Science BSc (Hons) Healthcare Science First Year Mandatory N <ul><li>British Society of Audiology: 2016 Common principles for rehabilitation for adults in audiology services. Available at</li><li>https://www.thebsa.org.uk/resources/common-principles-rehabilitation-adults-audiology-services/</li><li>Edwards, E. 2019 Reflective practice: Available (via blackboard)at https://softchalkcloud.com/lesson/serve/AG542KrlQ3tO7W/html</li><li>Grenness C, Hickson L, Laplante-Lévesque A, Davidson B. 2014 Patient-centred care: a review for rehabilitative audiologists. Int J Audiol 53 Suppl 1:S60-7</li><li>Health and care profession council. HCPC standards. Available at https://www.hcpc-uk.org/standards/</li><li>International Classification of Functioning, Disability and Health (ICF) (2001) World Health Organisation (WHO) Geneva</li></ul><p>PLEASE NOTE: A greater range of references will be provided in lectures.&nbsp;</p> Work based learning 22 0 78