| CODE | CMT5007 | ||||||||
| TITLE | Models of Service Delivery | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 10 | ||||||||
| DEPARTMENT | Communication Therapy | ||||||||
| DESCRIPTION | This study-unit addresses the ways in which speech pathology and audiology services are delivered from an organisational perspective. The study-unit will cover organisational values, strategies and goals. Models of service delivery including clinical (direct), consultancy (indirect), collaborative and language based 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. Contentious issues in intervention are reviewed in the light of the local bilingual context. Types of service delivery in the audiology profession are discussed, including hospital, clinic, community, remote-based methods. These types of service delivery are discussed in terms of paediatric, adult, and geriatric audiology. Study-unit Aims: The study-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 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 communication therapy and audiology; - 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 driven by research and practice-based evidence and that reflect individual client's needs; - evaluate intervention models that are in effect in the local context; - adapt and generalize within the health care, educational and social setting interpretation of: - Code of Ethics (CPCM); - Health, Education & Professions Act; - Legal issues related to disability and communication; - Data Protection Act (2001); - Problem solve when faced with a complex controversial issue in the therapy setting. Main Text/s and any supplementary readings: Obligatory Reading - Anderson, C. & Van der Gaag, A. (2005) Speech & Language Therapy: Issues in Professional Practice. London: Whurr. - Bray, M., Ross, A. & Todd, C. (2006) (2nd ed.) Speech and Language Clinical Process and Practice. London: Whurr. - Bunning, K. (2004). Speech and Language Therapy Intervention: Frameworks and Processes. London: Whurr. - Council for Professions Complementary to Medicine: Code of Ethics and Code of Practice. - Data Protection Act (2001) Malta. - Dodd, B. (2007). Evidence-based practice and speech-language pathology: Strengths, weaknesses, opportunities and threats. Folia Phoniatrica et Logopaedica, 59, 118-129. - Health Professions Act (Chapter 464) Malta. - James, D.G.H., Jeffries, L. & Worley. A. (2008) Speech & Language Therapy Service Model & Effectiveness Review: Stages II and III (5-18 year olds).Centre for Allied Health Evidence, University of South Australia. - Law, J., Garrett, Z., & Nye, C. (2003). Speech and language therapy interventions for children with primary speech and language delay or disorder. Cochrane Database of Systematic Reviews, Issue 3 Art. No.: CD004110. DOI: - 004110.001002/14651858. CD14004110. - Reilly, S., Douglas, J. & Oates, J. (2004). Evidence Based Practice in Speech Pathology. London: Whurr Pub. - US Joint committee on Infant Hearing. Year 2007 Position Statement: Principles and Guidelines for early hearing detection and intervention programs. Paediatrics 2007 Oct; 120(4):898-921. Background Reading - Corey, G., Corey, M.S., & Callanan, P. (1998) Issues and ethics in the helping professions, 5th ed.. London: Brooks/Cole. - Kent, R. D. (2006). Evidence-based practice in communication disorders: Progress not perfection. Language, Speech & Hearing Services in Schools, 37(4), 268-270. - Lubinski, R., & Hudson, M. (2013). Professional issues in speech-language pathology and audiology. New York: Delmar. - Rushbrooke, E., & Houston, T. (2015). Telepractice in Audiology. San Diego: Plural Publishing Inc. - The College of Speech and Language Therapists (1991) Communicating Quality: Professional standards for speech and language therapists. London: The College of Speech and Language Therapists. |
||||||||
| STUDY-UNIT TYPE | Lecture and Group Learning | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Amr El Refaie Lucy Handscomb Joseph G. Agius Roberta Buhagiar Nicholas Desira Daniela R. Gatt Ritienne Grima Rita Micallef Nadine Tabone |
||||||||
|
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 2023/4. It may be subject to change in subsequent years. |
|||||||||