Handbook

HIGHER N ATIONAL DIPLOMA (HND) IN HEARING AID AUDIOLOGY M ARY H ARE TRAINING SERVICES STUDENT H ANDBOOK (PROGRAMME REGULATIONS) 2013 – 2015

Approved

Approved

TABLE OF CONTENTS

INTRODUCTION................................................................................................................ 4 Rationale for the Higher National Diploma in Hearing Aid Audiology .............................4 The Programme Team ................................................................................................... 5 COURSE DESCRIPTION .................................................................................................. 6 Programme Objectives ................................................................................................... 7 Programme Structure ..................................................................................................... 8 Theory and Practice ....................................................................................................... 8 Links with Employers ...................................................................................................... 9 YEAR 1: LEVEL 4........................................................................................................ 10 YEAR 2: LEVEL 5........................................................................................................ 11 ADMISSIONS................................................................................................................... 12 Requirements ............................................................................................................... 12 Equality and diversity.................................................................................................... 12 ROLES AND RESPONSIBILITIES................................................................................... 14 Student ......................................................................................................................... 14 Course Leader .............................................................................................................. 14 Personal Tutor .............................................................................................................. 14 Workplace Mentor ........................................................................................................ 15 Unit Leader .................................................................................................................. 15 STUDENT EXPERIENCE OF THE COURSE .................................................................. 16 Typical timetable........................................................................................................... 16 Learner Support and Feedback (as found in the Edexcel Centre Quality Handbook) . 16 Communication............................................................................................................. 17 Professional Conduct ................................................................................................... 17 Support and Guidance.................................................................................................. 18 Graduate Employability ................................................................................................ 18 TEACHING, LEARNING AND ASSESSMENT ................................................................ 19 T & L Strategies and Methods ...................................................................................... 19 Assessment Rationale .................................................................................................. 19 Practical Assessments (Clinical Skills) ......................................................................... 19 Written/project assessment .......................................................................................... 20 Unit Grading ................................................................................................................. 20 Impact of Disability on Assessment .............................................................................. 20 Feedback to students ................................................................................................... 20 Internal Verification (as found in Edexcel Centre Quality Handbook) .......................... 21 Assessment Timing and Late Submissions .................................................................. 22 Authenticity of Students’ Work ...................................................................................... 23 Complaints and Appeals (as found in Edexcel Centre Quality Handbook) ................... 24 PROGRESSION and CERTIFICATES............................................................................. 25 Successful Completion ................................................................................................. 25 Partial Completion ........................................................................................................ 25 Withdrawal .................................................................................................................... 25 COURSE MANAGEMENT ............................................................................................... 26 Quality Assurance ........................................................................................................ 26 Course Committee........................................................................................................ 26 Evaluations and Complaints Procedure........................................................................ 27 Unit 1: Anatomy and Physiology Foundations ............................................................. 28 Unit 2: Audiological Assessment Fundamentals ......................................................... 33 Unit 3: Basic Aspects of Hearing Aid Systems ............................................................ 37 Unit 4: Communication for Hearing Aid Dispensers 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Comment [JR1]: Clarify throughou appropriate use of ‘assessment boar and ‘course committee’ and roles

Unit 5: Key Anatomy and Pathology Issues ................................................................ 48 Unit 6: Specialized Audiological Assessment.............................................................. 53 Unit 7: Advanced Application of Hearing Aid Systems ................................................ 57 Unit 8: Practice Management and Professional Conduct ............................................ 62 Appendix 1 Assessment Table..................................................................................... 67 Appendix 2 Learning Support Resources..................................................................... 68 Appendix 3 Equality and Diversity Policy ..................................................................... 69 Appendix 4 HNC/HND Grade Descriptors.................................................................... 70 Appendix 5 Calculation of the Overall Qualification Grade........................................... 72 Appendix 6 Permission to discuss progress form ........................................................ 73 Appendix 7 Student Practicals Subject Consent Form ................................................. 74 Appendix 8 Code of Conduct Student Contract ........................................................... 75

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INTRODUCTION Welcome to the Higher National Diploma (HND) in Hearing Aid Audiology at Mary Hare, validated by Edexcel and approved by Health and Care Professions Council (HCPC). This handbook is to provide guidance to students on the structure, content and regulations throughout the course. The Course leads to the qualification of a Higher National Diploma in Hearing Aid Audiology and the eligibility to apply for registration as a Hearing Aid Dispenser from the Health and Care Professions Council. The HCPC outline standards for practice and education in their documents: 1. Code of Conduct 2. Standards of Proficiency for Hearing Aid Dispensers, and 3. Standards for Education and Training. Only approved programmes, such as this one, can contain any reference to the HCPC protected title of Hearing Aid Dispenser in their named award as per regulations. The course fulfils the aims and requirements of the Code of Practice for the assurance of academic quality and standards in higher education QAA (2007) as a work based course, and the Audiology Benchmark statement QAA (2006). It also takes due note of the former Hearing Aid Council’s Code of Trade Practice (2008), the Standards of Competence (2008) and the Registration Rules (2007) for the dispensing of hearing aids in the UK. Recruitment is aimed primarily at employed Hearing Aid Audiology trainees either in the private sector or in the NHS working with hearing impaired adults mainly, but also some children and young people. Potential applicants will fill out an application form along with their employer/mentor. The responsibility for accepting or rejecting an individual onto the course will rest with the Course Team and ultimately Course Leader. Rationale for the Higher National Diploma in Hearing Aid Audiology The last decade has witnessed a rapid succession of new policies relating to this sector and Hearing Aid Dispensers are now able to register as health care professionals. The HCPC monitors standards, continuing professional development and any extensions to the scope of practice. The HND will enable candidates to be employed in private practice or within the National Health Service. Those who apply for the course will be employed in one or other of these sectors. The HND brings together a number of academic disciplines in its course structure. Contributions will be made by leaders in the field of audiological science, pure science, technology, health/medicine, business, counselling and therapy. The course integrates the methods and insights of the various disciplines which are contributing to our understanding of audiology and will enable Higher National Diploma graduates to work in a variety of settings. The programme is designed to be responsive to the employment needs of the sector and the region, meeting requirements of the role for Hearing Aid Dispensers and enabling safe and competent practise. We wish every student a successful and enjoyable time during studies with us.

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The Programme Team

Course Leader: Victoria Dixon, BSc, Hearing Aid Dispenser Unit Leaders: Victoria Dixon: Hearing Aid Dispenser, International Training Co-ordinator (Starkey USA) Robert Rendell: Clinical Scientist in Audiology; Hearing Aid Dispenser Marina Rose: Audiological Researcher Peter Keen Educational Audiologist and Joy Rosenberg, Clinical Scientist in Audiology; Hearing Aid Dispenser

Tutors: David Bellinger: Educational Audiologist Viv Ogg: Educational Audiologist Nick Papas: Physicist Tony Shaw: Physicist Peter Keen, Educational Audiologist Helen Nelson, Teacher of the Deaf

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COURSE DESCRIPTION 1.

Course Title and Award Higher National Diploma: Hearing Aid Audiology

2.

Institution Mary Hare Training Services

3.

Mode and Pattern of Attendance Full-time: 2 years blended (face-to-face and distance learning. The programme is designed to be completed in a minimum of 2 years of full-time study. To qualify for the award the student must fulfil the conditions within a maximum of three years from initial registration, unless there is special dispensation in view of mitigating circumstances.

5.

Credit rating

The course encompasses 120 credits in 4 units per year for two years for a Higher National Diploma. A student must normally pass all 4 units of Year 1 before starting Year 2; and must pass all eight units in order to earn a HND. If a student does not complete the entire programme, credit can be granted for the units that they did pass. Eligibility to register with the Health and Care Professions Council as a Hearing Aid Audiologist is possible only if the entire programme is completed. .

6.

Validating and Approval Bodies Validated by Edexcel Approved by Health and Care Professions Council

7.

Start Date October 2013

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Programme Objectives General Objectives 

Demonstrate knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed.

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Demonstrate ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context;

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Demonstrate knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work based context;

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Demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context.

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Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context;

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Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context;

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Undertake further training, develop existing skills, and acquire new competencies that will enable them to assume responsibility within organisations;

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Demonstrate qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making.

Key and Transferable Skills  

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Communicate ideas, principles and theories, arguments and analysis effectively in speech and writing, using visual and ICT media as tools where appropriate Think critically, including the ability to: o Identify and summarise the main points in an argument; o Present and develop an argument, drawing upon appropriate evidence o Respond critically and evaluatively o Analyse and synthesise research, theories and ideas from multiple sources; o Examine issues from a range of perspectives; Use ICT to support development and work with service users in a clinical setting; Work within a team and individually to deliver an excellent service Solve theoretical and practical problems in the role of a Hearing Aid Dispenser.

Audiology-Specific Objectives Audiology is underpinned by the key principles, which guide assessment and rehabilitation. In order to fulfil these requirements, this course aims to enable students to: 

Select, offer and be able to undertake a range of assessments that are appropriate to the individual patient, making contingent decisions as information is gathered

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Record and document assessments accurately and in a way that facilitates inter-disciplinary communication

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Evaluate the individual in terms of their particular needs and context, recognising that hearing, tinnitus and balance disorders affect social and emotional well being of both service users and their families

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Develop a therapeutic relationship with service users undergoing rehabilitation (and their families where this is appropriate)

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Understand hearing, tinnitus and balance disorders and their impact on life opportunities

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Appreciate the different models of disability which inform the philosophy and principles of intervention

Programme Structure The programme has four key elements (represented by individual units repeated in the second year) which combine to achieve an integrated whole and meet all the required elements of the role of a Hearing Aid Dispenser. It follows the framework laid down by Edexcel and the HCPC in order to achieve competence in all the required professional standards of proficiency. In year 1 the four units are studied at Introductory level or Level 4 (the equivalent of first year undergraduate study). In year 2, the same four units are studied at an advanced level or Level 5 (the equivalent of second year undergraduate study). The programme, therefore, consists of eight units, each equivalent to 30 credits. There are 120 Guided Learning Hours (GLH) (tutor-led) per unit and further independent student learning effort required to accomplish the learning needed. Based on the credits and GLH, besides the face to face component of learning in the study blocks at Mary Hare, a further 450 hours per year for practical work (roughly equivalent to an average of 10-12 hours per week), and 450 hours per year for academic study time (again roughly equivalent to an average of 10-12 hours per week) is needed. Both are to be accomplished in the weeks between study blocks. Some employers allow study leave for their employees/students. Students whose remits do not allow for adequate practical work need to make arrangements with mentors to accomplish this. If a student chooses to leave the programme at the end of the first year, and have successfully achieved 120 credits at Level 4, they will be eligible for a Higher National Certificate. Registration with the HCPC as a Hearing Aid Dispenser, however, is not possible until the two year HND has been successfully completed. This course will be taught at the Mary Hare site, which has dedicate training rooms with lecture/seminar facilities and hearing science laboratory equipment. Theory and Practice This programme is equally divided between theory and practice and delivered in a mixed (blended) mode. The theory will be delivered in a variety of formats, including face-to-face lectures, seminars and group discussions, supported by e-learning and students’ revision and reading between study blocks during practice placement. Practical clinical skills are taught and developed in simulated and real life situations; and then objectively assessed during each study block. The assessments confirm competence and ability to practice these skills in the workplace. Students are asked to sign a consent form to participate as subjects for one another in these practical skills. Once the practical assessment for a specific skill is passed, the student will be entitled to practise and consolidate this competency in the workplace with supervision as appropriate. Each study block of two weeks duration is followed by a practice placement of at least four weeks, with a Page 8 of 75

longer period in the summer months to enable consolidation of the skills learnt, to enable mentors to evaluate the skills, and to observe new professional competencies, which will be taught, practised and assessed in a subsequent study block. It is the student’s professional responsibility to seek support and advice from the workplace mentor at any time if the student is concerned about being unable to conduct any procedure safely and correctly in the workplace.

Critical reflection and evaluation are also key elements of this course. Students will be required to maintain a Personal and Professional Development Profile and to record ongoing workplace practice in a clinical log which must be submitted to tutors at the beginning of each study block. These activities will enable each student to develop skills as a reflective practitioner, in order to evaluate their own practice and identify learning needs. Throughout the programme students will be supported by a Personal Tutor from the course and a mentor from the workplace identified on the initial course application form. This mentor is given training from the course via readings on feedback giving. He/she will be required to provide both students and Mary Hare tutors with feedback related to clinical skills by written evaluation in the clinical logbook. Links with Employers Mary Hare School is a well established member of the hearing aid audiology profession. We are actively involved in the professional association of our industry: the British Society of Hearing Aid Audiologists (BSHAA) and are regular contributors to their professional days and annual conferences. The Mary Hare organisation itself has hearing centres in the south of England (in Newbury, and Salisbury) Mary Hare also works in partnership with Starkey (UK). Starkey USA also acts as a sponsor, by providing the support of their International Training Co-ordinator. During the course we will liaise with employers to ensure that they are aware of learning needs and fully understand the training requirements of the HND.

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YEAR 1: LEVEL 4

UNIT 1: Anatomy and Physiology Foundations 30 Credits Compulsory - year 1  Basic chemistry and biochemistry  Introduction to basic anatomy and physiology  Introduction to the hearing mechanism; nature and processing of sound  Altered function of ear due to injury, infection and disease  Normal and abnormal features of the ear  Causes and effects of excessive wax  Causes of hearing impairment in childhood and adult life  Medical conditions requiring intervention  Otoscopy and Ear Mould impression taking

UNIT 2: Audiological Assessment Fundamentals 30 Credits Compulsory - year 1  Physical properties of sound  Objective and subjective measures of sound  Effects of sound on service users  Basic physics  Air conduction and Bone conduction testing  Masking

UNIT 3: Basic Aspects of Hearing Aid Systems 30 Credits Compulsory – year 1  Acoustic environment and its impact on communication and hearing aid use  Hearing aid styles, including their relative acoustic properties  Performance characteristics of hearing aids, including an introduction to linear and non-linear systems  Introduction to aid selection and fitting  Introduction to aid maintenance and fault-finding  Earmould manufacturing techniques

UNIT 4 Communication for Hearing Aid Dispensers 30 Credits Compulsory – year 1  Clinical observation  General client care and aural rehabilitation  Assessment procedures  Consumer rights and consumer protection  Codes of conduct  Regulatory bodies and committees

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YEAR 2: LEVEL 5

UNIT 5: Key Anatomy and Pathology Issues 30 Credits Compulsory  Tests of middle ear function  Key physiological processes that enable normal hearing  Central and key processes and neural transmission  Binaural hearing  Implications and management of non-organic hearing loss  Care plan management and onward referral  Medical and therapeutic interventions for balance disorders

UNIT 6: Specialised Audiological Assessment 30 Credits Compulsory  Key measures of sound pressure level  Applicability in management of service users with hearing disability  Psychoacoustics: Binaural hearing, speech perception and localisation  Speech Audiometry

UNIT 7: Advanced Application of Hearing Aid Systems 30 Credits Compulsory  Multi programme and multi memory systems, noise reduction and acoustic feedback suppression.  Analogue to digital conversation and multi-channel processing  Electro-acoustic testing and hearing aid evaluation  Assessment of hearing aid benefit  Prescribing, programming and fitting suitable hearing aids  Real Ear Measurements  Assistive listening devices

UNIT 8: Practice Management and Professional Conduct 30 Credits Compulsory  Standards of competence including health and safety  Commercial consideration of marketing  Ethical business practice  Patient management skills, including individualizing approaches  Establish an authoritative case history  Record keeping, record writing and data storage

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ADMISSIONS Requirements Applicants are selected on the basis of their suitability for the course, and their ability to benefit from and contribute to it. It is intended that access should be as wide as possible, but entrants should normally have:  

a minimum of two passes at A-level or 6-unit Vocational A-level, plus three passes at GCSE (grades A–C) or O-level (grades A–C) including English

Exceptionally, applicants who can show that they have qualifications, or experience, or both, that demonstrate knowledge and capabilities equivalent to those listed above, may be admitted with dispensation from the requirement to possess those qualifications. All applicants must provide:  application form  500-word essay on their role as a trainee or a topic they will study using at least one reference to be assessed by the course leader.  reference from their current employer  mentor who will agree commitments of the course on the application form  application to obtain Criminal Records Bureau clearance.  occupational health or GP signature indicating fitness for course and work.  Demonstration of English competence as first language, or standard equivalent of level 7.0 (at least 6.5 on each element) of IELTS (the International English Language Testing System ). Equality and diversity Equality and diversity issues are addressed in recruitment and selection in that all candidates who meet the entry requirements for the programme and have appropriate references and personal statements and who meet the criteria for acceptable communicative competence (speaking and listening) are offered places; as monitored by database of applicants and decisions submitted to course committee. The course is designed for trainee hearing aid dispensers who are already working in audiological settings. It is essential, therefore, in order to be accepted on the course that an applicant is employed in an audiological role within either a private hearing aid audiology centre or within the National Health Service and continue to be so throughout the duration of the HND. It is compulsory requirement to obtain CRB clearance (Criminal Records Bureau). The HCPC are currently (June 2013) consulting on requiring public liability and professional indemnity insurance; and each student is strong advised to ensure they are adequately insured before commencing on the course. Equal Opportunities Policy (as found in Edexcel Centre Quality Handbook) Mary Hare is an equal opportunities employer. Guidelines are published for entry to BTEC/HND courses and these are applied impartially. During the course the expectation is that all students receive equality of treatment from Assessors throughout the course in terms of, for example tutorial support, consistency of assessment decisions and all other elements associated with the course. Members of staff will have equal access to staff development to ensure updating of skills and knowledge. This is monitored and ensured by data submission to Course Committee meetings. Page 12 of 75

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ROLES AND RESPONSIBILITIES Student It is your responsibility to be actively engaged throughout the course. You should be both proactive and reflective in taking on responsibility for your own professional development. Your role includes:  Acting in a professional manner at all times; including classroom behaviour and dress  Reflecting in and analysing your own practice and development through the course through discussion and assignments;  Meeting with your mentor and evaluating your work on a regular basis;  Maintaining a Profile of Professional Development (PPD) throughout the course and ensuring that you attend all commitments punctually;  Completing and handing in all assignments on time;  Utilising the ICT elements of the course effectively (with support);  Undertaking the reading, research, and tasks you are set outside taught sessions, and coming to those sessions fully prepared so that you are able to take an active role;  Taking part in reviews and evaluations of units and the course as a whole. Course Leader The Course Leader has oversight for coordination of the academic programme including:.           

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Admissions Pastoral and academic support Principal point of contact about academic matters; Supervises the teaching programme; Timetable for teaching and assessment Regular stakeholder evaluations Election of student representatives Termly meetings of the Course Committee; Signs reference; Communication with workplace setting Preparation for annual: o Standards Verification by validator (Edexcel) o Monitoring by approval body (HCPC) o Assessment board for student marks and certification o Documentation revision Maintains their own continuing professional development

Personal Tutor At the start of the course each student is allocated a personal tutor at Mary Hare to provide professional support, and pastoral support if necessary and appropriate. The role of the personal tutor is to:   

Maintain contact with through regular, negotiated meetings; Provide support and guidance for professional and academic growth; Monitor development; Page 14 of 75

    

Be a channel of communication to course staff, if necessary; Be available for personal advice and referral to support agencies as appropriate. Provide references, based on the judgements of the teaching team; Maintain their own continuing professional development as part of their professional body membership and performance appraisal. It is the student’s responsibility to initiate and maintain contact with their personal tutor throughout the course.

Workplace Mentor All students enrolled on the HND will have the support of a mentor. The mentor will be an experienced practitioner who is able to provide support within the workplace. The mentor will also engage in some observation and evaluation of students in the workplace. Mentors should have relevant experience and qualifications, and also demonstrate good practice. In order to be prepared for placement they need an understanding of learning outcomes, assessment procedures, and professional conduct expectations. When tutors are satisfied that a student has reached a competent and safe standard on practical skills, they will be judged to have passed this skill and are considered to be safe to practice this skill in their own workplace. The issue of the proximity of ongoing supervision required is down to the mentor and his/her knowledge of a particular students’ skill. It is important to note that the HCPC state in Article 39A (April 2010) for hearing aid dispensers, that ‘as a general starting point, supervision will not be regarded as adequate if the dispenser and the unregistered person are not on the same premises.’ The mentor will provide the following support:    

Regular and ongoing feedback on practice Opportunities to reflect on practice Support in keeping up to date with professional requirements Strategies for professional development

Unit Leader Each unit has a unit leader who is responsible for the teaching, assessment and administration of the unit, in conjunction with other staff teaching on that unit. The unit leader:    

Organises the teaching of the unit; Arranges, sets and marks the unit assessment; Is available for consultation about the content of the unit and related assignments; Maintains their own continuing professional development

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STUDENT EXPERIENCE OF THE COURSE The course has been designed so that a student can continue to be employed as a trainee Hearing Aid Dispenser throughout the course. Students however, are strongly advised to maintain a work schedule that allows adequate time to study and produce the assignments required for each unit. Typical timetable Mon 08.30

Tues Lecture

Wed Lecture

Thurs Practical Skills Workshops

Fri Practical Mock Assessment

Practical Skills Workshops

Tutorials

10.30 10.45

Practical Skills Workshops

Coffee Lecture

12.45 13.15

Intro to topic Lecture

Lecture

Lunch Lecture

Lecture

Lecture

Practical Skills Workshops

Tea Practical Skills Workshops

Seminars/ Tutorials

15.15 15.30 17.30

Learner Support and Feedback (as found in the Edexcel Centre Quality Handbook) These courses are in a unique position to ensure the individual needs of its candidates are met due to the relatively small group sizes and the flexibility of the teaching staff. During course lecture days each tutor will discuss relevant issues with the group. This will inform individuals of the relevant information and help prepare them for attempting the corresponding assignment. All candidates are expected to have a mentor working with them in their normal place of work and the mentor is expected to support the candidate not only in the academic aspects of the course but also in practical and pastoral issues if the candidate so wishes. Written feedback will be provided by Assessors on each piece of assessed work and candidates will have the opportunity to discuss this feedback with the Assessor if he or she so wishes. At induction the Course Leader or Quality Nominee will outline the appeals and complaints procedure to candidates. At this session the candidates will also be introduced to Edexcel BTEC/HND procedures where the role of Assessors, Internal Verifiers and Standards Verifier will be discussed As part of the learner support procedures, standardisation of assessment is expected to take place for all BTEC/HND courses if more than one Assessor is assessing a particular unit of work. This is normally undertaken by the Course Leader in collaboration with the Quality Nominee who also acts as the Internal Verifier for assignment briefs currently associated with the courses. Page 16 of 75

Communication Communication between administrators, students, and tutors occurs in the following ways:      

Face-to-face lectures and other class contact time. (100% attendance is expected for all study days). Face-to-face appointments can be organized with tutors as desired E-mail can be used to contact individual students as well as whole groups of students. VLE provides group discussion and debate for students. Phone contact with tutors, administrators or reception Student evaluations are collected at the end of every study block

Attendance Tutors keep a register of all elements of the course, as comments on individuals’ punctuality and attendance are usually requested in references. If a student is unable to attend all, or part, of any session, they must notify the course administrator and tutors so they are aware of the absence and the reasons for it. This course expects 100% attendance. Any element of the course which has been missed (as a result of illness or personal circumstances) must be appropriately made up in order to satisfactorily complete the course. Documentation to evidence the circumstance for absence must be submitted if more than one day is missed. In most circumstances, additional written work may be given by the Course Leader to compensate for absence. In some cases it may be necessary to defer completion of the units and attend the missed lectures with the next cohort in the following academic year. Where practical sessions have been missed, attendance at a remedial session will be arranged if possible. However, if this is not practicable (because of time or staffing constraints) deferral to complete this element in a subsequent year, will be required. This is at the Course Leader’s discretion in conference with unit leaders. Professional Conduct All students must maintain the standards of conduct and ethics, which are identified in the HCPC document “Guidance on conduct and ethics for students”. In addition, Mary Hare also have a professional code of conduct for students. Students are required to sign a student contract before commencing the course, which will confirm that they have read and understood these guidelines and are prepared to conduct themselves according to these standards and ethics: 

100% attendance (as above) and punctuality is expected for course and assignment submissions (further notes in related section). You will be asked to sign a daily register.

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All mobile phones must be switched off during teaching sessions.

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During break periods it is essential that no disruption is caused to the other staff working in the same building.

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Care and attention must be given to personal hygiene. Practical work requires close proximity to others. It is essential that alcohol, spicy foods and smoking are avoided, in order to ensure fresh breath.

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Clothes can be smart casual during study weeks, except for days when you will have contact with the public, when you will be required to dress in a professional manner. You will be alerted to these days well in advance.

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All photocopying/ printing of additional copies of assignments must be undertaken outside Mary Hare. It is not acceptable to ask our secretarial staff to do this on your behalf.

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If you have any concerns, or need any support, you should immediately contact our Course Administrator who will ensure that you are directed to the best person to help you.

If the tutors at Mary Hare, or practical placement mentors identify any concerns about professional conduct, during the programme, this will be raised immediately by the Course Leader (or their designated deputy). Remedial action will also be discussed at this time. If the student fails to undertake the remedial action requested, and/or continue to demonstrate unsafe or inappropriate professional conduct, the Course Leader reserves the right to ask the student to leave the programme. In this case the student will be awarded the academic credit accrued to that point, but will not be able to apply to be registered as Hearing Aid Dispenser. Support and Guidance Mary Hare provide  Induction  Course Handbook  Student Guidelines  Tutorial sessions  Personal tutors and who can offer pastoral or academic support and liaise with work-based placement mentors  Options for formative support in assessment  Virtual Learning Environment with support options Student support needs are identified either at interview or during the course and the full range of college support services can be accessed by students. Graduate Employability Students on the Higher National Diploma in Hearing Aid Audiology are in full-time employment in the field. Graduation provides them with the opportunity to register with the Health Professions Council and practice as a fully qualified Hearing Aid Audiology. Previous graduates of the preceding Foundation Degree course have gone on to management at their workplace or to establish their own businesses. Others are pursuing opportunities to progress to higher degrees within the field, (e.g. to the final years of an honours’ degree course in Audiological Science. Advice should be sought from mentor/tutors at all key decision stages during the programme.

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TEACHING, LEARNING AND ASSESSMENT T & L Strategies and Methods Throughout the course, teaching and learning strategies adopted by tutors will acknowledge and encourage a range of learning styles. The course aims to provide a balance between provision of information and opportunities to actively assimilate, apply, question, debate and critically reflect. Teaching and learning strategies will provide:    

New areas of knowledge Broadening and deepening existing knowledge Practical experience in a range of activities Critical analysis and reflection

They will do this by giving opportunities to:  Participate in lectures, seminars and workshops  Work in groups to examine and discuss issues;  Develop hands-on practical skills using a wide range of resources.  Compile logbooks  Undertake projects to benefit your workplace setting and your own professional development  ICT is an integral part of this course and all students will be required to engage with software and hardware Assessment Rationale Practical and written (academic) skills are assessed in keeping with Higher National Diploma standards. The rationale is based on the aims and learning outcomes of the course which in turn fulfil the standards of the HCPC. Thus, assessment is concerned particularly with the development and demonstration of knowledge and understanding, professional competence as a hearing aid dispenser and academic development as a student. The assessments measure the learning objectives stated in the handbook and provide an objective means of ensuring fitness to practise.

A variety of methods are used including essays and reports, objective controlled assessments, practical projects, practical skills assessments, and the keeping of log books. Each unit will be assessed by the staff teaching the unit, within the course examination procedures and regulations. Assessment will be fair, open and transparent. Assessors will make judgements based purely on candidates’ responses to the tasks as written in the assignment brief. Some of the responses will be written (marked anonymously using candidate numbers rather than student names), and some will be practical (assessed in person). In the case of the latter a signed assessment sheet will be provided by the Assessor as to the authenticity of the practical activity. Assignments will be fully explained by the tutor. This will include explanation of the tasks and how they match to the grading criteria. Support from the tutor will be available throughout the assignment period at the students’ initiative including feedback on drafts if so arranged by student and submitted in sufficient time before due date.

Practical Assessments (Clinical Skills) Clinical skills are assessed in every study block. Although the method varies as appropriate for each skill, in response to student feedback these have been made as informal as possible whilst still adhering to minimum standards to ameliorate assessment stress. Whilst some immaterial variability is inevitable in the effort to avoid stress due to rigidity, consistency across assessors, equipment and environment is Page 19 of 75

maintained by internal verification. Each student is given opportunity for practice sessions as needed along with tutorials in order to develop the skills necessary to achieve all criteria the practical assessment. If a student is shown to pass all achievement criteria during a practice session, then the assignment is considered passed. A student is given three assessment opportunities to pass a practical skill. If the skill is not passed in that time, the unit must be retaken the following year. A student must pass all practical skills in a unit in order to pass that unit. Written/project assessment Each written assessment is based on specified learning outcomes and achievement criteria for the unit, a range of written projects such as controlled assessments, work-based essays and projects. Assignments are marked and internally verified by tutors. Achievement criteria are rigorous, demanding, appropriately work-based and set at a level appropriate to your undergraduate course. These assignments are marked either as distinction, merit, pass or refer according to published criteria in the assignment. Formative and Summative Assessment In keeping with Sep 2013 guidelines from Edexcel for HND assessment, formative and summative assessments will be required. The initial due date given on the brief is for formative assessments. Written feedback will then be given, usually within four weeks. Two weeks after the written formative feedback is given, a submission for summative feedback is due. Students who did not achieve pass criteria on the formative submission, will then have the opportunity submit the paper for summative assessment in order to pass. Students who do not achieve criteria on the formative submission, MAY CHOOSE to submit again if they wish to try for a merit or distinction. Summative grade decisions are final. . If a student wishes to keep only the pass mark, they must submit a declaration indicating so. Please see section regarding late submissions which will be refused marking and will then require student to retake the unit the following year. It is unlikely that a student can move on to year 2 without having passed all four year 1 units; although the decision ultimately rests with course committee. Unit Grading Each unit is graded at pass, merit or distinction. A pass is awarded, for each unit, on the satisfactory completion of all achievement criteria for that unit. Merit and distinction grades are awarded for higher level achievement. All the pass achievement criteria and merit grade descriptors need to be completed for a unit to achieve a merit grade. To achieve a distinction grade all the pass assessment criteria, merit and distinction grade descriptors must be completed for the unit. Impact of Disability on Assessment If a student is unable, due to a confirmed diagnosis of disability, to be assessed by the normal methods, examiners may vary the methods as appropriate and in accordance with procedure on the matter, bearing in mind the objectives of the programme and the need to assess the student on equal terms with other students. With or without a confirmed diagnosis, pastoral and tutorial help is available from tutors to prepare for assessments.

Feedback to students Positive and encouraging comments will promote a climate of interest in improving the quality of written work. All of the students need clear guidance on how improvements can be made and if necessary a time frame if the work is to be re-submitted.

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Feedback on practicals (clinical skills) will take the form of:  Immediate verbal feedback as the student practices  Group feedback following assessments as appropriate. At times individual feedback following assessment is merited.  At assessor discretion, viva may sometimes be utilized after an assessment to clarify some aspects, e.g. in a minor detail irrelevant to patient safety. Feedback on written assignments will take the form of:  Concise and accurate explanations  Clarifying misconceptions  Identifying how the work meets the grading criteria for that assignment  Commenting on style: spelling, punctuation grammar, composition, layout and presentation.  Indicating strengths and weaknesses of the evidence.  Indicating the level of research carried out by the student.  Suggesting improvements.  Encouraging comments to motivate improvement and success, especially where regarding evidence applied research, balanced arguments or interesting examples.  Where necessary indicating details of additional work required for summative assessment (i.e. resubmission). Internal Verification (as found in Edexcel Centre Quality Handbook) Internal Verification for the HND is a shared role for developing the assessment procedures and ensuring that national standards are met. The Quality Nominee is the Internal Verifier for the assignment briefs. Individual members of the Course Teams will be charged with writing assignments. Course Leaders will ensure this is done in a fair and equitable manner.

Assignment Briefs Individual members of the Course Teams will be charged with writing assignments. Course Leaders will ensure this is done in a fair and equitable manner. Assessors will ensure assignments are of sufficient quality to enable the candidates to access the pass criteria. Assessment will be fair, open and transparent. Assessors will make judgements based purely on candidates’ responses to the tasks as written in the assignment brief. Some of the responses will be written, some will be practical. In the case of the latter a signed assessment sheet will be provided by the Assessor as to the authenticity of the practical activity. An assessment schedule will be produced by the Course Team to ensure candidates know when the assessments are going to take place. In addition, each assignment will have a clear start and hand in date to help candidates plan their work. Practical assessments for the HND are carried out on a flexible schedule dependent upon students’ readiness and in this case a range of dates for assessment will be given. In the event of slippage, the Course Leader will discuss this with the Quality Nominee and it might be necessary to update the scheduling plan for completion of assignments. A written report on the assignment will be completed by the Internal Verifier of Assignment Briefs (the Quality Nominee). This report will have advice and guidance to improve assignment quality and also where appropriate, direction when the Internal Verifier feels some part of the assignment must be changed to meet National Standards. The report used will be the standard Edexcel report form for internally verifying assignment briefs. In the event of the Internal Verifier requiring an assignment to be rewritten or amended in part or wholly a meeting with the colleague who has written the assignment will be called to discuss the issues and to come to an agreement about how the situation is to be moved forward. Page 21 of 75

When handed an assignment brief the Internal Verifier will ensure it has been verified within one working week of its receipt. If any changes are required these are to be made within two working weeks, depending on the amount of change required. The Internal Verifier will look at the re written assignment and make appropriate comments. All changes have to be signed off both by the Assessor and Internal Verifier. When an assignment has been agreed by the Internal Verifier as being fit for purpose and signed to this effect, no further changes can be made to the assignment without discussion with the Internal Verifier. The Internal Verifier will keep records of all Internal Verifier reports for three years after the candidate has been certificated. Assignment marks and sampling A sample of assessment decisions will be internally verified by the Course Leader or a designated member of the Course Team for the HND. For a new programme 50% of all assessment decisions will be internally verified. During the course of the programme this will include all referrals; and at least one submission for each of the following:  Assignment  Assessor  Student  Grade descriptor (pass, merit, distinction) . All final grades will be reviewed. Candidates will be told that any grades awarded by the Assessor and the Internal Verifier are subject to external scrutiny by the External Examiner (Standards Verifier) as assigned by Edexcel. The Internal Verifier will write a report on the assessment decisions and this report will give advice as well as direction where appropriate for assessors. In the event the Internal Verifier does not agree with an assessment decision a meeting will be called and the IV will explain the reason for not agreeing with the assessment decision of the assessor. At this meeting the assessor will have an opportunity to challenge the decision of the Internal Verifier. At the end of the meeting agreement needs to be reached by both parties. If agreement is not reached the judgement of the Internal Verifier will stand. The assessor has the right to make a written statement explaining why he or she disagrees with the judgement of the IV. In this event the written statement will be made available for the Standards Verifier during the Annual visit. Assessment Timing and Late Submissions An assessment schedule will be produced by the Course Team to ensure candidates know when the assessments are going to take place. In addition, each assignment will have a clear start and hand in date to help candidates plan their work. Practical assessments are carried out on a flexible schedule dependent upon students’ readiness and in this case a range of dates for assessment will be given. In the event of slippage, the Course Leader will discuss this with the Quality Nominee and it might be necessary to update the scheduling plan for completion of assignments. Students need to be clear from the outset that meeting submission deadlines is critical. This helps students to keep up with the course, plan their research and develop good practice. Time management and organisation are good skills for the world of work and higher study. Meeting deadlines also allows tutors to monitor progress more readily. An assignment table is included in the Student Guidelines booklet to help with these aims. If a student is having genuine difficulties with their assignment due to illness or other special circumstances then they must apply for an extension and extra support using the extension policy BEFORE the due date. Extension of the submission dates should be allowed for the following documented Page 22 of 75

mitigating circumstances: illness, legitimate absence [medical, funeral, etc]. These can be negotiated with the unit leaders concerned for up to 4 weeks. Extension must be formally requested in writing and accompanied by documentation of the mitigating circumstance, and copies kept by student and course administrator. If circumstances genuinely prevented the student from applying for an extension before the deadline, they will then need to document within one week after the deadline in order for that fact to be considered by the course committee for allowing extension. If an assignment is handed in late without having been granted an extension, the work will be referred (not passed) and the student will need to retake the unit the following year. This is in keeping with achievement criteria of time management within units. Authenticity of Students’ Work Students are encouraged to read around their units and to use a range of resources. Assignments that are thoroughly researched are of a higher quality. Students will need to quote from their sources and be able to cite examples that illustrate their ideas. Guidance is provided on referencing in the Assessment Handbook (available on VLE) and in tutorials. Plagiarism will not be acceptable, e.g.  Copying from texts or journals (without correct referencing)  Copying from other students  Wholesale downloading from the internet. The teaching team will monitor the progress of assignments as they are being undertaken and will discourage plagiarism. All assignments must be turned in electronically. If plagiarism is suspected, sources will be searched, and this will be discussed with the course committee and by interview with the student. All assignments with plagiarism will be referred (not passed) and depending on course committee decision will either require a resubmission of the assignment or a retake of the unit the following year.

Further details follow as found in Edexcel Centre Quality Handbook:   

  

The marker identifying plagiarism will note it on the assessment feedback and pass a copy to the Course Leader and to the Internal Verifier. On receipt of the written statement the Course Leader and second marker (IV) investigates the complaint and discusses outcome with the marker. Communication to student will be by course assessment sheet and letter which can be followed by a formal meeting if the student chooses, or simply by an informal conversation leading either to resubmission of the referred work or a retake of the unit the following year on decision of the course committee. If a formal meeting is requested, a supporter can be nominated by the student to attend. It will be minuted with student requested to make a written response to the allegation within five working days to the Course Leader. If allegations are accepted, the work will be resubmitted or the unit retaken the following in year on decision of the course committee. If allegations are denied, further investigation will be carried out by the Course Leader and Quality Nominee working together. If grounds still exist, the candidate’s written work over a number of assignments will be compared to establish if there is a distinct difference in the written language of the candidate. In addition the candidate will be invited to a meeting where the Course Leader and Quality Nominee will ask the candidate questions based on the alleged piece of irregularity to determine whether or not the candidate has full understanding of the work

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

If the Course Leader and Quality Nominee feel irregularity has taken place the student will be informed in writing and the Quality Nominee will inform the assessment board. At the same time the candidate will be reminded about the appeals procedure in place.

Complaints and Appeals (as found in Edexcel Centre Quality Handbook) HND Evaluation forms from students are collected at the end of each study block. Most complaints are handled informally either by conversation or via these evaluations which are analysed in course committee. In the event a candidate or member of staff feels this informal procedure is inadequate and wishes to formalize a complaint against any person or procedure associated with the course, a written copy of the complaint must be submitted to the Quality Nominee and Course Leader. If the complaint is against the Quality Nominee or Course Leader the written copy must be given to the Director of Training Services. The Quality Nominee or Director of Training Services will meet separately with all parties concerned. At these meetings any one of the parties can nominate a supporter to be in attendance. An impartial person will also be in attendance to take notes/minutes of the meeting. Having read and heard from all parties the Quality Nominee or Director of Training Services will make a decision on the complaint. If the complaint against the individual is not upheld this is the end of the matter. If the complaint against an individual is upheld the Quality Nominee or Director of Training Services will make the decision whether the issue warrants further action. Appeals Procedures This procedure is for the following types of appeal:   

Learner appeal against an assessment decision Learner appeal against a malpractice (plaigiarism or cheating) decision Member of staff appeal against a malpractice decision

Learner appeal against an assessment decision The student must register their appeal within one week of the return of the assessed work and the following events will ensue:  The student and the tutor concerned will discuss the issues raised by the student.  If the tutor cannot resolve the issues then the appeal will be taken to the Course Leader, who will confer with Course Committee and assign a grade.  If the student wishes to appeal further at this point, they must do so in writing to the Quality Nominee. Evidence can be submitted by both student and Course Leader. The Quality Nominee and/or Director of Training will meet separately with all parties. An independent person should be present to take minutes and a supporter available for each party if they so desire. Having considered all the evidence the Director of Training will make the final decision whether to uphold or reject the appeal and the assessment board will be informed. The Quality Handbook for the course available from the Course Administrator, Course Leader, or Quality Nominee can be consulted for information regarding staff malpractice and appeals.

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PROGRESSION and CERTIFICATES Successful Completion  Upon successful completion of the programme, a Higher National Diploma is awarded by Edexcel o The Course Administrator will register the candidates with the assessment board online. o The Course Leader will check the accuracy of the registrations online. o The Course Leader and Course Administrator together will ensure accuracy of the Edexcel online certificate claim for candidates as appropriate to their marks. 

In order to register with the HCPC as a Hearing Aid Dispenser, all elements of the course must be successfully completed by the student within three years and the Higher National Diploma qualification must be certified by the validator, Edexcel. Only approved programmes can contain any reference to the HCPC protected title of Hearing Aid Dispenser in their named award.



In order to proceed to year 2 (level 5), a student must have achieved all 120 Credits at year 1 (level 4) and is not permitted to retake more than one unit per academic year.

Partial Completion 

In the event of an individual not completing the course but who has completed individual units, the Course Leader and Course Administrator must ensure that unit certification is claimed.



In order to obtain a Higher National Certificate, , a student: must pass all 120 credits of year 1 and choose not to continue to a Higher National Diploma.

Withdrawal 

Temporary Withdrawal: Exceptionally, and subject to the approval of the Course Committee based on mitigating circumstances, a student may be permitted to suspend registration for a determined period. Normally this period should not be longer than one calendar year from the date of intermission, nor should it be so long as to require more than three years from entry to completion date of the award.



Required Withdrawal: The Course Committee may require a student to withdraw who does not pass at least 60 credits (two units) in any two successive semesters of study (covering four units).



Failure: A student who is not permitted by the Assessment Board to repeat a year or who otherwise reaches a position from which it is not possible to satisfy the conditions for the award of Higher National Diploma in Hearing Aid Audiology will be so informed and will have to leave the Programme. Such a student will receive a transcript showing all the elements for which assessment has been attempted or for which credit has been accorded.

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COURSE MANAGEMENT Quality Assurance Background: This course follows the same exact structure as its predecessor - Foundation Degree in Hearing Aid Audiology in partnership with Oxford Brookes University - which was first validated in January 2009, confirming that all quality standards had been met. Annual Reviews and Examination Boards from 2009 to 2012 have confirmed that all quality standards required by Oxford Brookes University have been achieved. This Foundation Degree programme has also been evaluated by a QAA Audit and judged to meet all the QAA Benchmark Statements. Mary Hare has been an approved Edexcel BTEC Centre (51215)for a number of years before the HND was validated by Edexcel here. The Centre has its own Quality Handbook which can be accessed as a separate document from the Quality Nominee. However, all parts of the document have been included in this handbook, under the various headings and appendices as appropriate. Quality assurance of the course is addressed in a number of ways. Indicators of quality include:      

Structure and content Teaching, learning and assessment strategies Staff calibre Learning environment Mentor support Course resources

The course is subject to a variety of quality assurance procedures, including:      

Course Committee Internal Verification of assignment briefs Internal moderation of marks Edexcel (validator) annually review the course by Standards Verifier HCPC’s (approval body) annually monitor the course Stakeholder feedback and evaluations by staff, students and employers

Course Committee The Course Committee will meet termly. One of these will be an annual review in coordination with the Standards Verifier. The membership will include:     

Course Leader (Chair); Unit Leaders; Course Administrator Other staff teaching on the programme Student representatives

The Course Committee will review (and make recommended changes if necessary): 

Documentation o Handbook o Student Guidelines o Mentor Handbook Page 26 of 75



Teaching Learning and Assessment Strategy



Stakeholder Feedback



Student marks and recommendations for certification (e.g. Assessment Board)



Student Issues o o o

Plagiarism investigation Attendance issues Progress issues

Evaluations and Complaints Procedure Evaluations from stakeholders (students, tutors, administrators, employers) will form the basis for the course development. Written evaluation of each unit is gathered, collated and presented by Administrator to the Course Leader and Committee and External Examiner. Students will elect a Course Representative to sit on the Course Committee and to represent their views. Evaluation forms from students are collected at the end of each study block. Most complaints are handled informally either by conversation or via these evaluations and/or student representative comments which are analysed in course committee. In the event a candidate or member of staff feels this informal procedure is inadequate and wishes to formalize a complaint against any person or procedure associated with the course, a written copy of the complaint must be submitted to the Quality Nominee and Course Leader. If the complaint is against the Quality Nominee or Course Leader the written copy must be given to the Director of Training Services. The Quality Nominee or Director of Training Services will meet separately with all parties concerned. At these meetings any one of the parties can nominate a supporter to be in attendance. An impartial person will also be in attendance to take notes/minutes of the meeting.Having read and heard from all parties the Quality Nominee or Director of Training Services will make a decision on the complaint. If the complaint against the individual is not upheld this is the end of the matter. If the complaint against an individual is upheld the Quality Nominee or Director of Training Services will make the decision whether the issue warrants further action.

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Unit 1:

Anatomy and Physiology Foundations

Credits: Learning hours: Level :

30 120 GLH 4

Unit description This unit will provide a basic introduction to the hearing mechanism as a sound processing system. The nature of sound and the features of the outer, middle and inner ear that enable it to respond to sound stimuli will be explored. Students will be expected to draw key anatomical detail from memory and to explain key physiological processes that enable the human ear to achieve the level of hearing sensitivity that we associate with normal hearing; in order to understand the processes related to later units (audiological assessment and hearing aid systems). Special attention will be given to those aspects of the ear’s structure and function that are susceptible to injury, infection and disease. The hearing aid dispenser is required to identify a range of abnormalities in the hearing mechanism including, but not exclusively, abnormalities of the pinna, the ear canal and the tympanic membrane and also to understand the causes of and procedures used to alleviate excessive ear wax; in order to test hearing, make earmould impressions or fit hearing aids. Students will need to be able to identify a range of medical conditions including some requiring medical intervention and therefore requiring, by regulation, onward referral to a medical practitioner. Summary of learning outcomes To achieve this unit a learner must: 1. Understand the Anatomy and Physiology of the ear

2. Understand the Pathology of the ear

3. Demonstrate otoscopy, identification of referrable conditions, and impression-taking .

4. Demonstrate related academic and professional skills

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Content

1

Understanding the Anatomy and Physiology of the ear Anatomy of the organ of hearing and balance: the anatomy, Identification of the key structures and design features of the outer, middle and inner ear from a sound processing perspective Physiology of the organ of hearing and balance: the electro-chemical nature of cell function in the transduction and transmission of neural signals, the transmission of sound through the air and the modification by resonance (outer ear) and impedance matching (middle ear), frequency resolution and the role of the Basilar membrane

2

Understanding the Pathology of the ear The outer ear: Identification of normal and abnormal features of the pinna, ear canal and tympanic membrane Medical conditions: Medical Conditions and requirements for onward referral; Treatment and relief of excessive ear wax. Hearing loss: Classification of hearing loss in degrees, rate of onset, site of lesion, pre-post-lingual, non-organic; Causes of hearing loss including genetic, blockage, deformation, effusion, bacterial, viral, vascular, aging, noise, drugs, neurological disorder and other abnormalities.

3

4

Basic clinical skills 

Basic Otoscopy



Referrable conditions (identified by otoscopy)



Otoblock placement (real ear)



Impression taking (artificial and real ears)

Related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practise, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

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Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

LO1 Understand the Anatomy and Physiology of the ear

1.1 Identify the key anatomical features of the human ear and their physiological significance 1.2 Understand resonance, impedance and their role within key functions of the auditory system 1.3 Understand key chemical concepts within the topic areas of the electro-chemical function of transduction and neural transmission

LO2 Understand the Pathology of the ear

2.1 Identify normal and abnormal features of the ear including cerumen, and when to refer for medical intervention 2.2 Understand common causes, effects and management of common ear pathologies, and their related classification of hearing loss

LO3 Demonstrate identification of referrable conditions and impression-taking .

Carry out safe and effective: 3.1 Otoscopy 3.2 Identification of referrable conditions 3.3 Otoblock placement 3.4 Impression taking

LO4 Demonstrate related academic and professional skills

4.1 Reflect on theory and interpretations in relation to practice 4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3 Use ICT to access and manage information 4.4 Use appropriate language and form to analyse when writing and speaking 4.5 Evaluate one’s own performance and values including time management 4.6 Work with peers to develop knowledge and understanding heuristically

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Guidance on delivery and assessment

Delivery LO1 and LO2 are largely theoretical. Students should be given opportunities to embed learning through group discussion, tutorials and presenting back to other students. Access to high quality electronic images as well as physical models of the ear will be essential. It is recommended that LO3 be delivered in the form of demonstrations followed by practical sessions enabling students to become confident and proficient in use of the various clinical procedures before observation and supervised practice in the workplace. LO4 can be achieved through working individually and with colleagues on assessments for earlier LOs. The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment LO 1 could be assessed by students drawing diagrams from memory showing the key anatomical features of human ear and answering questions on the physiology showing understanding sufficient for developing and explaining patient leaflets on the topic via controlled assessment. LO 2 could be assessed by students writing a background paper to produce a patient leaflet or poster about disease processes LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through revision whereby students consolidate knowledge and understanding from LO1, LO2 and LO3 individually, in pairs and/or small groups. Resources Models of the ear, artificial ears for impression taking, otoscopes, impression taking kits and consumables Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk

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Specialist Resources BSA Recommended Procedures, British Society of Audiology (various) Suggested reading for the learner Graham J and Martin M (2009) Ballantyne’s Deafness (7th edition). London: Whurr. Gilbert P (2000) Syndromes and Inherited Disorders (3rd edition). Cheltenham: Nelson Thornes Ltd. Jean H (2000) Bases of Hearing Science (2nd edition). London: Whurr. Katz J ((2004)Handbook of Clinical Audiology. Lippincott: Williams and Wilkins. Yost WA (2000) Fundamentals of Hearing (4th edition). London: Academic Press.

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Unit 2:

Audiological Assessment Fundamentals

Credits: Learning hours: Level :

30 120 GLH 4

Unit description The hearing aid dispenser needs to be able to describe and discuss with service users the wide variety of clinical examinations within the scope of practice and be able to identify those medical conditions that require medical intervention and onward referral. This unit identifies and demonstrates a range of audiometric tests, including masking and explains how to prepare a report which interprets these results. In this unit students will gain an understanding of the physical properties of sound (e.g. speed, waves, compressions and rarefactions) and sound travel through different media and understand the effects different rooms can have on sound quality and the perception of sound (psychoacoustics). Objective and subjective measures on both sound itself and the effects it has on service users will also be practised. This unit will provide an introduction to the precautions that can be taken to avoid noise induced hearing loss in both occupational and recreational settings. Consideration will also be given to the acoustic environment within which hearing is tested. Summary of learning outcomes To achieve this unit a learner must: 1. Demonstrate understanding of tinnitus, audiological testing procedures and their relationship 2. Demonstrate ability to interpret audiological testing 3. Demonstrate audiometry 4. Demonstrate related academic and professional skills

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Content

1

Understanding of audiological testing procedures Acoustic conditions and their effect on auditory function: Tinnitus and hyperacusis; underlying theories and management strategies; Test procedures; air conduction, bone conduction, ULL and masking

2

Interpretation of audiological testing: Requirements for onward referral following audiometry; The categorisation of hearing loss including non-organic hearing loss; Causes of balance problems and management strategies both therapeutic and medical; Audiogram Interpretation

3

Basic clinical skills; Air conduction audiometry; Bone conduction audiometry; Masking; Uncomfortable Loudness Levels

4

Related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practice, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

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Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

Demonstrate understanding of tinnitus, audiological testing procedures and their relationship

1.1 Describe calibration as a vital responsibility of a clinician using electro acoustic equipment 1.2 Identify key strategies in the management of tinnitus and their prospects of success 1.3 Identify key steps in British Society of Audiology PTA procedures

2

Demonstrate ability to interpret audiological testing results

2.1 Describe and discuss with service users the implications of assessments undertaken within the scope of practice 2.2 Following audiometry, identify medical conditions requiring intervention and therefore onward medical referral 2.3 Generate appropriate reports on audiological tests and be able to discuss these with service users

3

Demonstrate basic audiometry

Carry out safe and effective: 3.1 Air conduction audiometry 3.2 Bone conduction audiometry 3.3 Uncomfortable Loudness Levels 3.4 Masking

4

Demonstrate related academic and professional skills

4.1 Reflect on theory and interpretations in relation to practice 4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3 Use ICT to access and manage information 4.4 Use appropriate language and form to analyse when writing and speaking 4.5 Evaluate one’s own performance and values including time management

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Guidance on delivery and assessment

Delivery This unit has at its heart the management, assessment, recording, interpretation and reporting of audiological testing. Initial learning will require demonstration and practise of calibration, testing and recording on simulated and real people. The use of case studies will play an important part in developing the knowledge and understanding required. LO4 can be achieved through working individually and with colleagues on assessments for earlier LOs. The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment LO 1 could be assessed by students preparing a report on diagnosis, causes and management of tinnitus LO 2 could be assessed using a case study approach for students to interpret given audiograms as a controlled assessment LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through revision whereby students consolidate knowledge and understanding from LO1, LO2 and LO3 individually, in pairs and/or small groups.

Resources Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk Specialist Resources BSA Recommended Procedures, British Society of Audiology (various) Suggested reading for the learner BSA Recommended Procedures in Pure Tone Audiometry (2011) British Society of Audiology

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Unit 3:

Basic Aspects of Hearing Aid Systems

Credits: Learning hours: Level :

30 120 GLH 4

Unit description This unit includes physics, acoustics, psychoacoustics and perception especially in relation to speech and hearing aid use. It is essential that the hearing aid dispenser has a well developed working knowledge of the underpinning science of sound amplification as applied in hearing. The effects of difficult acoustical environments on communication and hearing aid use will be considered. Hearing aid styles, selection and maintenance issues will be explored in detail. The acoustic properties of different styles will be studied, together with their impact on aid selection. The science of sound amplification, as it is applied to those with a hearing impairment, will be introduced, with particular reference to applying the correct sound modification for given service users. Concepts of linear and non-linear amplification will be described, together with how they impact upon the hearing aid user. Students will study approaches to hearing aid fitting considering a number of amplification algorithms and, in practical sessions, will have the opportunity to fit aids to service users. The role of assistive listening devices will also be introduced, and the use of loop systems considered in detail. Practical maintenance skills will be developed through targeted workshops. Summary of learning outcomes To achieve this unit a learner must: 1. Understand the theory behind hearing aid systems 2. Select and fit a variety of hearing aids appropriate to patient/client 3. Demonstrate basic hearing aid management 4. Demonstrate related academic and professional skills

Page 37 of 75

Content

1. Hearing aid systems theory Basic sciences of audiology: sound; pyschoacoustics; resonance. Technology used in hearing aids and assistive listening devices Full range of modern hearing aids 2. Hearing Aid selection and fitting Hearing Aids: Appropriate algorithms for selecting, fitting and programming hearing aids; Digital signal processing and its impact on hearing aid design; Battery formats and performance specifications; Key hearing aid vulnerabilities, maintenance and repair. Hearing aid function assessment: Listening checks; hearing aid analyser. Ear moulds: identification; venting; damping; tubing. 3

Basic clinical skills HA fault finding Ear Mould Identification Retubing, Hearing Aid First Fit

4

Related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practice, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

Page 38 of 75

Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

Demonstrate understanding of relevant acoustic principles

1.1 Understand the physical properties of sound as related to hearing aids.

Appropriately select and fit a variety of hearing aids

2.1 Understand the range and capabilities of a variety of hearing aids and batteries

1.2 Develop the ability to use basic science data to support clinical work with service users (e.g. critically evaluate hearing aid technologies to meet individual’s needs)

2.2 Understand concepts of amplification, including fitting algorithms, linear and non-linear amplification, compression and prescription methods 2.3 Select and fit appropriate types of hearing aids and earmoulds in response to a specific audiological profile and other needs 2.4 Perform and advise on simple hearing aid system maintenance procedures, and understand common faults. 3

Demonstrate basic hearing aid management

Carry out safe and effective: 3.1 HA fault finding 3.2 Earmould Identification 3.3 Earmould Retubing 3.4 Hearing Aid Programming (First Fit)

4

Demonstrate related academic and professional skills

4.1 Reflect on theory and interpretations in relation to practice 4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3 Use ICT to access and manage information 4.4 Use appropriate language and form to analyse when writing and speaking 4.5 Evaluate one’s own performance and values including time management 4.6 Work with peers to develop knowledge and understanding heuristically

Page 39 of 75

Guidance on delivery and assessment

Delivery LO1 and LO2 should involve lectures, supported by workshops, to allow students to become familiar with the range of devices on the market. There should be some input from the major manufacturers, to help students understand the differences between approaches. LO3 should be achieved through workshops and demonstrations in the classroom. Case studies and mentor supervised clinic work will provide opportunities for students to gain proficiency in the evaluation, fitting and maintenance of hearing aids to meet client needs. LO4 can be achieved through development of a personal and professional development profile, recording ongoing workplace practice in a clinical log, group presentations, and working individually and with colleagues on assessments for LO1 and LO2. The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment LO 1 could be assessed by students preparing a report on basic science of physical properties of sound with the aim of having an in-depth understanding sufficient for developing a leaflet or explaining concepts to service users. LO 2 could be assessed using a case study approach for students to identify and describe principles in fitting of hearing aids as a controlled assessment LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through revision whereby students consolidate knowledge and understanding from LO1, LO2 or LO 3 individually, in pairs or small groups.

Resources Equipment Various hearing aids, fitting software and computers with Hi Pro hardware Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Page 40 of 75

Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk Specialist Resources Suggested reading for the learner Dillon H (2001) Hearing Aids. New York: Thieme. Maltby MT (2002) Principles of Hearing Aid Audiology (2nd edition). London: Wiley. Moore BCG (2007) Cochlear Hearing Loss (2nd edition). London: John Wiley and Sons. Moore BCG (2008) An Introduction to the Psychology of Hearing (5th edition). Bingley: Emerald Press. Slater A (ed) (2008) Perception Development. London: Psychology Press.

Page 41 of 75

Unit 4:

Communication for Hearing Aid Dispensers

Credits: Learning hours: Level :

30 120 GLH 4

Unit description Interpersonal communication skills with both service users and other professionals will be discussed and practiced. This includes the concept of consumer rights and protection, and the related code of conduct. The regulatory framework and the role of various agencies behind these concepts will be studied. This unit will introduce candidates to the skills of clinical observation and general client care. It will begin the process of developing the competency of taking an appropriate case history which is an essential pre-requisite for developing a care plan and achieving informed consent. Data gathering, record keeping and report writing will be introduced and practiced.

Summary of learning outcomes To achieve this unit a learner must: 1.

Communicate effectively with service users and colleagues

2. Understand practice management theory and put it into practice 3. Demonstrate communication for case history taking 4. Demonstrate related academic and professional skills

Page 42 of 75

Content

1. Effective communication with service users and colleagues Working with the patient: Informed consent; Preparation of the individual; Accommodation of individual patient/client preferences within standardised clinical practice; Moving, handling and positioning individuals. Understanding the impact of hearing loss: Psychological, economic and educational implications of hearing loss in adults and children Supportive training and engagement of family members. Establishing patient confidence within the patient/practitioner relationship 2. Practice management theory and practice The Health Professions Council: Standards of Proficiency; Consumer protection; Codes of conduct; ethics. Health and Safety: legislation within the clinical context Marketing: techniques; standards: responsibilities Business ethical standards Handling data: Report writing; record keeping; data storage and retrieval 3

Basic clinical skills Case History taking (and referable conditions)

4

Related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practice, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

Page 43 of 75

Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass: To achieve each outcome a learner must demonstrate the ability to:

1. Understand and use effective communication with service users and colleagues

1.1 Engage with service users in an empathetic and supportive manner and seek to resolve ineffective communication externally if needed 1.2 Demonstrate knowledge and skill in clinical observation and general client care by taking a case history and producing a care plan including recognizing anxiety and stress 1.3 Ascertain the presenting problem and evaluate this within a social or occupational context 1.4 Understand the implications of hearing loss in adults, children and families and principles for rehabilitation

2. Understand practice management theory and put it into practice

2.1 Describe appropriate data collection, recordkeeping and clinical report writing using accepted terminology 2.2 Strategize for marketing to the hearing impaired public 2.3 Identify key features of ethical business practice and the issues that surround it 2.4 Understand HCPC regulation as it applies to Hearing Aid Dispensers.

3

Demonstrate basic communication for case history taking

Carry out safe and effective 3.1 Rapport development 3.2 Case History taking (and referable conditions) 3.3 Record keeping

4

Demonstrate related academic and professional skills

4.1 Reflect on theory and interpretations in relation to practice 4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3 Use ICT to access and manage information 4.4 Use appropriate language and form to analyse when writing and speaking 4.5 Evaluate one’s own performance and values including time management 4.6 Work with peers to develop knowledge and understanding heuristically Page 44 of 75

Page 45 of 75

Guidance on delivery and assessment

Delivery Role play and case studies are valuable ways in which students can practise communication skills that are taught for LO1, 2 and 3. Once a student has reached a level of competence and confidence this could then lead on to them working with service users in their work place, under appropriate supervision. Students could be asked to develop a marketing strategy, ensuring that it is consistent with the regulatory framework. LO4 can be achieved through working individually and with colleagues on assessments for earlier LOs. The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment LO 1 could be assessed by students preparing a clinical log book including mentor evaluation and selfreflection of practiced skills LO 2 could be assessed by students answering related questions as a controlled assessment LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through revision whereby students consolidate knowledge and understanding from LO1, LO2 or LO 3 individually, in pairs and/or in small groups.

Resources Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk

Specialist Resources Suggested reading for the learner Page 46 of 75

Allan St. JH (2005) Principles of Health and Safety at Work. London: OSH Services Ltd. Bryan D (2004) Straightforward Guide to the Rights of the Consumer. Brighton: Straightforward Publishing. Brenkert G (2008) Marketing Ethics. London: John Wiley & Sons Elder J (2005) Fair Play and Foul?: A Book of Revelations About Patients' Rights, Complaints Handling and Compensation in the United Kingdom and Elsewhere in Europe. London: Klaxon Books.

Page 47 of 75

Unit 5:

Key Anatomy and Pathology Issues

Credits: Learning hours: Level :

30 120 GLH 5

Unit description This unit will explore in detail the hearing mechanism as a sound processing system. The nature of sound and the features of the outer, middle and inner ear that enable it to respond to sound stimuli will be explored. Students will be expected to have mastered key anatomical detail and to be able to explain in more depth key physiological processes that enable the human ear to achieve the level of hearing sensitivity that we associate with normal hearing. The process of the inner ear will be explored in detail and the neural transmission of auditory information will be charted. Central auditory processes of the brain will be considered and the way information from our two ears is integrated to produce the functional advantage we associate with binaural hearing will be explored. It is clearly essential that the audiologist has a well developed working knowledge of a wide variety of hearing conditions and approaches to remediation including problems of hearing and balance. In this unit categories of hearing loss their causes are presented and means of assessing them are practised. Summary of learning outcomes To achieve this unit a learner must: 1. Understand anatomy and physiology of central auditory pathway and related psychoacoustic phenomenon 2. Understand pathology related to central auditory pathway and middle ear assessment 3 Demonstrate tympanometry 4

Demonstrate related academic and professional skills

Page 48 of 75

Content

1. The anatomy and physiology of central auditory pathway and related psychoacoustic phenomenon Anatomy and Physiology: Identification of the key structures and design features of the central auditory system - a sound processing and response perspective (revision); Frequency resolution and the role of the Basilar membrane (revision) Biological amplification and electro-chemical transduction: outer and inner hair cells. Neural transmission of auditory information and key pathways including central aspects Binaural hearing advantage 2. Pathology related to central auditory pathway and middle ear assessment Physics of sound and the acoustics of speech Medical conditions and requirements for onward referral Effects of pharmacological agents on the ear Causes and management of otalgia, tinnitus, balance problems and other medical conditions 3

Basic clinical skills Tympanometry

4

Related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practice, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

Page 49 of 75

Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass: To achieve each outcome a learner must demonstrate the ability to:

1. Understand anatomy and physiology of central auditory pathway and related psychoacoustic phenomenon

1.1 Explain the role of the outer and inner hair cells as biological amplifiers and auditory transducers respectively. 1.2 Demonstrate knowledge and understanding of the neural auditory pathways and processing. 1.3 Demonstrate an appreciation of the way bilateral data is integrated to produce binaural hearing. 1.4 Demonstrate understanding of cause, assessment and management of: non-organic hearing loss tinnitus hyperacusis balance issues otalgia Menieres disease

2. Understand pathology related to central auditory pathway and middle ear assessment

2.1 Develop a clear understanding of onward referral conditions and procedures

3

Carry out safe and effective

Demonstrate tympanometry

2.2 Identify steps in BSA Procedure for carrying out middle ear assessment safely and effectively

3.1 Otoscopy 3.2 Tympanometry 3.3 Explanation to patient 4

Demonstrate related academic and professional skills

4.1 Reflect on theory and interpretations in relation to practice 4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3 Use ICT to access and manage information 4.4 Use appropriate language and form to analyse when writing and speaking 4.5 Evaluate one’s own performance and values including time management

Page 50 of 75

Guidance on delivery and assessment

Delivery LO1 is largely theoretical. Students should be given opportunities to embed learning through group discussion, tutorials and presenting back to other students. Access to high quality electronic images as well as physical models of the ear will be essential. It is recommended that LO 2 and LO3 be delivered in the form of demonstrations followed by practical sessions enabling students to become confident and proficient in use of the various clinical procedures before observation and supervised practice in the workplace. LO4 can be achieved through working individually and with colleagues on assessments for earlier LOs. The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment LO 1 could be assessed by students preparing a seminar presentation where students explain key physiological processes. LO 2 could be assessed by students writing reflectively about a case LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through revision whereby students consolidate knowledge and understanding from LO1, LO2 and LO3 individually, in pairs and/or small groups. Resources Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk

Page 51 of 75

Specialist Resources Suggested reading for the learner Graham J and Martin M (2009) Ballantyne’s Deafness (7th edition). London: Whurr. Gilbert P (2000) Syndromes and Inherited Disorders (3rd edition). Cheltenham: Nelson Thornes. Jean H (2000) Bases of Hearing Science (2nd edition). London: Whurr. Moore BCJ (2007) Cochlear Hearing Loss (2nd edition). London: John Wiley and Sons. Yost WA (2000) Fundamentals of Hearing (4th edition). London: Academic Press.

Page 52 of 75

Unit 6:

Specialized Audiological Assessment

Credits: Learning hours: Level :

30 120 GLH 5

Unit description This unit will identify the key measures of sound pressure level and their applicability in the management of those with hearing disability. The unit will also consider binaural hearing and its contribution to speech perception and localisation. It will consolidate assessment skills and knowledge from year 1 and explore theory and practice of objectives measures of speech perception as well as the entire care pathway. Noise induced hearing loss and prevention will be explored in further depth. Summary of learning outcomes To achieve this unit a learner must: 1.

Understand basics of psychoacoustics as it relates to audiological assessment

2. Understand general care plan management 3. Demonstrate speech audiometry 4. Demonstrate related academic and professional skills

Page 53 of 75

Content

1. Basics of psychoacoustics as it relates to audiological assessment Perceptual models of speech: binaural hearing and sound localisation 2 . General care plan management Noise induced hearing loss and personal protective equipment Consolidate assessment skills from year 1, including masking Care Pathway 3

Basic clinical skills Speech Audiometry

4

Related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practice, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

Page 54 of 75

Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass: To achieve each outcome a learner must demonstrate the ability to:

1. Understand basics of psychoacoustics

1.1 Demonstrate an understanding of binaural hearing and sound localisation as it relates to speech perception 1.2 Have knowledge and understanding of equipment, tests, methods, speech materials used in speech audiometry. 1.3 Understand the limitations of speech audiometry

2. Develop abilities in general care plan management

2.1 Explain noise induced hearing loss 2.2 Recommend of personal protective equipment 2.3 Make clinical judgements for appropriateness of onward referral

3

Demonstrate specialized audiometry

Carry out safe and effective: 3.1 speech audiometry 3.2 explanation to patient

4

Demonstrate related academic and professional skills

4.1 Reflect on theory and interpretations in relation to practice 4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3 Use ICT to access and manage information 4.4 Use appropriate language and form to analyse when writing and speaking 4.5 Evaluate one’s own performance and values including time management

Page 55 of 75

Guidance on delivery and assessment

Delivery Following on from taught content on LO1 students could work in small groups to develop presentations. LO2 lends itself to a case study approach. LO4 can be achieved through working individually and with colleagues on assessments for earlier LOs. The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment LO 1 could be assessed by students preparing an essay about speech audiometry related to patient care LO 2 could be assessed by students writing a reflective essay about a patient in regards to noise induced hearing loss which may include personal protective equipment LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through revision whereby students consolidate knowledge and understanding from LO1, LO2 and LO3 individually, in pairs and/or small groups. Resources Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk Specialist Resources Suggested reading for the learner BSA Recommended Procedures (2011) British Society of Audiology

Page 56 of 75

Unit 7:

Advanced Application of Hearing Aid Systems

Credits: Learning hours: Level :

30 120 GLH 5

Unit description The unit will develop further many of the concepts introduced in Unit 3. In particular students will develop their skills in aid selection and programming. Students will study a range of current hearing aid technologies such as multi-memory systems, noise reduction, directional microphone arrays and feedback suppression. The scope, effects and limitations of such techniques will be explored. Students will learn about the principles of digital and multi-channel amplification. The module will include methods of evaluating the performance of a hearing aid via objective electroacoustical testing, and real ear measurements. Benefit measures will also be studied. Assistive listening devices will be explored in more detail than in Unit 3, with radio systems, blue-tooth applications, and remote microphones being studied. Students will learn about the concepts and role of specialist systems including CROS systems and boneanchored hearing aids. Manufacturing techniques for custom earmoulds and hearing aid shells will be discussed. Summary of learning outcomes To achieve this unit a learner must: 1. Demonstrate understanding of a wide range of hearing aid systems and features 2. Demonstrate understanding of a wide range of amplification strategies 3. Demonstrate specialized hearing aid fitting 4. Demonstrate related academic and professional skills

Page 57 of 75

Content

1.

Hearing aid systems theory Multi-memory and multi-program systems Directional microphones and arrays Noise reduction and feedback suppression

2. Hearing Aid Selection and Fitting Fitting aids to suit service users’ prescriptions and other needs Assistive listening devices, including the use of blue-tooth and radio systems Specialist systems including CROS and bone-anchored aids 3

Specialised Hearing Aid Fitting : Hearing aid assessment in a test box Real ear measurements Hearing aid programming and fine tuning

4

Demonstrate related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practice, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

Page 58 of 75

Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass: To achieve each outcome a learner must demonstrate the ability to:

1.

Demonstrate understanding of a wide range of hearing aid systems and features

1.1 Explain the principles and benefits of multiprogramme and multi-memory systems, noise reduction and acoustic feedback suppression. 1.2 Understand transducers, microphones, receivers, analogue to digital conversion, multi-channel processing

2. Demonstrate understanding of a wide range of fitting strategies

2.1 Explain the principles behind the range of current amplification strategies in a range of different listening environments, and their potential advantages to a client 2.2 Explain the principles of a wide range of assistive listening devices, and their potential advantages to a client

3

Demonstrate specialized hearing aid fitting

3.1 Perform electro-acoustical assessments of an aid using a test box 3.2 Perform real ear measurements of aid performance 3. 3 Perform hearing aid programming, re-programming and fine-tuning to optimise benefit and satisfaction

4

Demonstrate related academic and professional skills

4.1Reflect on theory and interpretations in relation to practice 4.2Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3Use ICT to access and manage information 4.4Use appropriate language and form to analyse when writing and speaking 4.5Evaluate one’s own performance and values including time management

Page 59 of 75

Guidance on delivery and assessment

Delivery LO1 and LO2 should involve lectures, supported by workshops, to help students understand the theory and practice of modern amplification systems. There should be input from the major hearing aid manufacturers, in the form of presentations and demonstrations. LO3 should involve workshops and demonstrations in the classroom, and mentor-supervised clinic work LO4 can be achieved through development of a personal and professional development profile, recording ongoing workplace practice in a clinical log, group presentations, and written assignments aimed at LO1 and LO2 The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment Controlled assessments should be used to assess LO1 Case Studies could be used to assess 2.1, 2.2 & 3.2 The task of producing an information leaflet for service users could be used to assess 2.2 LO 1 could be assessed by students preparing an essay about features of modern hearing aids designed to aid listeners in noisy environments which can be in the context of a case study LO 2 could be assessed by students writing a reflective essay about a patient in regards to hearing aid adjustment LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through revision whereby students consolidate knowledge and understanding from LO1, LO2 or LO 3 individually, in pairs and/or in small groups. Resources Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk

Page 60 of 75

Specialist Resources Suggested reading for the learner Dillon H (2001) Hearing Aids. New York: Thieme. Maltby MT (2002) Principles of Hearing Aid Audiology (2nd edition). London: Wiley. Moore BCG (2007) Cochlear Hearing Loss (2nd edition). London: John Wiley and Sons. Moore BCG (2008) An Introduction to the Psychology of Hearing (5th edition). Bingley: Emerald Press. Slater A (ed) (2008) Perception Development. London: Psychology Press.

Page 61 of 75

Unit 8:

Practice Management and Professional Conduct

Credits: Learning hours: Level :

30 120 GLH 5

Unit description This unit will explore how the professional practice of the Hearing Aid Dispenser is quality assured. Standards of Competence, registration rules, professional body guidelines and the requirement to undertake continuing professional development will all be studied in detail. The focus will then move on to commercial considerations of marketing to the hearing impaired public and the consideration that needs to be given the issues surrounding ethical business practice. The prevailing hearing aid market place will be studied in detail with the current makes and models of commercial hearing aids being researched from a prospective client point of view. Subjective measures of hearing aid benefit will be discussed as well as patient management skills, including pre and post aid counselling and use of questionnaires. Case presentations will provide the candidate with progressive opportunities to present accurate accounts of the presenting condition or conditions and place those within a detailed social and occupational context. The need for confidentiality will be established as of paramount importance. Record keeping, report writing and data storage will be considered within the candidate’s prospective scope of practice. Summary of learning outcomes To achieve this unit a learner must: 1.

Understand the nature of and be able to work with more complex human interactions

2. Understand the requirements of business and/or clinical practice 3. Demonstrate overall patient management 4. Demonstrate related academic and professional skills

Page 62 of 75

Content

1. Understand the nature of and be able to work with more complex human interactions Assessing hearing aid benefit through satisfaction questionnaires. The process of maintaining records and information 2. Understand the requirements of business and/or clinical practice Understanding all professional requirements laid down by the HCPC Continuing professional development Commercial considerations in marketing Business planning Ethical business practice Working within the Scope of Practice 3. Demonstrate overall patient journey management 4. Demonstrate related academic and professional skills Academic Skills: Reflecting on theory and interpretations in relation to practice, research, analysis, criticality, synthesis etc); Use ICT to access and manage information; Use appropriate language and form to analyse when writing and speaking Professional skills: Evaluate one’s own performance and values including time management; Work with peers to develop knowledge and understanding heuristically

Page 63 of 75

Learning outcomes and assessment criteria

Learning outcomes

Assessment criteria for pass: To achieve each outcome a learner must demonstrate the ability to:

1.

Understand more complex human interaction

1.1 Carry out informed consent and its pre-requisites 1.2 Achieve and sustain client confidentiality across all aspects professional practice 1.3 Keep professional records, write clinical reports and undertake data collection 1.4 Formulate approaches, including qualitative and quantitative data, questionnaires, and outcome measures to achieve improvements in communication skills in adults with acquired hearing loss and use of foreign language interpreters.

2. Understand the requirements of business and/or clinic management

2.1 Understand aspects of practice management including financial aspects and be able to communicate implications of this to service users and colleagues 2.2 Plan for implications (including budget) f maintaining the HCPC regulations related to Hearing Aid Audiology including CPD, QA, and Health and Safety (e.g. hazard and infection control and protective equipment) 2.3 Plan for a mock evidence base (including budget) to ensure adherence to the scope of practice can be demonstrated, using case studies and peer review.

3

Demonstrate over patient journey management

Carry out safe and effective : 3.1 Overall Patient Journey 3.2 Managing feedback

4

Demonstrate related academic and professional skills

4.1 Reflect on theory and interpretations in relation to practice 4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc); 4.3 Use ICT to access and manage information 4.4 Use appropriate language and form to analyse when writing and speaking 4.5 Evaluate one’s own performance and values including time management 4.6 Work with peers to develop knowledge and understanding heuristically Page 64 of 75

Guidance on delivery and assessment

Delivery Role play and case studies are valuable ways in which students can practise skills that are taught for LO1 and elements of LO2. Once a student has reached a level of competence and confidence this could then lead on to them working with service users in their work place, under appropriate supervision. Use of a range of recording procedures and forms, including those from the student’s own workplace provide evidence of adherence to the scope of practice. Group work including peer evaluation of documentation produced provides a stimulating and challenging way of developing confidence and competence. Again, case studies are an invaluable way of allowing students to gain confidence before being exposed to real service users in the workplace. LO4 can be achieved through working individually and with colleagues on assessments for earlier LOs. The 120 GLH will be comprised of lectures, practicals and tutorials, directed and independent study, and directed and independent practical work both in the study blocks and in the work place. Assessment LO 1 could be assessed by students preparing a clinical log book with mentor evaluations and self reflections LO 2 could be assessed by students writing a business plan LO 3 could be assessed using tutor observation of students carrying out the clinical skills. LO 4 could be assessed through development of a Professional Development Profile either individually or in pairs Resources Journals Ear and Hearing Hearing Research International Journal of Audiology Journal of the Academy of Rehabilitative Audiology Journal of Speech, Language and Hearing Research The Hearing Journal Websites Action on Hearing Loss www.actiononhearingloss.org.uk Audiology Online www.audiologyonline.com British Academy of Audiology www.baaudiology.org British Society of Audiology www.thebsa.org.uk British Society of Hearing Aid Audiologists www.bshaa.com British Tinnitus Association www.tinnitus.org.uk Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk Institute of Sound & Vibration Research www.soton.ac.uk/engineering/research/centres/isvr.page Mary Hare Virtual Learning Environment http://moodle.maryhare.org.uk Specialist Resources Suggested reading for the learner Page 65 of 75

Allan St. JH (2005) Principles of Health and Safety at Work. London: OSH Services Ltd. Bryan D (2004) Straightforward Guide to the Rights of the Consumer. Brighton: Straightforward Publishing. Brenkert G (2008) Marketing Ethics. London: John Wiley & Sons Elder J (2005) Fair Play and Foul?: A Book of Revelations: Patients' Rights, Complaints Handling and Compensation in the United Kingdom and Elsewhere in Europe. London: Klaxon.

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Appendix 1

Assessment Table

YEAR ONE Study Block and Unit Weeks 1,2 (Oct) Unit 1 Anatomy & Physiology Foundations

Clinical Skills  Otoscopy  Referable Conditions  Impression taking

Weeks 3,4 (Nov) Unit 2 Audiological Assessment Fundamentals Weeks 5.6 (Jan) Unit 3 Basic Aspects of Hearing Aid Systems

 

(Clinical Log Submitted) A/C, B/C and ULL Masking

  

(Clinical Log Submitted) EM ID and Retubing HA Fault Finding HA Programming - first fit

Weeks 7,8 (Mar) Unit 4 Communication for HAD Week 9



(Clinical Log Submitted) Case History



(Clinical Log Submitted) Clinical Logs Marked



Tympanometry

Written Assessments (WA)  Controlled Assessment

WA due date  Nov



Patient Fact Sheets



Aug



Controlled Assessment



Jan



Tinnitus Report



Aug



Controlled Assessment



Mar



Controlled Assessment



May

YEAR TWO Weeks 1,2 (Oct) Unit 5 Key Anatomy and Pathology Issues Weeks 3,4 (Nov) Unit 6 Specialised Audiological Assessment Weeks 5,6 (Jan) Unit 7 Advanced Application of Hearing Aid Systems Weeks 7,8 (Mar) Unit 8 Practice Management and Professional Conduct Week 9



Seminar Presentation



Oct



Speech Understanding Reflective Essay



Mar



Hearing Aid Project



Apr



Business Plan



May

(Clinical Log Submitted) 

Speech Audiometry (Clinical Log Submitted)



Real Ear Measurement (Clinical Log Submitted)



Clinical Logs Marked



Consolidation

Assessors: First marker is unit leader,second marker (internal verifier) is leader of following unit.

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Appendix 2

Learning Support Resources

Library Mary Hare has its own library for students, which contains a significant Audiological section. This includes texts on all aspects of the course. It also holds a range of relevant audiological journals, ensuring that students can access paper copies of the most recent publications, which will not be available electronically. A photocopying service for these journals is available on request. Mary Hare can also obtain copies of journal articles and extracts from books from the Action on Hearing Loss Library, where a significant audiological collection is held. Mary Hare Library contact details: Tel: 01635 244226 e-mail: [email protected] IT Services Mary Hare provides a virtual learning environment (VLE) via Moodle. IT support for the VLE is available from [email protected]. Each student will be given an individual account and password to explore an e-library of resources related to each unit. These resources will include recommended web based resources, videos, interactive learning programmes and specific journal articles or book chapters. The content of all your taught sessions will be available as Powerpoint presentations, which you can access for each unit Referencing using correct Harvard guidelines Mary Hare are using Harvard Brookes referencing guidelines as set out by University of Hertfordshire, which can be found in the assessment booklet. It provides useful guidance related to all aspects of using literature in your academic writing. It is available on the Mary Hare VLE.

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Appendix 3

Equality and Diversity Policy

First 4 paragraphs as found in: Quality Handbook HND Customised Course in Hearing Aid Audiology Mary Hare Training Services, Centre Number: 51215 Equality and diversity issues are addressed in a number of ways in the programme. Mary Hare is an equal opportunities employers. Guidelines are published in the course handbook for entry to BTEC/HND courses and these are applied impartially. During the course the expectation is that all students receive equality of treatment from assessors throughout the course in terms of, for example tutorial support, consistency of assessment decisions and all other elements associated with the course. Members of staff will have equal access to staff development to ensure updating of skills and knowledge. Equality issues and admissions are monitored and ensured by data submission to Course Committee meetings using database kept by Course Administrator. SENDA Statement: Mary Hare welcomes applications from anyone who can benefit from our courses. They recognise that all students have different learning needs and that a wide range of guidance and support is essential to help everyone reach their full potential. They try to respond flexibly to individual needs. If a student feels they may need support, it is helpful talk to the course leader well in advance so that support is in place when the course is started. Non Discrimination Policy: Mary Hare admits students of any age, race, color, gender, sexual orientation, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students. It does not discriminate on the basis of age, race, color, gender, sexual orientation, religion or creed, national or ethnic origin, or nondisqualifying handicap in the administration of its educational policies, admission policies, scholarship and loan programs, athletic and other college-administered programs, and in its employment policies. Additionally, Mary Hare does not tolerate hate speech of any form, including but not limited to: intimidation, coercion, or unfair treatment or threatening behavior that is based on race, color, religion, national origin, age, gender, sexual orientation, disability, or veteran status. Sexual Harassment Policy: Sexual harassment is a form of sex discrimination that violates federal, state, and local laws. Any Mary Hare community member found to have engaged in these behaviors will be subject to disciplinary action up to and/or including dismissal from the college community (which may include but is not limited to: academic programs, residence halls, all buildings, grounds, and college-sponsored activities), as well as additional disciplinary or legal proceedings. Sexual Harassment Policy: Sexual harassment is a form of sex discrimination that violates federal, state, and local laws. Any Mary Hare community member found to have engaged in these behaviors will be subject to disciplinary action up to and/or including dismissal from the college community (which may include but is not limited to: academic programs, residence halls, all buildings, grounds, and college-sponsored activities), as well as additional disciplinary or legal proceedings.

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Appendix 4

HNC/HND Grade Descriptors

(from Annexe D of BTEC Level 4 and 5 Higher Nationals Specification for Health and Social Care) PASS GRADE A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. Merit Grade Merit Descriptors

Indicative Characteristics

In order to achieve a merit the learner must:

The learners’ evidence shows:

 Identify and apply strategies to find appropriate solutions  Select/design and apply appropriate methods/techniques

         

 Present and communicate appropriate findings

    

Effective judgements have been made Complex problems with more than one variable have been explored An effective approach to study and research has been applied Relevant theories and techniques have been applied A range of methods and techniques have been applied A range of sources of information have been used The selection of methods and techniques/sources has been justified The design of methods/techniques has been justified Complex information/data has been synthesised and processed Appropriate learning methods/techniques have been applied The appropriate structure and approach has been used Coherent, logical development of principles/concepts for the intended audience A range of methods of presentation have been used and technical language has been accurately used Communication has taken place in familiar and unfamiliar contexts The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used

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Distinction Descriptors

Indicative Characteristics

In order to achieve a distinction the learner must:

The learner’s evidence shows:

 Use critical reflection to evaluate own work and justify valid conclusions

   

 Take responsibility for managing and organising activities

    

 Demonstrate convergent/lateral/creative thinking

      

Conclusions have been arrived at through synthesis of ideas and have been justified. The validity of results has been evaluated using defined criteria. Self-criticism of approach has taken place. Realistic improvements have been proposed against defined characteristics for success. Autonomy/independence has been demonstrated. Substantial activities, projects or investigations have been planned, managed and organised. Activities have been managed. The unforeseen has been accommodated. The importance of interdependence has been recognised and achieved. Ideas have been generated and decisions taken. Self-evaluation has taken place. Convergent and lateral thinking have been applied. Problems have been solved Innovation and creative thought have been applied. Receptiveness to new ideas is evident. Effective thinking has taken place in unfamiliar contexts.

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Appendix 5

Calculation of the Overall Qualification Grade

(from Annexe F of Edexcel BTEC Levels 4 and 5 Higher Nationals Specification in Health and Social Care, Issue 4 July 2011) Pass qualification grade Learners who achieve the minimum eligible credit value will achieve the qualification at pass grade. Qualification grades above pass grade Learners will be awarded a merit or distinction qualification grade by the aggregation of points gained through the successful achievement of individual units. The number of points available is dependent on the unit grade achieved and the credit size of the unit (as shown below). Points available per credit at specified unit grades: Pass= 0 Merit = 1 Distinction = 2

Comment [JR2]: Clarify with SV. Does this apply only to one year’s wo of credits (120) rather than both year together?

Qualification grades Points range

Grade

0-74

Pass

75-149

Merit

150

Distinction

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Appendix 6

Permission to discuss progress form

Date: I give my permission for the Course Leader to discuss my progress on the course with my mentor and/or employer.

Student Signature

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Appendix 7

Student Practicals Subject Consent Form

I (name), consent to participating as subjects in the practicals listed below for the duration of the course. I understand that I can opt out at any time. Signature: Date: Clinical Skills Otoscopy – basic Otoblock placement Impression taking – real ear Audiometry A/C and B/C real ear Audiometry A/C and B/C plus masking – real ear

Hearing Aid Technology – first fit Case Histories Speech Audiometry Tympanometry Real Ear Measurement Hearing Aid Technology – fine tune

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Appendix 8

Code of Conduct Student Contract

Statement: All students commencing the Higher National Diploma (FDSc) in Hearing Aid Audiology are required to conduct themselves as trainee health care professionals from the day that they join the course. These requirements are laid down in the Health and Care Professions Council booklet entitled “Guidance on Conduct and Ethics of Students”. Before you commence the course with us, you must read this booklet and undertake to follow the requirements for conduct and ethics as explained by the Health and Care Professions Council. Your consent to this must be provided, before you commence the course, by signing the statement below: I have read and understood the booklet “Guidance on conduct and ethics for students” and undertake to conduct myself as required by the Health and Care Professions Council. I understand that failure to do so will lead to disciplinary action and that I may be required to leave the course if my professional conduct does not meet these requirements. Signature…………………………………… Date:…………………………………….. Name in capitals……………………………………………………………………………. I have read and fully understand the additional requirements itemised by Mary Hare within this booklet (p. 17)and agree to comply with them. Signature…………………………………………………..Date…………………… …………………. Name in capitals……………………………………………

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