Higher National Diploma in Hearing Aid Audiology Mary Hare … · 2012-08-25 · Rationale for the Higher National Diploma in Hearing Aid Audiology The last decade has witnessed a

Page 1 of 86

Higher National Diploma in Hearing Aid Audiology

Mary Hare Training

Student Handbook 2012 – 2014

Sep 2012

Page 2 of 86

CONTENTS

INTRODUCTION ................................................................................................................ 3 SUMMARY DESCRIPTION OF THE COURSE ................................................................. 5 THE PROGRAMME AS A WHOLE .................................................................................... 6 STAGE ONE: YEAR 1: LEVEL 4 .................................................................................... 11 STAGE TWO: YEAR 2: LEVEL 5 .................................................................................... 12 ROLES AND RESPONSIBILITIES ................................................................................... 14

STUDENT EXPERIENCE OF THE COURSE .................................................................. 17 TEACHING, LEARNING AND ASSESSMENT ................................................................ 19

COURSE MANAGEMENT ............................................................................................... 25 PROGRAMME REGULATIONS ....................................................................................... 27

Unit 1: Anatomy and Physiology Foundations ............................................................. 31 Unit 2: Audiological Assessment Fundamentals ......................................................... 36 Unit 3: Basic Aspects of Hearing Aid Systems ............................................................ 41 Unit 4: Communication for Hearing Aid Dispensers .................................................... 46 Unit 5: Key Anatomy and Pathology Issues ................................................................ 51 Unit 6: Specialized Audiological Assessment .............................................................. 56

Unit 7: Advanced Application of Hearing Aid Systems ................................................ 60 Unit 8: Practice Management and Professional Conduct ............................................ 65 Appendix 1 Development and Assessment of Practical Skills ...................................... 70

Appendix 2 Learning Support Resources ..................................................................... 71 Appendix 3 Appeals and Disciplinary Procedure ......................................................... 73

Appendix 4 Policies: SENDA Non-discrimination and Sexual harrassment ................. 74 Appendix 5 Equality and Diversity ................................................................................ 75

Appendix 6 Student Practicals Subject Consent Form ................................................. 76 Appendix 7 Programme Specification .......................................................................... 77

Appendix 8 HNC/HND Grade Descriptors .................................................................... 84 Appendix 9 Calculation of the Overall Qualification Grade ........................................... 86

Page 3 of 86

INTRODUCTION Welcome to the Higher National Diploma (HND) in Hearing Aid Audiology at Mary Hare, validated by Edexcel. This handbook is designed to support students throughout the course and provide guidance on the course structure, the content of units and course regulations.

The Course is designed to lead to the qualification of Higher National Diploma in Hearing Aid Audiology. The Health and Care Professions Council (HCPC) outline standards for practice and for education through their Code of Conduct and Standards of Proficiency for Hearing Aid Dispensers. Successful graduation from this HND programme leads to eligibility to apply for

registration with the HCPC as a Hearing Aid Dispenser. 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 assessment regulations. The course has been prepared to fulfil 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. It should also be noted that the programme conforms very closely with the recently confirmed programme of the British Academy of Audiology for the Associate Audiologist in the National Health Service. 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. This is an exciting development and represents a real opportunity to raise standards in this field as this qualification replaces previous qualifications in both the public and the private sector (British Association of Audiological Technicians qualification and the Qualification for Registered Hearing Aid Dispensers). The HND brings together a number of academic disciplines in its course structure making a really interesting programme for students. 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 new role for Hearing Aid Dispensers and enabling safe and competent practise. We wish you all a successful and enjoyable time during your studies with us.

Page 4 of 86

The Programme Team Course Leader: Joy Rosenberg: Clinical Scientist in Audiology Hearing Aid Dispenser Candidate (anticipated June 2012) Unit Leaders: Victoria Dixon: Hearing Aid Dispenser, International Training Co-ordinator (Starkey USA) Tracy Draper: Clinical Scientist in Audiology; Hearing Aid Dispenser Robert Rendell: Clinical Scientist in Audiology; Hearing Aid Dispenser Marina Rose: Audiological Researcher Tutors: Lisa Bull: Educational Audiologist David Bellinger: Educational Audiologist Viv Ogg: Educational Audiologist Nick Papas: Physicist Tony Shaw: Physicist

Page 5 of 86

SUMMARY DESCRIPTION OF THE COURSE 1. Course Title

Higher National Diploma: Hearing Aid Audiology 2. Institution

Mary Hare Training Services

3. Award

This course leads to the Award of Higher National Diploma in Hearing Aid Audiology

4. Mode and Pattern of Attendance

Full-time: 2 years 5. Provision for Credit rating

The course encompasses 120 credits per year. There are 120 Guided Learning Hours (GLH) for each unit.

6. Validating Body

The validating body is Edexcel 7. Start Date

September 2012

Page 6 of 86

THE PROGRAMME AS A WHOLE The requirements of a Higher National Diploma

Typically, holders of a Higher National Diploma will be able to demonstrate:

knowledge and critical understanding of the well-established principles in their field of

study and the way in which those principles have developed;

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;

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;

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.

Typically, holders of the Higher National Diploma will be able to:

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;

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;

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

and will have:

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

Upon completion of the Higher National Diploma, students will be able to:

Communicate ideas, principles and theories, arguments and analysis effectively in speech and writing, using visual and ICT media as tools where appropriate, to specific and non-specific audiences;

Demonstrate appropriate critical thinking skills, including the ability to:

Identify and summarise the main points in an argument;

Present and develop an argument, drawing upon appropriate evidence, literature and theory;

Analyse and synthesise research, theories and ideas from multiple sources;

Examine issues from a range of professional and theoretical perspectives;

Produce critical and evaluative responses to the content of learning outcomes;

Use and develop their own clinical and scientific skills and capabilities to ensure the efficient and effective delivery of the ‘patient journey’ from assessment to hearing aid puser;

Use ICT to support their own development and their work with service users in a clinical setting;

Work within a team and individually to deliver an excellent service to their hearing impaired service users

Page 7 of 86

Solve theoretical and practical problems that have occurred, or are likely to occur, when carrying out the role of a Hearing Aid Dispenser.

Higher National Diploma in Hearing Aid Audiology (for full Programme Specification, see Appendix)

Programme Aims:

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

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

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

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

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

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

Programme Learning Outcomes

Knowledge, understanding and skills:

3.1 Academic literacy The anatomy and physiology of the hearing mechanism, as a sound processing system,

and the impact of abnormalities and disease processes

Physics, acoustics, psychoacoustics and perception in relation to hearing and speech and the application of these principles to electronic amplification systems

Recent developments in therapeutic, technological intervention that can promote the optimum auditory benefit for the hearing impaired

The legislation related to consumer protection and professional practice

Standards of competence, registration rules and professional guidelines

Ethical business practice Clinical observation

Audiometric and electro acoustic testing

Prescribing, programming and fitting suitable hearing aids

Assessment of aided auditory benefit Utilise appropriate language to competently complete professional documentation

3.2 Research literacy

Utilise and evaluate a variety of literature searching and academic writing skills to problem solve and analyse key issues using scientific enquiry

3.3 Critical self-awareness and personal literacy

Evaluate own performance through critical reflection

Page 8 of 86

Set own objectives and work according to protocols, meeting required deadlines

Identify and evaluate personal learning strategies to work independently and co- operatively

Adapt speaking and listening style to suit individual client needs

Apply knowledge and experience to identify and deal with a problem Analyse and think laterally about a problem and its solution

3.1 Digital and information literacy

Data gathering, record keeping and report writing

Use library and ICT skills to access and manage information Use IT to access and manage information

Use specialist software to monitor and record patient data

3.2 Global citizenship

Work productively in a group by taking responsibility and carrying out agreed tasks

Support other team members, including other health professionals, through appropriate feedback and by taking initiative where necessary

Negotiate, by asserting own values and respecting others

Choose an appropriate teaching style to communicate key information to service users and their families

Ongoing client care

Teaching and Learning

This programme is equally divided between theory and practice. The theory will be delivered in a variety of formats, including lectures, seminars and group discussions. This will be supported by a wide range of e-learning materials (accessed via the Mary Hare Portal virtual learning environment [VLE]), to encourage a thorough understanding of all the key issues. All practice sessions will be delivered in the training room facilities within Mary Hare. These practical workshops will give you the opportunity to practice your skills in a range of simulated and real life situations. During each study block you will be taught specific clinical skills and assessed and examined using objective structured tests to identify your competence and ability to practice these skills in your workplace. Students are asked to sign a consent form (see Appendix) to participate as subjects for one another in these practical skills. Critical reflection and evaluation are also key elements of this course. You will be required to maintain a Personal and Professional Development Profile and to record your ongoing workplace practice in a clinical log. These activities will enable you to develop your skills as a reflective practitioner, so that you are able to evaluate your own practice and identify your learning needs.

Programme Structure

The programme is holistic, designed intentionally so that the four key elements (represented by individual units) combine to achieve an integrated whole, which represents all the required elements of the role of a Hearing Aid Dispenser.

This Higher National Diploma programme follows the framework laid down by Edexcel and the HCPC in order to achieve competence in all the required professional standards of proficiency. The first represents Stage 1, in which the four units are studied at Introductory level or Level 4 (the equivalent of first year undergraduate study). The second year represents Stage 2, in which 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

Page 9 of 86

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 you choose to leave the programme at the end of the first year, and have successfully achieved 120 credits at Level 4, you 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 lecture/seminar facilities and a dedicated hearing science laboratory. Practical skills will be taught and assessed exclusively at Mary Hare, in our specialist training facility including IT and all materials for virtual and/or hands-on learning. Practical examinations will be conducted during each study block. Once you have successfully passed your practical test for a specific skill, you will be entitled to practise and consolidate this competency in your own workplace with supervision as appropriate. Each study block (of two weeks duration) is followed by a practice placement (of at least four weeks) to enable you to consolidate the skills you have learnt and to observe professional competencies, which will be taught, practised and assessed in a subsequent study block. Further opportunity for practice of skills and observation of others will occur in a sustained period of work experience (in your own workplace) over the summer months (June to September). The Higher National Diploma is delivered in mixed mode (also known as blended learning). This means that there is a taught component, but also a requirement for distance learning. The study blocks will provide core lectures, seminar and tutorial support and develop and assess your practical skills. However, during your practice placement in your own workplace you will also be required to access and study our e-learning materials. Required reading and e-learning for each unit will be accessible via the Mary Hare Virtual Learning Environment (VLE) This e-learning is designed to augment and enhance the knowledge and understanding you will have already gained during the study blocks, enabling you to fully comprehend the requirements of the assignments that you will be set during each work placement period. Throughout your programme you will be supported by a Personal Tutor. With the agreement of your course leader at Mary Hare, you should also select a colleague in your workplace who is suitably qualified and experienced to act as your Mentor and who will receive or provide evidence of training for this capacity and will be provided with written guidance. This individual will be required to provide both you and your Mary Hare tutors with feedback related to your delivery of the clinical skills that you have successfully achieved at Mary Hare (via practical skills testing). Your Mentor will enter their written evaluation directly into your clinical logbook. Key content of the units in both Year One and Year Two, and information on the timing and delivery of the units follows in this handbook.

Page 10 of 86

Pre-course Requirements

The course is designed for trainee hearing aid dispensers who are already working in audiological settings. It is essential, therefore, that on entry to the course you are 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 also a compulsory requirement that you achieve a CRB clearance (Criminal Records Bureau) and have obtained public liability and professional indemnity insurance before commencing on the course. Professional indemnity insurance is essential because, from the moment that you practise the audiological skills in your own workplace, which we have assessed at Mary Hare, you will become professionally accountable for your practice. You must therefore have professional indemnity insurance to work with service users. This means that in the conduct of these skills you need to constantly evaluate and reflect upon your competence and ability. It follows that you must not undertake any procedure which you have not been certificated to undertake. It is your professional responsibility to seek support and advice from your workplace mentor at any time if you believe you are unable to conduct any procedure safely and correctly, when consolidating your practical skills in your own workplace. 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 your course we will liaise with your employer to ensure that they are aware of your learning needs and fully understand the training requirements of the HND, in order to facilitate the consolidation and the enhancement of the audiological skills you will be learning with us.

Page 11 of 86

YEAR 1: LEVEL 4

Semester 1 and 2

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 assistive listening devices.

Introduction to aid maintenance and fault-finding

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

Page 12 of 86

YEAR 2: LEVEL 5 Semester 3 and 4 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: Specialized 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

Earmould manufacturing techniques

Assessment of hearing aid benefit


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

Page 13 of 86

Graduate Profile and Progression The HND in Hearing Aid Audiology is designed for practitioners working in NHS hospital audiology departments, private hearing aid dispensaries or other settings where audiological skills are a key requisite of their employment. It is intended to be completed whilst you continue in your workplace. On successful completion of the course you will be entitled to practise as a Hearing Aid Dispenser (HCPC conditional approval granted May 2012). Advice should be sought from mentor/tutors at all key decision stages during the programme.

Admission Criteria

As stated above, students must be able to continue working in an appropriate setting whilst completing the degree. 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

Dispensation. Exceptionally, applicants who can show that they have qualifications, or

experience, or both, that demonstrate that they have knowledge and capabilities equivalent to those possessed by holders of the qualifications listed under the Conditions for Admission in the Programme Regulations, may be admitted with dispensation from the requirement to possess those qualifications. Applicants are selected on the basis of their suitability for the course, and their ability to benefit from and contribute to it.

Indicators of quality

This course is also offered as a Foundation Degree which was previously validated on 22nd January 2009, confirming that all quality standards had been met. An Annual Review conducted in November 2010 and November 2011 and Examination Boards in July 2010 and 2011 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 in 2011 and judged to meet all the QAA Benchmark Statements.

Page 14 of 86

ROLES AND RESPONSIBILITIES

1. Your Responsibilities as a 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;

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. 2. Course Leader The Course Leader has the role of academic leadership for the whole course. The Course Leader:

Co-ordinates academic and pastoral support for students on the course;

Is the principal point of contact for you about academic matters to do with the course;

Supervises the teaching programme;

Co-ordinates the timetable for teaching and assessment for the whole course;

Ensures that regular evaluations of the units and course are undertaken;

Ensures the election of student representatives to the Course Committee;

Arranges and chairs termly meetings of the Course Committee;

Has oversight of and signs your reference;

Ensures your workplace setting receives appropriate information about the tasks you should carry out as part of the course, liaising with your line managers when necessary;

Supervises the preparation for the annual Examination Committee

Maintains their own continuing professional development as part of their professional body membership and performance appraisal.

3. Personal Tutor At the start of the course you are 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:

Page 15 of 86

Maintain contact with you through regular, negotiated meetings, if possible meeting you at least once each study block;

Provide support and guidance for your professional and academic growth;

Use the Profile of Professional Development as a basis for monitoring and discussion for further development;

Be a channel of communication between you and the course staff;, if necessary;

Be available for personal advice and referral to support agencies as appropriate.

Provide you with a reference, 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 your personal tutor throughout the course.

4. 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 your tutors are satisfied that you have reached a competent and safe standard on practical skills, you will be judged to have passed this skill and are considered to be safe to practice this skill in your 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 5. 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 the assessment of the unit and ensures the assessment procedures for the unit are completed in accordance with the course requirements;

Is available to you for consultation about the content of the unit and related assignments.

Maintains their own continuing professional development as part of their professional body membership and performance appraisal.

Page 16 of 86

.

Page 17 of 86

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

1. Typical timetable

Mon Tues Wed Thurs Fri

08.30 10.30

Lecture Lecture Practical Skills Workshops

Practical Mock Assessment

Coffee

10.45 12.45

Practical Skills Workshops

Lecture Practical Skills Workshops

Tutorials

Lunch

13.15 15.15

Intro to topic Lecture

Lecture Lecture Lecture

Tea

15.30 17.30

Lecture Practical Skills Workshops

Practical Skills Workshops

Seminars/ Tutorials

Your course leader and unit leaders will introduce you to the content of the course and the facilities offered by Mary Hare. The allocation of credit points is as follows: Year 1: In Year 1 you must pass the four compulsory units at level 4 (120 credits). Year 2: You must normally complete Year 1 before you start Year 2. In Year 2 you must pass the four compulsory units at level 5 (120 credits). 2. Mode of Study The programme is designed to lead students progressively through the units, building on early work undertaken to develop knowledge and understanding. It is designed to be completed as a two-year programme. 3. Staff-Student Communication

Staff-student communication occurs in the following ways:

Relayed by tutors during lectures and other class contact time. (100% attendance is required for all study days).

Staff will use e-mail to contact individual students as well as whole groups of students. Students may also the VLE as a means of group discussion and debate.

Page 18 of 86

4. Student-Staff Communication

Two-way communication is essential. Contact details of staff members will have been given to you at the beginning of the course. If you need to contact a tutor you can do in the following ways:

Use e-mail to contact the member of staff;

Telephone the member of staff or leave a message.

Page 19 of 86

TEACHING, LEARNING AND ASSESSMENT

1. Introduction This course provides a framework to support your reflections on practice. You will be encouraged to reflect critically on your own experience as a trainee hearing aid dispenser and to examine this critically in the light of models of good practice and research findings. Course delivery will reflect models of good practice. Teaching and learning methods will, when appropriate, model techniques used in high quality dispensaries and will be practical, experimental and include whole class, group and individual experience. 2. Teaching and Learning Strategies 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:

Introduce you to and encourage you to engage in new areas of knowledge. You will also be given the opportunity to broaden and deepen your existing knowledge;

Encourage you to engage in critical analysis of audiological concepts, theories and practices and to test your analysis against received understanding and practices;

Give you the opportunity to acquire practical experience in the range of activities relevant to your role as a hearing aid dispenser.

Encourage you to engage in critical reflection. You will be asked to reflect on new knowledge and understanding and on your own learning experiences.

3. Teaching and Learning Methods Throughout the course you will be given opportunities to:

Participate in lectures, seminars and workshops which will develop your knowledge and understanding of issues related to your roles in hearing aid dispensing;

Work in groups to examine and discuss issues;

Compile logbooks in a variety of areas. Work with a wide range of practical resources, including appropriate computer hardware, software and audiological equipment for both examining and assessing service users hearing;

Undertake projects to benefit your workplace setting and your own professional development with a professional audiologist.

ICT is an integral part of this course and all students will be required to engage with software and hardware at their own level but also in their work with service users. Course resources will be made available by a variety of technologies and means.

4. Rationale for Assessment The rationale for and pattern of assessment are based in the aims, learning outcomes and rationale of the course and standards of the Health Professions Council. Thus, assessment is concerned particularly with the development and demonstration of your

Page 20 of 86

knowledge and understanding, your professional competence as a hearing aid dispenser and with your 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. 5. Methods of Assessment A variety of methods of assessments, meaningful to the workplace, will be used within the course. These include essays and reports, objective controlled assessments, practical projects, practical skills assessments, assessments of service users and the keeping of log books. Each unit will be assessed by the staff concerned with the teaching of the unit, within the course examination procedures and regulations.. 6. Assignments In the course of the year you must successfully complete a number of assignments and practical assessments related to individual units. You cannot pass a unit unless you provide evidence against all the Learning Criteria. Assignments take a variety of forms. Each is designed to assess specified learning outcomes for the module; the overall nature and pattern of assessment is linked to the course learning outcomes. Assignments are marked and moderated by college tutors. The focus for each assignment will be determined by the course team, and specific assessment criteria will be outlined in the module handbook produced for each module. Assessment criteria are rigorous, demanding, appropriately work-based and set at a level appropriate to your undergraduate course. 7. 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.

Feedback on the assignment will take the form of:

Clarification of misconceptions – in these cases comments will be designed to improve understanding. You may wish to talk directly to the student. Good references or other support materials could be identified.

Comments on spelling, punctuation and grammar. There may also be comments on composition, layout and presentation.

Concise and accurate explanations.

Praise for good work especially where there is evidence of selective and applied research or balanced arguments or interesting examples.

Feedback on the assignment feedback sheet:

Must identify how the work meets the grading criteria for that assignment.

Page 21 of 86

Should indicate strengths and weaknesses of the evidence.

Should indicate the level of research carried out by the student.

Encouraging comments should be made to motivate the student in terms of improvement and success.

Where necessary indicate dates for resubmission and details of additional work required.

To encourage students to gain the fullest benefit from the feedback, students need to also make comments on the feedback sheet. Staff must allow sufficient time for this in their feedback sessions. 8. Internal Verification All assignments must be internally verified before they are issued to the students. Internal verification is concerned with developing the assessment procedures and ensuring that national standards are met. 9. Internal Moderation and Sampling Procedure

This is concerned with monitoring the quality of the outcomes. Students’ work will be moderated to check that the criteria are being met and that standards are being applied.

Internal verification / moderation are integral parts of the course. This on-going process requires sufficient time for:

Looking at assignment briefs

Sampling assignments

Monitoring assessment practice

Standardising assessment practice.

For each unit a minimum of three students will be selected at random for sampling. The unit tutor will mark the work as outlined in the staff booklet. The selected students work will then be passed on to the internal verifier (IV). The work will be marked independently of the unit tutor.

There are two possible outcomes from internal verification:

1. The IV agree with the unit teachers assessment therefore grade is upheld;

2. The IV feels that the grading by the unit teacher is to low/high therefore the work is referred to another IV. If the second IV agrees with the unit tutor then the grade is upheld. However, if they agree with the first IV then the grade will be changed accordingly.

10. External Verification

The programme is also verified externally by Edexcel and moderated by an external examiner.

Page 22 of 86

10. Late Submission 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 teachers to monitor progress more readily.

The teaching team at the start of each academic year will devise an assignment calendar. This should prevent both staff and students being overburdened at any one time.

The teachers will use a variety of assessment methods and this too should prevent overload.

Work submitted must be marked against the grading criteria.

Extension of the submission dates should be allowed for the following documented reasons: illness, legitimate absence [medical, funeral, etc]. These can be negotiated with the unit leaders of the units concerned for up to 4 weeks. The extension form must be completed and copies kept by student and course administrator.

If work is handed in late without having been granted an extension prior to the deadline, this is considered a fail and the student will need to retake the unit the following year 12. 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 site examples that illustrate their ideas. Teachers will explain how to quote and reference work in their units.

Plagiarism will not be acceptable, e.g.

Copying from texts or journals (without correct referencing)

Copying from other students

Wholesale downloading from the internet.

Assignments will be held by tutors until the unit has been completed by all students.

The teaching team will monitor the progress of assignments as they are being undertaken and will discourage plagiarism. Assignments with significant plagiarism will be failed.

Assignment grades will be a true reflection of a student’s efforts and attainment. It is important to value their academic research and efforts when producing their evidence for the grading criteria. It is also important during group work to ensure that each student is able to produce their own evidence and this must be made clear in the various tasks set for an assignment. 13. Appeals Procedure

Students have the right to appeal against the grading decision for their assignments. This is in line with Edexcel policy. If a student is having genuine difficulties with their

Page 23 of 86

assignment due to illness or other special circumstances then they should apply for an extension and extra support using the extension policy.

Assignments will be fully explained by the teacher. This will include explanation of the tasks and how they match to the grading criteria. Support from the teacher will be available throughout the assignment period.

Disputes over grades should only arise when a student feels their work matches higher criteria. It should be stressed that appeals should be very infrequent.

Appeals may be made for the following reasons:

1. The student feels that there has been a misinterpretation of the evidence submitted.

2. The student feels that the teacher has misinterpreted the grading criteria.

The student must register their appeal within one week of the return of the assessed work. The student and the teacher concerned will discuss the issues raised by the student. If the tutor can not resolve the issues then the appeal will be taken to the Course Leader. They will select another marker for the work and the assignment will be reassessed. If the issues are still not resolved then the Course Leader will review the grades assigned of the whole group taking into account the second markers comments. The Course Leader will then assign a grade which will be discussed by a review assessment team. Their decision is final. 12. Profile of Professional Development Your progress is tracked and monitored continuously throughout the course. You will take an active part in the assessment process through documenting, profiling and evaluating your achievements and through discussion with your personal tutor and your mentor. You will be required, throughout the course, to undertake a series of reflective assignments, (in order to use your experiences and observations to build up a profile of professional development), which you will be able to use to evaluate your experience and set a series of goals in carefully structured action plans. These action plans will be discussed with your tutors at the end of each two week study block. This PPD will be assessed on an ongoing basis, via your reflective assignments. Also, the PPD informs your reference which is completed at the end of the course. At the end of your course, you will be required to submit a profile of your Continuing Professional Development (CPD) in the format required by the HCPC. This will be your final Level 5 assignment on this course. The PPD has, therefore, an important role to play in establishing an approach to, and record of, your CPD. 13. Attendance Tutors keep a register of all elements of the course, as comments on individuals’ punctuality and attendance are usually requested in references. If you are unable to attend all, or part, of any college session, you must notify

Page 24 of 86

the course administrator and tutors so they are aware of your absence and the reasons for it. This course requires 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 circumstance for absence must be submitted. In some circumstances, additional written work may be given by the Course Leader to compensate for absence. However, this will not be possible if the amount of absence means that key lectures have been missed. In this case it may be necessary to defer completion of the course 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. 14. Monitoring of 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”, which you will be given to read before you commence your course with us. You will be required to sign a student contract, before you commence the course, which will confirm that you have read and understood these guidelines and are prepared to conduct yourself according to these standards and ethics.. If the tutors at Mary Hare, or your mentor in your practical placement identify any concerns about your professional conduct, during the programme, this will be raised with you immediately by the Course Leader (or their designated deputy). Remedial action will also be discussed at this time. If you fail to undertake the remedial action requested of you, and/or continue to demonstrate unsafe or inappropriate professional conduct, the Course Leader reserves the right to ask you to leave the programme. In this case you will be awarded the academic credit accrued to that point, but will not be able to apply to be registered as Hearing Aid Dispenser.

Page 25 of 86

COURSE MANAGEMENT

1. Quality Assurance Quality assurance of the course is addressed in a number of ways. Indicators of quality include:

the structure, coherence and content of the course programme

use of a range of approaches to teaching, learning and assessment

the quality of the staff involved in the course;

the professional learning environment and support for students provided by the Partner Institutions involved in delivery;

effective use of available resources for the course;

the standard of professional understanding, competence and approach achieved by the students, and feedback from staff involved in the course;

evaluation of teaching and learning by staff involved in the course and by students;

comparison with other institutions through the examinations process. The course is subject to a variety of quality assurance procedures, including:

Edexcel’s quality procedures

informal and formal unit and course evaluations by staff and students;

the Annual review of the course

2. Programme Committee The Course Committee will meet twice yearly. The membership will include:

The Course Leader (Chair);

All Unit Leaders;

Other staff teaching on the Programme

Other specialist staff as necessary;

At least one student representative. 3. Course Committee Responsibilities The Course Committee will:

review the materials, delivery, structure, assessment and tutor requirements of the Programmes and recommended changes if necessary;

review the Unit Evaluation Forms submitted by students at the end of each Unit, and consider other issues raised by student representatives, initiate any necessary action and communicate such action to the student representative or to the students concerned as appropriate;

review the Student Handbook and recommend changes if necessary;

monitor the implementation of recommended changes that are subsequently agreed;

Page 26 of 86

conduct an Annual Review of the Programme;

consider a report on academic conduct relating to plagiarism, cheating and unauthorised syndication relating to assignments.

4. Course Leader Roles and Responsibilities The Course Leader will have an overall co-ordinating role for the course and will:

arrange the interviewing, selection and registration of students;

have an overall pastoral role in respect of the students on the course;

prepare the Student Handbook annually;

co-ordinate the student Profiles of Professional Development;

have an overview of the teaching programme;

co-ordinate the timetable for the course, liaising with colleagues as appropriate;

monitor the assessment procedures;

liaise, as necessary, with External Moderators/Verifiers in relation to the assessment of modules and students, including course work and school-based assessments;

be responsible for regular evaluation of the units and course;

arrange and chair termly meetings of the Course Committee; 5. Evaluating the Course Throughout the course the process of evaluation will involve tutors and students reflecting on and analysing processes, procedures and outcomes. Evaluations will form the basis for the course development. You are invited to give a written evaluation of each module. Your views are gathered, collated and presented by Unit Leaders to the Course Leader, External Examiner and Course Committee. You will elect a Course Representative to sit on the Course Committee and to represent your views. Views and recommendations from the Course Committee and the External Verifier are fed into an Annual Review, which is written and discussed each autumn term.

Page 27 of 86

PROGRAMME REGULATIONS

1. Authority

These regulations lead to the award of Higher National Diploma in Hearing Aid Audiology. The University's regulations apply and, in the event of a conflict of regulation and unless the Academic Board itself has specifically approved the variant regulation before its introduction, the University’s general Academic Regulations take precedence. 2. Conditions for Admission On entry to the course, the student must be employed in an audiological role within either a private hearing aid audiology centre or within the NHS and continue to be so throughout the duration of the Higher National Diploma. Entrants to the Programme should normally possess the following:

A Line Manager’s letter of support and recommendation; 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

All students must produce a 500-word piece of work on their role as a trainee or a topic they will study using at least one reference, which must be assessed by the course leader. All applicants must have a reference from their current employer. All applicants must have Criminal Records Bureau clearance. Applicants must have obtained a signature from either their occupational health contact or personal general practitioner indicating they are fit to undertake this course of work-based study.

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 current employer must be prepared to designate their employee as a trainee assistant audiologist and to second their employee on to the Higher National Diploma in Hearing Aid Audiology for all four semesters of the two year course. 2. English Language Requirements

Applicants whose first language is not English must also demonstrate that they are able to communicate in English to the standard equivalent of level 7.0 of IELTS (the International English Language Testing System ). Each element must be 6.5 or greater. 3. Dispensation

Exceptionally, applicants who can show that they have qualifications or experience or both that demonstrate that they have knowledge and capabilities equivalent to those possessed by holders of the qualifications listed above may be admitted with dispensation from the requirement to possess those qualifications.

Page 28 of 86

4. Duration of the Programme of Study

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. Duties and Powers of the Examination Committee

The Examination Committee is responsible for maintaining the academic standard of the Programme and, in particular, for the following.

Publishing a calendar of assessment deadlines and other appropriate matters at the beginning of each academic year.

Setting and marking such assessments as may contribute to the entitlement to progress from year one to year two, or to qualifying for the award and, exceptionally, the conduct of viva voce examinations.

Monitoring of assessment procedures

Compiling results and communicating them to the Academic Board, which shall have no power to alter them, save as provided for in the Regulations for the Review of and Appeals against a Decision of the Examination Committee.

Considering applications for credit and where appropriate awarding such credit. 6. Proceedings of the Examination Committee

The Examination Committee shall establish its own standing orders including provision for the taking of decisions between regular meetings and reporting them to the next regular meeting and, making suitable arrangements for recording its decisions and the factors taken into account in reaching them. These records shall normally remain confidential. 7. Registration

A student must be registered for the following award in order to be considered by the Examination Committee: Higher National Diploma in Hearing Aid Audiology 8. Conditions for the Award of the Higher National Diploma in Hearing Aid Audiology

To qualify for the award of Higher National Diploma in Hearing Aid Audiology a student must, within three years from first registering, pass all assessed elements, unless there is special dispensation due to mitgating circumstances. The award carries 120 credits at level 4 and 120 credits at level 5. 9. Higher National Certificate

Any student wishing to be a candidate for a Certificate of Higher Education should register for the award before or during the semester in which he or she expects to complete the Programme requirements. The Certificate is not available to students intending to complete the Higher National Diploma. It is only available as a final exit award.

To obtain a Higher National Certificate a student must achieve, within a period of two years, at least 120 Credits of which at least 90 Credits must be at Level 4. This award does not confer

Page 29 of 86

eligibility to become admitted to the Health Professions Council’s register for Hearing Aid Dispensers. 10. Unit Assessment

Practical and academic skills are assessed in keeping with Higher National Diploma standards. Academic skills are assessed by a range of projects such as controlled assessments, work-based essays and projects. These are marked either as distinction, merit, pass or fail according to published criteria in appendix 8. If an assessment is failed, a student can resubmit it once. If the resubmission is failed the entire unit must be retaken the following year. Only 3 resubmissions are allowed. In any unit containing practical skills assessments, each must be passed in order to pass the unit. Practical skills assessments are conducted during study blocks at Mary Hare. If an assessment is failed, a second opportunity is offered. If it is failed a second time, a third opportunity is offered. If a student fails a practical assessment three times they will not be able to meet the conditions of the unit and will need to repeat that unit the following year. Each unit is graded at pass, merit or distinction. A pass is awarded, for each unit, on the achievement of all the pass assessment criteria for that unit. Merit and distinction grades are awarded for higher level achievement. All the pass assessment 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. 11. Progression

The Examination Committee may require a student to withdraw who does not pass at least 45 credits in any two successive semesters of study.

In order to proceed to level 5, a student must have achieved at least 100 Credits at level 4 and is not permitted to retake more than one unit per academic year

In order to complete satisfactorily a year of full-time study, a student: must pass at least 90 credits during the year.

In order to complete satisfactorily a year of part-time study, a student: must pass at least 45 credits during the year.

In order to register with the Health Professions Council as a Hearing Aid Dispenser, all elements of the course must be successfully completed by the student and the Higher National Diploma qualification must be validated by the Examinations Board.

Only approved programmes can contain any reference to the HCPC protected title of Hearing Aid Dispenser in their named award.

12. Disability

If a student is unable, through disability, to be assessed by the normal methods, examiners may vary the methods as appropriate and in accordance with the College's 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.

Page 30 of 86

13. Intermission

Exceptionally, and subject to the approval of the chair of the Examination Committee, 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 exceptional extension to the latest date for qualification of the award. 14. Failure

A student who is not permitted by the Examination Committee 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 has been accorded. 15. Certification

Upon successful completion of the programme, a Higher National Diploma is awarded by Edexcel 16. Transcripts

Upon completion of studies or when officially withdrawing from the programme, the student will receive a transcript stating (a) the award, if any, made; (b) the units for which assessment has been attempted and the grades obtained; (c) the name of Mary Hare and (d) the language of instruction and assessment. 17. Reviews of and Appeals against the Examination Committee Decisions

(a) Students who wish to take out a complaint or an appeal will normally do so under the complaints/appeals procedures of Mary Hare.

(b) It is only when the complaint/appeals procedures at Mary Hare have been exhausted

may students then refer to the committee stage of Newbury College procedures except when appeals based on mitigating circumstances are heard by Mary Hare in which case the decision of Mary Hare will be final.

(c) Appeals may only proceed to the college committee stage on the grounds of an

administrative error, procedural irregularity or on the grounds that the decision reached by Mary Hare was a decision that no fair or reasonable person or body could have reached. The decision on the application of these criteria will be taken by the Academic Registrar’s Office or equivalent at Newbury College.

Page 31 of 86

Unit 1: Anatomy and Physiology Foundations

Credits: 30 Learning hours: 120 GLH Level : 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 earmoulds 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

Page 32 of 86

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 Basic clinical skills

Basic Otoscopy

Referrable conditions (identified by otoscopy)

Otoblock placement (real ear)

Impression taking (artificial and real ears)

4 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

Page 33 of 86

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 Identificaiton 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

Page 34 of 86

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

http://www.actiononhearingloss.org.uk/

http://www.audiologyonline.com/

http://www.baaudiology.org/

http://www.thebsa.org.uk/

http://www.bshaa.com/

http://www.tinnitus.org.uk/

Page 35 of 86

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

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.

Page 36 of 86

Unit 2: Audiological Assessment Fundamentals


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


Page 37 of 86

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 Listening Levels


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


Page 38 of 86





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


3.1 Air conduction audiometry

3.2 Bone conduction audiometry

3.3 Uncomfortable Listening Levels

3.4 Masking



to practice

4.2 Use a wide range of academic skills (research,

analysis, criticality, synthesis etc);


4.4 Use appropriate language and form to analyse when writing and speaking



Page 39 of 86


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.


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 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







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)








Page 40 of 86

BSA Recommended Procedures in Pure Tone Audiometry (2011) British Society of Audiology

Page 41 of 86

Unit 3: Basic Aspects of Hearing Aid Systems


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.


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


Page 42 of 86

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 aidsHA’s; 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.


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




Page 43 of 86





1 Demonstrate understanding of relevant acoustic principles

1.1 Understand the physical properties of sound as

related to hearing aids.

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 Appropriately select and fit a variety of hearing aids

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

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


3.1 HA fault finding

3.2 Earmould Identification

3.3 Earmould Retubing

3.4 Hearing Aid Programming (First Fit)



to practice








4.6 Work with peers to develop knowledge and understanding heuristically

Page 44 of 86


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



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








Health and Care Professions Council www.hpc-uk.org Institute of Hearing Research www.ihr.mrc.ac.uk







Page 45 of 86

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

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 46 of 86

Unit 4: Communication for Hearing Aid Dispensers


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 .


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


Page 47 of 86

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


Case History taking (and referable conditions)




Page 48 of 86


Learning outcomes Assessment criteria for pass:



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, record-

keeping 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



to practice

4.2 Use a wide range of academic skills (research, analysis, criticality, synthesis etc);




4.5 Evaluate one’s own performance and values including time management

4.6 Work with peers to develop knowledge and

understanding heuristically

Page 49 of 86


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.


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


Assessment

LO 1 could be assessed by students preparing a clinical log book including mentor

evaluation and self-reflection of practiced skills

LO 2 could be assessed by students answering related questions as a controlled

assessment



understanding from LO1, LO2 or LO 3 individually, in pairs and/or in small groups.

Resources

Journals








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







Page 50 of 86


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 51 of 86

Unit 5: Key Anatomy and Pathology Issues


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.


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


Page 52 of 86

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


Tympanometry




Page 53 of 86





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

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

3 Demonstrate tympanometry

Carry out safe and effective

3.1 Otoscopy

3.2 Tympanometry

3.3 Explanation to patient



to practice








Page 54 of 86


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.


for earlier LOs.


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 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








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 55 of 86

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 56 of 86

Unit 6: Specialized Audiological Assessment


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.


1. Understand basics of psychoacoustics as it relates to audiological assessment

2. Understand general care plan management

3 Demonstrate speech audiometry


Formatted: Indent: Left: 0 cm,Numbered + Level: 1 + NumberingStyle: 1, 2, 3, … + Start at: 1 +Alignment: Left + Aligned at: 0.63 cm+ Indent at: 1.27 cm

Page 57 of 86

Content

1. Basics of psychoacoustics as it relates to audiological assessment

Perceptual models of speech production; Resolution of frequency and intensity; temporal resolution; binaural hearing and sound localisation; speech and hearing aid use

2 . General care plan management

Noise induced hearing loss and personal protective equipment Consolidate assessment skills from year 1, including masking Care Pathway


Speech Audiometry




Page 58 of 86





1. Understand basics of psychoacoustics

1.1 Demonstrate an understanding of :

perceptual models of speech production resolution of frequency and intensity temporal resolution binaural hearing and sound localisation speech and hearing aid use

3.2 Have knowledge and understanding of

equipment, tests, methods, speech materials

used in speech audiometry.

3.3 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


3.1 speech audiometry

3.2 explanation to patient


4.1 Reflect on theory and interpretations in relation to practice








Page 59 of 86


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.


for earlier LOs.


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



understanding from LO1, LO2 and LO3 individually, in pairs and/or small groups.

Resources

Journals








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 60 of 86

Unit 7: Advanced Application of Hearing Aid Systems


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 electro-acoustical 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 bone-anchored hearing aids.

Manufacturing techniques for custom earmoulds and hearing aid shells will be discussed.


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


Page 61 of 86

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




Page 62 of 86





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

1.1 Explain the principles and benefits of multi-

programme 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. 2 Perform hearing aid programming, re-programming and fine-tuning to optimise benefit and satisfaction



to practice






4.10 Evaluate one’s own performance and

values including time management

Page 63 of 86


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


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



understanding from LO1, LO2 or LO 3 individually, in pairs and/or in small groups.

Resources

Journals








Health and Care Professions Council www.hpc-uk.org







Page 64 of 86

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

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 65 of 86

Unit 8: Practice Management and Professional Conduct


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.


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


Page 66 of 86

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




Page 67 of 86





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 qualititative

and quantitative data, questionnaires, and outcome measures to achieve improvements in

communication skills in adults with acquired

hearing loss and use of foreign language interpeters.

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


4.1 Reflect on theory and interpretations in relation to practice








4.6 Work with peers to develop knowledge and

understanding heuristically

Page 68 of 86


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.


for earlier LOs.


independent study, and directed and independent practical work both in the study blocks


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 4 could be assessed through development of a Professional Development Profile either individually or in pairs

Resources

Journals








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 69 of 86

Specialist Resources Suggested reading for the learner

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.

Page 70 of 86

Appendix 1 Development and Assessment of Practical Skills YEAR ONE Weeks 1 and 2 Module 1 Anatomy, Physiology and Pathology

Otoscopy

Referable conditions (identified by otoscopy)

Otoblock placement (real ear)

Impression taking (artificial and real ear)

YEAR TWO Weeks 1 and 2 Module 5 Anatomy, Physiology and Pathology

Tympanometry

Weeks 3 and 4 Module 2 Audiological Assessment

Audiometry A/C and B/C

Audiometry A/C and B/C with masking

Weeks 3 and 4 Module 6 Audiological Assessment

Speech Audiometry

Weeks 5 and 6 Module 3 Hearing Aid Systems

Retubing

EM identification

HA Fault Finding

Hearing Aid Technology – first fit

Weeks 5 and 6 Module 7 Hearing Aid Systems

Real Ear Measurement

Hearing Aid Technology: fine tuning

Weeks 7 and 8 Module 4 Communication and Practice Management

Case History

Weeks 7 and 8 Module 8 Communication and Practice Management

Consolidation

Week 9

Consolidation

Week 9

Consolidation

NB. Pratical skills examinations occur in each study week

Page 71 of 86

Appendix 2 Learning Support Resources Library Resources Mary Hare

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 you 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] Library Service

The Learning Resource Centre at our partner, Newbury College, is a modern integrated library

service combining traditional print resources (books and magazines) and IT based resources.

There are study zones for class based work comprising computers and study tables and areas for

individual study. The LRC is staffed by two professional librarians and LRC Assistants who are

there to support you in your studies. For further information, see http://www.newbury-

college.ac.uk/about-us/tour-of-facilities/newbury-college/learning-resource-centre/

IT Services

Mary Hare will provide IT support via Helpdesk ([email protected])

mailto:[email protected]

http://www.newbury-college.ac.uk/about-us/tour-of-facilities/newbury-college/learning-resource-centre/

http://www.newbury-college.ac.uk/about-us/tour-of-facilities/newbury-college/learning-resource-centre/

Page 72 of 86

Mary Hare Portal (Virtual Learning Environment)

The Mary Hare Portal is an on-line learning environment. You will be shown how to use it at the beginning of the course. You will be given an individual access code, which will enable you to explore an e-library of resources related to each of your modules. 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 module. The Mary Hare Portal will also be the means by which you will enter details into your Clinic Log and for your workplace mentors to enter their observations and evaluations of your OSPE certificated skills in practice. Referencing using correct Harvard guidelines

At the beginning of your course you will be given the most recent, approved Harvard Referencing guide, produced by the university. This is entitled “How to Reference” and provides useful guidance related to all aspects of using literature in your academic writing. If you wish to access it electronically, the URL to link directly is: http://www.brookes.ac.uk/services/upgrade/pdf/Referencing GuideEducationwebSept2008.pdf Please note that this is a PDF file, so you will need an Adobe Reader and a pdf reader on your pc in order to open it.

http://www.brookes.ac.uk/services/upgrade/pdf/Referencing%20GuideEducationwebSept2008.pdf

Page 73 of 86

Appendix 3 Appeals and Disciplinary Procedure Conduct Regulations and Disciplinary Procedure

SUMMARY It is Mary Hare’s policy to make you responsible for your own actions at all times, both on and off-site, including residential and short trips and visits. Any breach of the Code of Conduct will result in disciplinary action. The College will choose the appropriate action which may include, but are not limited to:

working under supervision outside of class hours

achieving an agreed attendance record

accepting an adjustment to your learning programme

paying compensation or

withdrawing from the College. PROCEDURE A member of the Support Team will be present at all disciplinary meetings involving full- time learners and may be present, if requested, by part-time learners. Course Leaders are responsible for monitoring any agreed actions. Stage One You will be asked to attend a disciplinary meeting. You will receive a verbal warning that will be recorded in your personal file. This interview may also result in a withdrawal of privileges and/or referral for action under Stage Two if the matter is considered serious. (If you are aged 14-18, your parent/guardian, sponsor, managing agent or other agent/ school may be informed). Stage Two A serious offence or further breaks of the Code of Conduct will result in you receiving a disciplinary interview and a written warning from your Curriculum Manager. You may request a friend or parent to be present. This written warning will be recorded in your personal file. The interview may also result in you paying compensation (usually in the case of damage to property), withdrawal of privileges and/or suspension pending hearing under Stage Three. (If you are aged 14-18, your parent/guardian, sponsor, managing agent or other agent/school may be informed). Stage Three A more serious offence and/or continuing failure to observe the Code of Conduct will result in you receiving a final disciplinary hearing with the Director of Students, Quality and Curriculum/Learner Services and Information Manager. This interview may also result in legal action by the College, exclusion from College for a maximum period of two years, you paying compensation, withdrawal of privileges and/or any other appropriate punishment or a combination of those listed. IF A SERIOUS OFFENCE OR CRIMINAL OFFENCE IS COMMITTED OR THERE IS A SERIOUS BREACH OF THE COLLEGE’S HEALTH AND SAFETY REGULATIONS, STAGE THREE WILL BE ACTIVATED IMMEDIATELY.

Page 74 of 86

Appendix 4 Policies: SENDA Non-discrimination and Sexual harrassment SENDA Statement: Mary Hare welcomes applications from anyone who can benefit from ourcourses. 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 your individual needs. If you feel you may need support, it is helpful if you can talk to us well in advance so that your support is in place when you start the course. 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.

Page 75 of 86

Appendix 5 Equality and Diversity

Equality and diversity issues are addressed in a number of ways in the programmes:

Recruitment and selection – 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.

Teaching and Learning – Individual students’ progress is tracked through a system of self assessment. Individual Learning Planning (ILP) is facilitated during tutorials and draws on feedback following formative and summative assessment judgements. Individual students, with the support of the tutor, identify learning goals and action plan to achieve them. During taught sessions, tutors model appropriate behaviours and instances of discriminatory language use and behaviours are invariable challenged. The importance of responding positively to student diversity is explicitly taught during the programme, beginning at PTLLs stage. In addition the module Curriculum Development for Inclusive Practice focuses on issues of equality and diversity.

Resources – The team make every effort to use universal teaching resources so that, for example, redundant use of colour and animation in powerpoint do not disadvantage or cause deleterious effects to individuals, and all students in a group, rather than the individual with dyslexia for whom it was identified as helpful, would receive handouts on coloured paper.

Student support – Student support needs are identified either at interview or during the course and the full range of university support services is accessed by students (dyslexia support, financial advice, upgrade, counselling during the current year). Additionally students based in colleges have access to the full range of support services of their organisation.

Curriculum - The promotion of cultural understanding and social cohesion are explicit learning objectives. Thought has been given to how a range of cultural ideas and practices can be used to illuminate learning.

Equality and diversity issues are given vocational relevance. Policies and monitoring thereof regarding equality and diversity should be evident amongst placement providers participating on the course.

The team values and take account of cultural backgrounds of individual students to bring their experiences to the lesson (‘show and tell’).

The curriculum is negotiated so learners are given a choice.

Opportunities to draw on the diverse interests and experiences of trainees are fully exploited, recognising and validating the diverse experiences of the students.

The contributions of people from diverse backgrounds, such as men and women of different race, gender, disability, sexual orientation, religion are acknowledged and celebrated.

Admissions are monitored regarding equality and diversity via course committee.

Page 76 of 86

Appendix 6 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

Page 77 of 86

Appendix 7 Programme Specification

SECTION 1: GENERAL INFORMATION

Awarding body:

Edexcel (Approval pending)

Teaching institution and location:

Mary Hare Training Services, Newbury, Berks

Final award:

Higher National Diploma

Programme title:

Higher National Diploma in Hearing Aid Audiology

Interim exit awards and award titles:

Higher National Certificate (after 120 credits)

Mode of Delivery Blended learning including:

Face to face lectures and seminars

Group and individual practical work

Online activities

Individual work reading, revising, researching and preparing assignments

Mode/s of study:

Full time, Block delivery The programme is designed to lead students progressively through the modules, building on early work undertaken to develop knowledge and understanding. It is designed to be completed as a two-year programme.

Language of study: English

Relevant QAA subject benchmark statement/s:

This course has been prepared to fulfil 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 fulfils the requirements of the Hearing Aid Council, which became the responsibility of the Health and Care Professions Council (HCPC) in April 2010.

External accreditation/recognition: (applicable to programmes with professional body approval)

Previously Hearing Aid Counciil (now abolished) http://thehearingaidcouncil.org.uk/ Currently Health and Care Professions Council (approval date of May 2012) http://www.hpc-uk.org/

Faculty managing the programme:

Joy Rosenberg, Mary Hare, Course Leader

Date of production (or most recent revision) of specification:

Feb 2012

Page 78 of 86

SECTION 2: OVERVIEW AND PROGRAMME AIMS

2.1 Rationale for/distinctiveness of the programme

The Higher National Diploma in Hearing Aid Audiology responds to the needs of the growing population sector of older adults who are experiencing hearing loss. Mary Hare, a charity providing services to the deaf for many decades offers excellent teaching faciilities and expertise about many aspects of hearing impairment and is unique for that reason amongst educational providers of this degree. The course has been prepared to fulfil the aims and requirements for Hearing Aid Dispensers of the Health Professions Council. It should also be noted that the programme conforms very closely with the recently confirmed programme of the British Academy of Audiology for the Associate Audiologist in the National Health Service. 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 Health and Care Professions Council (HCPC) monitors standards, continuing professional development and any extensions to the scope of practice. The Higher National Diploma 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. This is an exciting development and represents a real opportunity to raise standards in this field as this qualification replaces previous existing qualifications in both the public and the private sector (British Association of Audiological Technicians qualification and the Qualification for Registered Hearing Aid Dispensers). The Higher National Diploma brings together a number of academic disciplines in its course structure making a really interesting programme for students. 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 new role for Hearing Aid Dispensers and enabling safe and competent practise. - 2.2 Aim/s of the programme

Audiology is underpinned by key principles, which guide the assessment and rehabilitation required within the field of hearing aid dispensing.. 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.

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

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

Page 79 of 86

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

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

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

SECTION 3: PROGRAMME LEARNING OUTCOMES

Knowledge, understanding and skills:

3.1 Academic literacy

The anatomy and physiology of the hearing mechanism, as a sound processing system, and the impact of abnormalities and disease processes

Physics, acoustics, psychoacoustics and perception in relation to hearing and speech and the application of these principles to electronic amplification systems

Recent developments in therapeutic, technological intervention that can promote the optimum auditory benefit for the hearing impaired

The legislation related to consumer protection and professional practice

Standards of competence, registration rules and professional guidelines

Ethical business practice

Clinical observation

Audiometric and electro acoustic testing


Assessment of aided auditory benefit

Utilise appropriate language to competently complete professional documentation

3.2 Research literacy

Utilise literature searching and academic writing skills to problem solve and analyse key issues

3.3 Critical self-awareness and personal literacy

Evaluate own performance through critical reflection

Set own objectives and work according to protocols, meeting required deadlines

Identify and evaluate personal learning strategies to work independently and co-operatively

Adapt speaking and listening style to suit individual client needs

Apply knowledge and experience to identify and deal with a proble

Analyse and think laterally about a problem and its solution 3.4 Digital and information literacy

Data gathering, record keeping and report writing

Use library and ICT skills to access and manage information

Use IT to access and manage information

Use specialist software to monitor and record patient data

3.5 Global citizenship

Work productively in a group by taking responsibility and carrying out agreed tasks

Page 80 of 86

Support other team members through appropriate feedback and by taking initiative where necessary

Negotiate, by asserting own values and respecting others

Choose an appropriate teaching style to communicate key information to service users and their families

Ongoing client care

SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM

4.1 Programme structure and requirements:

Unit Number

Unit Title Level Credits Status

1 Anatomy and Physiology Foundations 4 30 core

2 Audiological Assessment Fundamentals 4 30 core

3 Basic aspects of Hearing Aid Systems 4 30 core

4 Communication for Hearing Aid Dispensers 4 30 core

5 Key Anatomy and Pathology Issues 5 30 core

6 Specialized Audiological Assessment 5 30 core

7 Advanced Application of Hearing Aid Systems

5 30 core

8 Practice Management and Professional Conduct

5 30 core

4.2 Professional requirements All modules are required in order to achieve accreditation.

SECTION 5: PROGRAMME DELIVERY

5.1 Teaching, Learning and Assessment

Throughout the course, teaching and learning strategies adopted by the 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. Students will participate in lectures, seminars and practical workshops, which will develop their knowledge and understanding of issues related to their role. Teaching and learning strategies will:

Introduce students to, and encourage them to engage in, new areas of knowledge

Provide the opportunity to broaden and deepen existing knowledge

Page 81 of 86

Encourage critical analysis of concepts, theories and practices and test their analysis against received understandings and practices

Promote practical experience in a range of activities relevant to the role of a Hearing Aid Dispenser.

The Higher National Diploma in Hearing Aid Audiology is firmly based on the principle of work based learning. All practical skills, however, are taught and assessed within the skills laboratories at Mary Hare. Practice in the workplace is based on consolidation and evaluation of these taught skills, (by both the student and their workplace mentor) which forms part of the student’s clinical log, recording client care and providing an ongoing critical reflection related to their clinical practice and learning needs. This practice will be assessed using objective structured examination. Applications of these skills within the workplace will be monitored via a clinical log and mentor evaluation. A variety of other methods of assessment will be also used within this course, including essays and reports, practical projects, objective assessments, seminar presentations and practical projects.

5.2 Assessment The assessment of practical skills is via examination and certification initially approved by the former Hearing Aid Council (HAC), enabling independent professional practice. BSA recommended guidelines are taught and assessed as appropriate in accordance with the HCPC Standards of Proficiency for Hearing Aid Dispensers. The programme will be reassessed by the Health Professions Council in May 2012 to determine award of ongoing approval of all assessment of practice. A variety of other methods of assessment, including essays and reports, practical projects, objective assessments, seminar presentations and practical projects, are also in accordance with HCPC Standards of Proficiency for Hearing Aid Dispensers.

SECTION 6: ADMISSIONS

6.1 Entry criteria

This course is designed for trainee audiologists who are already working in audiological settings. On entry to the course, the student must be employed in an audiological role within either a private hearing aid audiology centre or within the NHS and continue to be so throughout the duration of the Higher National Diploma. Entrants to the Programme should normally possess the following:

A Line Manager’s letter of support and recommendation;

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

All students must produce a 500-word piece of work reflecting on their role as a trainee audiologist, which must be assessed by the course leader.

Page 82 of 86

All applicants must have a reference from their current employer. The current employer must be prepared to designate their employee as a trainee assistant audiologist and to second their employee on to the Foundation Degree in Hearing Aid Audiology for all four semesters of the two year course. Applicants must also meet the English language requirements specified in the Programme Regulations. Applicants must have obtained a signature from either their occupational health contact or personal general practitioner indicating they are fit to undertake this course of work-based study.

Exceptionally, applicants who can show that they have qualifications, or experience, or both, that demonstrate that they have knowledge and capabilities equivalent to those possessed by holders of the qualifications listed under the Conditions for Admission in the Programme Regulations, may be admitted with dispensation from the requirement to possess those qualifications.

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.

6.2 CRB checks All applicants must have Criminal Records Bureau clearance.

SECTION 7: STUDENT 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.

.

SECTION 8: 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 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.

Page 83 of 86

Advice should be sought from mentor/tutors at all key decision stages during the programme.

SECTION 9: 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 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 Higher National Diploma, in order to facilitate the consolidation and the enhancement of the audiological skills you will be learning with us.

SECTION 10: QUALITY MANAGEMENT

Indicators of quality/methods for evaluating the quality of provision The Higher National Diploma follows the same exact structure as our Foundation Degree. The initial validation event of our Foundation Degree took place on 22nd January 2009, which confirmed that all quality standards had been met. Annual Reviews conducted in November 2010 and 2011 and Examination Boards in July 2010 and 2011, including External Examiner reports, have confirmed that all quality standards have been achieved. This Foundation Degree programme has also been evaluated by a QAA Audit in 2011 and judged to meet all the QAA Benchmark Statements. Students are represented by nominated classmate. Student surveys are solicited 5 times annually. Employer/stakeholders are engaged annually for formative feedback to the programme. PSRB approval was granted in June 2009 and is undergoing routine review in May 2012.

Page 84 of 86

Appendix 8 HNC/HND Grade Descriptors

Page 85 of 86

Page 86 of 86

Appendix 9 Calculation of the Overall Qualification Grade

Calculation of the qualification grade (from Annexe E of Edexcel specification)

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 5 credits at specified unit grades

Points per 5 credits Pass Merit Distinction

0 1 2

Qualification grades

Points range Grade

0-74 Pass

75-149 Merit

150 Distinction

Documents

Higher National Diploma in Hearing Aid Audiology Mary Hare … · 2012-08-25 · Rationale for the Higher National Diploma in Hearing Aid Audiology The last decade has witnessed a