BSc (Hons) in Audiology

BSc (Hons) in Audiology Evaluation Report Athlone Institute of Technology Dublin Road Co. Westmeath Ireland Page 1 of 146

CONTENTS Page Executive Summary 5 1. Scope of the Review 8 1.1 Introduction 1.2 Health Service Executive [Ireland] 1.3 National Audiology Review Group [NARG] 1.4 Health Service Executive [HSE] Five Year Plan 1.5 Irish Health Service [HSE] Users Critiques 2. Faculty Strategic Direction 9 2.1 Vision and Curriculum 2.2 Aim of the Programme 2.3 Academic Standards 2.4 Undergraduate Learning Environment 2.5 European Standards 2.6 Programme Design 2.7 Professional Recognition 3. Evaluation 12 3.1 Curriculum 3.2 Modules 3.3 Mapping of Learning Outcomes 3.3.1 Department of Health learning outcomes for B.Sc. Audiology [UK] 3.3.2 QAA Subject Benchmark Statement 3.3.3 Scope of Practice 3.3.4 Current Position 3.4 Quality Monitoring 4. Placements 19 4.1 Provision of Placements 5. Assessment 21 5.1 Assessment Scheme 5.1.1 Year One 5.1.2 Year Two 5.1.3 Year Three 5.1.4 Year four 6. Clinical Based Assessments 23 Page 2 of 146

7. Quality Monitoring of Assessments 24 8. Quality of Learning and Teaching 25 8.1 External Examiner 8.2 Peer Observation 8.3 Postgraduate 8.4 Programme Improvements 8.5 Inter-professional Education/Learning 8.6 Patients Involvement in Teaching 8.7 Clinical Educators Training 8.7 Development of e-learning 9. Resources 28 9.1 Physical Resources 9.2 Human Resources 9.3 Library Resources 9.4 Programme Funding 9.5 Marketing 10. Research 31 11. Student Support 32 11.1. Student Resource Centre 12. Professional Registration 33 12.1 Registration Council Clinical Physiologists [RCCP] 12.2 Academy of Healthcare Science [AHCS] 12.3 Health Care Professions Council [HCCP] 12.4 British Academy of Audiology [BAA] 12.5 Irish Professional/Learned Societies 12.5.1 Irish Academy of Audiology 12.5.2 Irish Society of Hearing Aid Audiologists 13. Good Academic and Scientific Practice 37 13.1. Hearing Screening 13.2. Simulated Audiology Clinics 13.3. Audiology Journal Club 13.4. Inter-Professionalism 13.5. Research 13.6. Continuous Professional Development 14. Conclusion 38 Acknowledgements 40 Page 3 of 146

Personal Profile 41 References 42 Appendices Appendix A 44 Department of Health & British Academy of Audiology, B.Sc. (Honours) in Audiology: Educational Aims [2003] Appendix B 50 Mapping of Athlone Institute of Technology B.Sc. [Hons] Learning Outcomes to the Department of Health & British Academy of Audiology, B.Sc. (Honours) in Audiology: Educational Aims [2003] Appendix C 88 Mapping Institutes Learning Outcomes to the UK Quality Assurance Agency Audiology Subject Benchmark Statements Appendix D 139 British Academy Audiology - Scope of Practice Appendix E 142 National Audiology Report, Ireland [April 2011]; Suggested Scope of Practice Graduate Level Audiologist, Page 4 of 146

B.Sc. [Hons] in Audiology Executive Summary This evaluative report is long and wide ranging to ensure that an informed decision can be made and to ensure the student learning experience is of the highest quality and at the same time ensures that on graduation the students will practise in a safe and professional manner so protecting the patient, the public and themselves. I have assured myself that this programme meets the standards expected by other universities in the UK for the following reasons: 1. By using the QAA Benchmark statements and the Department of Health / British Academy of Audiology Educational Aims as reference points it has been possible to confirm that the programme and module learning outcomes meet these guidelines. [Paragraph 2]. 2. By reviewing both the British Academy of Audiology - Scope of Practice and National Audiology Report Guidance - Scope of Practice, the QAA Subject Benchmark Statements and Department of Health / British Academy of Audiology Educational Aims against the programme and module learning outcomes it is possible to confirm that this programme will ensure that a recently graduated audiologist will be able to fulfil this role. [Paragraph 3.3] 3. The programme learning outcomes have been written by Programme staff taking account of the European Qualification Framework competency. [Paragraph 2.5] 4. The Quality Standards and Monitoring are consistent with other UK Universities Quality Standards and Monitoring policies, protocols and procedures. [Paragraph 3] 5. At the time of this report whilst there is no formal agreement with healthcare staff to support the work-based component Athlone Institute has: produced an academic based OSCE training and assessment guide as part of the preparation for practice, devised a student personal e-portfolio for the Year 3 / 4 clinical placement, made available an interim work-based students Record of Clinical Practice Journal [currently being finalised], has written both an Audiology Clinical Supervisor handbook and Audiology Student Clinical Placements Handbook [currently being edited] available Athlone Institute of Technology policies and procedures for auditing potential placement centres, made available via its Teaching and Learning Centre a set of supervisor training sessions to support work-based learning, ensured that all students complete the Preparation for Practice module, developed assessment tools / protocols to appraise competency workbased clinical learning, developed student and healthcare staff protocols based upon the Nursing Programmes existing policies and procedures, modified existing Athlone Institute of Technology academic and placement procedures to support audiology students committed, itself, to work with HSE at the earliest opportunity, to establish location of placement centres and the Institutes panel of work-based assessors [Paragraph 4] Page 5 of 146

6. The module assessment schemes are in line with the Institutes policies and procedures for undergraduate programmes and makes use of a wide range of formative and summative assessments. [Paragraph 5] 7. Overall the assessment scheme develops and tests the students increasing knowledge, skill-based clinical competencies year on year, with increasing difficulty and complexity and the diet of module assessments used have been carefully selected so to be appropriate and effective in appraising the students ability to meet the overall programme learning outcomes. [Paragraph 7] 8. Student information and guidance in the form of an e-portfolio and a competency based practical logbook is well advanced. [Paragraph 6] 9. Teaching staff from other healthcare related programmes have drawn upon their existing research, scholarship and professional activity to inform and maintain quality of teaching. [Paragraph 8] 10. External Examiner requirements have been met in line with Higher Educational Institutes guidelines. [Paragraph 8.1] 11. The audiology programme is well equipped with both space and audiological instrumentation to meet the Programme Learning Outcomes ensuring that theory is put into practice and practice into theory to convey Institute based skills and provide student clinical understanding prior to going on placement. [ Paragraph 9.1] 12. The Institute will consider that the newly appointed audiologist and subsequently appointed staff will be invited to be part of the peer review requirement. [Paragraph 8.2] 13. The Institute has demonstrated its good practice of regular feedback reviews and module reflection. [Paragraph 8.3] 14. Inter-professional learning will be introduced in a timely manner. [Paragraph 8.3] 15. Involvement of patients in teaching initiatives is in place giving an excellent supervised experience of audiology practice in a controlled environment. [Paragraph 8.6] 16. Is preparing a training course to support new and existing clinical supervisors training prior to students going on placement. [Paragraph 8.7] 17. Staff teach in modern well equipped lecture rooms and laboratories and are encouraged to monitor their own teaching standards with ample and appropriate staff development opportunities. [Paragraph 9.2] 18. The Institute has invested a significant amount of money over the last two years in purchasing on-line journals and e-books to support the audiology programme. [Paragraph 9.3] 19. The Institute offers a friendly, easily accessible student support service, which communicates effectively and takes pride in its philosophy of interaction and close working relationships [Paragraph 11.1] Page 6 of 146

20. There has been some initial discussions regarding the opportunities of possible audiology research areas. [Paragraph 10] 21. The Institute acknowledges the academic and skill-based training requirements for audiologists within Ireland. [Paragraph 9.4] 22. The Institute has embarked upon the introduction of good academic and clinically based good scientific practice early in the student experience. [Paragraph 13] Having reviewed the programme and module learning outcomes I can confirm, that in my opinion, this programme meets the academic standards expected and provided by other universities in the UK and by extension is comparable with the standards realised on similar international programmes. I commend this combined academic and practice-based mode of graduate learning and training to the authorities as a cost effective model of increasing the number of healthcare audiology practitioners which will be fit for practice, purpose and award. Professor Gerald Armstrong-Bednall May 2014 Page 7 of 146

Contents 1. The Scope of the Review This review evaluates the B.Sc. [Hons] in Audiology offered by the Athlone Institute of Technology, County Westmeath and is being undertaken following an agreement in the High Court between Athlone Institute of Technology (AIT), the Health Service Executive (HSE), and the Higher Education Authority (HEA) dated 21 August 2013. 1.1. Introduction The primary duty of this report is to review the current teaching and learning of the programme and form an opinion on the quality standards of its delivery, documentation, processes and related regulations. The review also takes account of views from key stakeholders, including students, academics, administration, technical and healthcare staff in satisfying that the academic and practical facilities within the Institute are of a comparable standard with similar international programmes. 1.2. Health Service Executive [Ireland] Contact was made with the Irish Health Service [HSE] 1 to request two placements visits to ensure collaboration exists between Athlone Institute of Technology and clinical Departments. HSE declined to facilitate this stating that their understanding was:- And 1. That the HSE would facilitate and provide suitable placements for up to 12 students if the B.Sc. programme and its content is endorsed in writing, as suitable in all other respects in comparison with international B.Sc. Audiology comparators; 2. That the detailed arrangements for such placements would be made via the Audiology Clinical Care Programme team in the first instance. HSE stated that in their opinion Condition One had not yet been satisfied and therefore the review remit should be restricted to reviewing and endorsing the B.Sc. course. [HSE, 2014] 1.3. National Audiology Review Group [NARG] The National Audiology Review Group [NARG] [2011] 2 report recommended a number of weaknesses and variations in audiology patient services including the lack of local training for audiologists and therefore advocated the establishment of within country training for audiologists. Subsequently the Audiology Clinical Care Programme was established with the appointment of a National Clinical Lead and Programme Manager to take forward a number of the NARG recommendations. Recently they have worked with the University College of Cork as a preferred provider to develop a Scientist M.Sc. in Audiology, subject to funding [BSA, Audacity Dec 2013]. Whilst Scientists have a role to play, there is need for undergraduate practitioners and technical aides to cover the diversity of patient care and access to health care i.e. 1 Health Service Executive [HSE], Personal Communication 2 HSE National Audiology Review, April 2011: http://www.hse.ie/eng/services/publications/corporate/audiologyreview.pdf Page 8 of 146

simple hearing device maintenance and repair. This requires detailed cost analysis of the Irish audiology service profile and patient needs. 1.4. Health Service Executive Five Year Plan [HSE] In Ireland audiology provision is provided both in primary care centres and within hospital based ENT/Audiology centres. In 2013 the Irish Health Service Executive Five Year Plan, [HSE] published its priorities for 2013-2018. These included accepting the recommendations of the National Audiology Review Group [2011]. 3 For hospital based Audiology clinical programme Services: Ø Appoint National and Regional Leads. Ø Develop a patient management system. Ø Implement workforce planning recommendations. Ø Integration of community and acute audiology services into a single managerial and clinical structure. Ø Roll out of Bone Anchored Hearing Aid Programme (BAHA). In Primary Care the initiatives were to: Ø Restructure services into integrated audiology services. Ø Recruit national clinical lead and other key clinical support posts. Ø Further roll out New-born Hearing Screening Programme to include clinical education, infrastructure and equipment. Ø Consultation on workforce planning recommendations including M.Sc. Sponsorship Programme requirements. Ø Progress Audiology IT / Patient Management System. 1.5. Irish Health Service [HSE] Users Critiques As part of the initial design of the programme, advice from HSE service users in Ireland were sought on the proposed new programme, a range of views have been expressed with regard to quality of placement experience and outcome. A consensus from service responders was that the programme would be capable of providing Irish Health Service audiologists. Over a number of years some audiology centres across Ireland have gained considerable experience by offering placements to audiology students from universities in the UK. 2. Athlone Institute of Technology Faculty Strategic Direction The audiology programme sits within the Athlone Institute of Technology Strategic Plan (2009-2013) 4 it encourages development of targeted new and innovative programmes, the inclusion of clinical and practical placements to enhance the learning and introduce the student to relevant work experience. [President of Athlone Institute of Technology, Professor Ciarán O. Catháin, AIT s Strategic Plan]. 3 HSE National Health Service Plan January 2012 4 Athlone Institute of Technology Strategic Plan (2009-2013) Page 9 of 146

2.1. Vision and Curriculum The development of the programme grew from both the Health Service National Review report [April 2011] 5 on children and the National Audiology Review Group [NARG] 6 which recommended improved access to audiology services, an urgent workforce review to confirm the extent of the required uplift of numbers of audiology professionals and the establishment of within country training for audiologists. 2.2. Aim of the Programme The aim in the Athlone Institute of Technology application document 7 for a four year programme leading to the award of B.Sc. [Hons] in Audiology, it proposed a Level 8 B.Sc. [Hons] to provide the requisite academic and professional training to become an Audiologist, at pre-registration level. The programme would be underpinned by a strong foundation in core science with the development of independent learning, critical thinking, problem solving, reflective and evidence-based practice and with a strong focus on clinical placement and team-working. 2.3. Academic Standards The Irish Quality and Qualifications Ireland [QQI] has not published any Benchmark Statements for undergraduate audiology programmes, the Quality Assurance Agency for Higher Education, UK (QAA) has. QQI and QAA have signed an agreement 8 in October 2013 to share information and promote understanding of the quality and reputation of higher education in Ireland and the UK [QAA/QAI Joint Press Release Nov 2013]. By doing so it accepted the existing QAA educational statements. Summary It is appropriate to use the QAA Benchmark statements as one reference point. Additionally, when the four year Audiology Degree was first introduced into the UK in 2004 the [then] Department of Health and British Association of Audiologists, British Society of Hearing Therapists and British Association of Audiological Scientists [currently the British Academy of Audiology] collectively published a set of guidelines: B.Sc. (Honours) in Audiology: Educational Aims [2003] [Appendix A]. Universities wishing to submit an application for approval and funding to the Department of Health adjudication panel had to meet these educational aims. Summary It is appropriate to use these DH/ BAA Educational Aims as a second reference point. 5 HSE National Audiology Review, April 2011: http://www.hse.ie/eng/services/publications/corporate/audiologyreview.pdf 6 National Audiology Review Group [NARG] 2010 recommendations: An integrate approach 7 Application for recognition of a four year programme leading to the award of B.Sc. [Hons] in Audiology, Athlone Institute of Technology publication November 2013 8 The Memorandum of Understanding between QQI and QQA http://www.qqi.ie/downloads/memorandum of Understanding_QQI_QAA.pdf Page 10 of 146

2.4. Undergraduate Learning Environment The Audiology degree sits within the School of Science 9 and is offered alongside three other [Level 8] health related B.Sc. [Hons] programmes in General Nursing, Psychiatric Nursing, Health Science with Nutrition; two B.Sc. [Level 7] degrees in Dental Practice Management and Clinical Pharmacy Practice [Level 7] and two Higher Certificates [Level 6] in Science Pharmacy Technician and Science in Dental Nursing. The School of Humanities offers Bachelor of Arts (Hons) in Applied Social Studies in Social Care [Level 7] and in Social Care Practice [level 8]; plus two BA s in Childcare Management [Level 7 & Level 8] and Applied Social Studies in Social Care and two Higher Certificates in Childcare Supervisory Management and Applied Social Studies in Social Care both at Level 6. The Institute also provides a further 86 non-healthcare undergraduate programmes at Levels 6, 7, and 8 on the Irish National Framework of Qualifications. A number of these programmes have mandatory clinical placement requirements. The Audiology degree is a four-year Level 8 B.Sc. [Honours] programme in which the first year is generic to ensure all the students have a similar underpinning knowledge of physics, biology, mathematics for scientists and opportunities for multi and interprofessional learning before embarking on more detailed subjects in Year 2. Application for entry onto the programme is a minimum of six leaving certificate subjects of which two must be at Higher Certificate Grade C3 [or better], plus a minimum of Mathematics at Grade C3 or above and Grade D3 in three other subjects in the Irish Leaving Certificate. Where appropriate, students can apply for Recognition of Prior Learning [RPL] this would be considered case by case being reviewed by a group of academics and the qualified audiologist on the teaching team. No applications were received for this cohort. In 2012 the mid-point for students being offered a place was 480 CAO points, with a range of 405 to 580 points; comparable to students applying for places on UK audiology programmes. 2.5. European standards The European Qualification Framework 10 for learning outcomes uses the following definition: competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. The European Qualification Framework also requires that if work placements are a mandatory requirement of the programme they should be part of students learning outcomes and workload which requires a credit value allocation and be included within the overall number of credits for that academic year. 9 Athlone Institute of Technology Prospectus. http://www.ait.ie/media/athloneit/publications/ait- undergrad- prospectus- 2013-14.pdf 10 ECTS Users Guide, Luxembourg: Office for Official Publications of the European Communities, 2009 ISBN: 978-92- 79-09728- 7 European Communities, February 2009 Page 11 of 146

Summary The programme learning outcomes have been written to this standard and programme staff confirmed this during the visit in January 2014 and validated by documentation. 2.6. Programme Design Programme development was subjected to the typical university process for all new programmes to ensure curriculum development, design and assessment was orderly, timely and with the availability of physical resources was evaluated by the Institute. This required the programme team to secure preliminary approval from the Executive Management Team (EMT) 11 in advance of an internal review by the Institute s Academic Strategy and Quality (ASQ) Committee and finally reviewed via the Registrar s Office by the external Programme Evaluation Panel (PEP). Finally the programme required multifunctional communication with all relevant internal functional areas e.g. library, timetabling, physical resources and external agencies including liaison with professional bodies and funding agencies. 2.7. Professional Recognition When the programme was first being developed the Institute made contact with the British Academy of Audiology 12 [BAA] [April 2012] to seek accreditation, initially they agreed but later withdraw from this agreement. The BAA statement as reported in the Irish Examiner was [quote] It is not part of BAA remit to accredit courses outside the UK [published 10 th August 2013] if this was the case the professional body should not have initially agreed to review the programme without first clarifying their authority to accredit the programme in the Republic of Ireland. The Institute responded to a number of questions raised by the BAA and produced a detailed document Submission for Accreditation of B.Sc. [Hons] in Audiology 13 [dated September 2012] clarifying the points raised. This implies that the BAA encouraged an exchange of correspondence regarding accreditation whilst it had no remit to do so. However the BAA could have provided professional advice and collaborated with the Institute in developing the programme and raising the profile of audiology in Ireland. 3. Evaluation 11 Procedures and Guidelines for the Design, Development, Evaluation and Withdrawal of Taught Programmes at / by the Institute; Athlone Institute of Technology publication 12 Submission for Accreditation of B.Sc. [Hons] in Audiology to British Academy of Audiology, [April 2012], Athlone Institute of Technology publication 13 Submission for Accreditation of B.Sc. [Hons] in Audiology to British Academy of Audiology, [September 2012], Athlone Institute of Technology publication Page 12 of 146

The evaluation of the programme comprised of a desk top review of the relevant programme and Institute documentation and a three day visit to scrutinise the facilities made available for student learning and teaching. Athlone Institute of Technology is located on a modern 42 acre 14 site with the main campus accommodating a student refectory, main library, information technology centre, office accommodation and Schools of Science, Humanities, Engineering and Business. Recently the Institute has developed a 10 million athletic arena and a 35 million Engineering School. The Institute has some excellent teaching facilities including three major Research Centres in Molecular Sciences, Materials Engineering and Software Engineering undertaking numerous international collaborative projects with other universities and multinational companies. The Institute takes pride and actively fosters social integration with the local community encouraging the surrounding area to make use of its sporting and social facilities. 3.1. Curriculum Using the European standards 15 the audiology programme is of four years duration, made up of 5, 10 or 15 ECTS credit modules with a total of 240 ECTS credits for award; it has no special Institute academic regulations attached to it. The four year B.Sc. programme comprising of three academic years and one year of clinical experience within a healthcare setting, similar to the UK four year degree from 2004 until 2012. 3.2. Modules The modules in Year 1 16, 17 are designed to be generic to ensure that the differing student educational backgrounds are homogeneous with a good foundation in science prior to them concentrating on audiology as specialism in Year 2. There are four 10 ECTS credit year-long science related modules, Physics, Biology, Mathematics for Scientists and Introduction to Audiology. Two 5 ECTS modules in Semester 1 covering Learning and Development for Higher Education and Sign Language with an Introduction to Lip Reading. Two further modules Introduction to Health Promotion and Disability and Deafness are presented in Semester Two. In Year 2 18 there is one 15 ECTS credit year-long module which introduces the basic principles of auditory assessment, and focuses on routine clinical testing procedures. Throughout this module students undertake a number of supervised simulated clinical sessions during which formative practical assessments are organised. At the end of the second year there are eight summative Objective Structured Clinical Examinations (OSCEs) these include history taking, otoscopy, pure tone audiometry (PTA) with and without masking, oto-acoustic-emissions (OAEs), tympanometry & acoustic reflexes; aural impression taking, real-ear-measurements (REMs). Students must pass each of these at a level of competency in order for progression into year 3 and be allowed on placement. One retrieval opportunity is available. 14 Personal visit to Athlone Institute of Technology 15 ECTS Users Guide, Luxembourg: Office for Official Publications of the European Communities, 2009 ISBN: 978-92- 79-09728- 7 European Communities, February 2009 16 B.Sc. [Hons] Audiology Module Guides 2014; Athlone Institute of Technology publication 17 B.Sc. [Hons] Audiology Programme Manual Year 1, January 2014; Athlone Institute of Technology publication 18 B.Sc. [Hons] Audiology Programme Manual Year 2, January 2014; Athlone Institute of Technology publication Page 13 of 146

During Semester One the students study four 5 ECTS credit modules: Human Psychology which conveys to the student some broad theories and principles of psychology and provides a foundation for the application of psychology theories to health science; Acoustics and Sound Perception introduces the concepts and understanding of psychoacoustics of hearing, acoustical measurement and standards and common hearing disorders and how they affect speech recognition; Anatomy & Physiology affords the students with an understanding of the anatomy and physiology of the human auditory and vestibular systems and some pathophysiology; Professional Practice Management ensures that students are competent in the use of MS Office suite packages, develop effective communication, personal development and patient care skills. In Semester Two there is one 10 ECTS credit module which introduces students to an understanding required to provide clinical hearing aid services or to begin research in a hearing aid field. The three 5 ECTS credit modules include: Pathophysiology of Hearing and Balance introduces the aetiology of common disorders of hearing and balance, their clinical manifestation and treatment practices; Audiology Research Methods which develops the student's research skills, clinical governance, concepts of evidence based best practice, design, implementation, collection and analysis of research data; Medical Emergencies which fosters skill development, confidence and competence to deal with practice emergencies, knowledge needed for manual handling in a practice, risk management techniques in accident prevention and in practice management. Year 3 19 contains one 10 ECTS credit module the aim is to study the auditory rehabilitation process, assessment of patients to determine candidacy for rehabilitation, selection, prescription, fitting and use of linear and digital hearing aids, patient followup, verification and evaluation of the auditory rehabilitation process. The four 5 ECTS credit modules in Semester One include: Paediatric Assessment to provide an insight into hearing impairment in children, its impact from an educational and social perspective, the range of common hearing assessment techniques used at different stages of child development. Physiological and Psychophysical Measurement the purpose is to underpin knowledge in the methods used for electrophysiological and psychophysical 19 B.Sc. [Hons] Audiology Programme Manual Year 3, January 2014; Athlone Institute of Technology publication Page 14 of 146

measurement, develop skills to critically evaluate and analyse evidence based best practice. Preparation for Clinical Practice which provides further knowledge and practical training in audiological procedures and develop skills to interact with patients. Paediatric Habilitation the objective is to explore the evidence base relating to assessment and management of hearing loss in children. At the commencement of the second semester in Year 3, [i.e. January] the student will go on placement, this is a 50 ECTS credit module at Level 8 which runs on until December of the same year, in other words, until the end of the first semester Year 4; the aim is to provide the student with systematic practical training via a structured introduction to employment and to gain experience of the culture, nature and configuration of an audiology environment. Alongside the Placement in Year 4 20 the students complete one 10 ECTS credit module up to the end of December the purpose is to develop a reflective and critical approach to learning that provides a basis for life long personal and professional development and undertake research conducted through enquiry based learning [EBL] including problem based learning, team work and reflective practice. After successful completion of the placement the student returns to Athlone Institute of Technology to complete their final two 10 ECTS credit modules; Health Psychology & Sociology the aim is to enable students to apply a range of psychological and sociological theories to health science, with particular application to audiology. Rehabilitation and Management of Tinnitus and Balance Disorders the aim is to explore the various rehabilitative management options for patients with tinnitus, balance problems or hearing difficulties and be able to apply practical and theoretical knowledge to the rehabilitative needs of adult patients with tinnitus and/or dizziness. And two 5 ECTS credit modules; Epidemiology, Adult Hearing Screening & Noise induced Hearing Loss to explore the issues affecting screening of populations for hearing impairment using a variety of multi-media. Implantable Auditory Prosthesis to provide students with an overview of implantable auditory devices. Detailed information relating to module learning outcomes and indicative learning content can be found within the Athlone Institute programme documentation i.e. Approved Course Schedule Handbook; Module Guides; Programme Manual Handbooks; Practical Handbooks; OSCE Handbook; Audiology Clinical Placements for Supervisors Handbook, Students Clinical Placement Handbook and the Practice Logbook. 20 B.Sc. [Hons] Audiology Programme Manual Year 4, January 2014; Athlone Institute of Technology publication Page 15 of 146

The final exit award is that of a B.Sc. [Hons] Audiology with the opportunity for students to leave the programme having successfully completed the second year with a Higher Certificate in Audiology. There is no exit award at the end of the third year. 3.3. Learning Outcomes Mapping To ensure comparable standards to similar international programmes in the UK it was necessary to review teaching and learning and form an opinion that the Athlone Institute of Technology delivers an equitable B.Sc. in Audiology programme. To achieve this it was essential to map the Programme Learning Outcomes to the criterion used by universities who had offered a four year degree between 2003 and 2012. The two references/standards used to map the Institutes programme against were the Department of Health / British Academy of Audiology: B.Sc. Audiology: Educational Aims. [2003] [Appendix A] guidelines and the QAA Subject Benchmark Statement for Audiology [2006]. 3.3.1. Department of Health learning outcomes for B.Sc. Audiology [UK] These Department of Health Educational Aims were used by Universities wishing to offer a B.Sc. [Hons] Audiology four year degree, their proposed programme aims, module learning, and one year clinical placement rational were submitted to the Department of Health Approval Panels. Programmes approved were scrutinised on a four year cycle by the British Academy of Audiology and monitored by annual contract reviews via [the then] the local UK NHS Regional Deanery. University s offering B.Sc. [Hons] Audiology programmes from 2004 included Aston University, Birmingham; De Montfort University, Leicester; University of Leeds; University of Manchester, University of Southampton; University of Sunderland; University College, London; University of Swansea; Queen Margaret University, Musselburgh. Universities collaborated with each other via the National Audiology Higher Education Working Group and with their respective NHS Deanery to continuously update the B.Sc. programme. The Athlone Institute audiology programme and module learning outcomes were subjected to a mapping exercise to ensure they met all the specified Department of Health [UK] / BAA Educational Aims, [Appendix B]. As part of this mapping exercise there is no need to map the programme learning outcomes to HETAC Awards Standards 21 or National Qualifications Framework [Ireland] as they are available in the Athlone Institute of Technology original submission for recognition of the B.Sc. [Hons] in Audiology, [Athlone Institute of Technology publication November 2013]. 3.3.2. QAA Subject Benchmark Statements 22 21 Higher Education and Training Award Standards, August 2005 ISBN 10:0-905717- 71-6 22 QAA Audiology Subject Benchmark Statements http://www.qaa.ac.uk/publications/informationandguidance/documents/audiology.pdf Page 16 of 146

Summary The Quality Assurance Agency [UK] defines the frameworks and statements concerned with academic standards and maintenance of pedagogical study and how learning interrelates. The statements also provide support in the pursuit of internal quality assurance and sets out what is expected in setting, delivering and maintaining the standards in order to secure the required academic threshold. These provide for variety and flexibility in the design of programmes whilst outlining the minimum level of achievement that a student has to demonstrate and the expectations which the Institute needs to meet to ensure that academic standards are set and maintained. QAA Subject Benchmark Statements affirms that subject benchmark statements provide a means of describing the nature and characteristics of programmes of study and training in health care. They also represent general expectations about standards for the award of qualifications at a given level and articulate the attributes and capabilities that those possessing such qualifications should be able to demonstrate; they are an important external source of reference when new programmes are being designed and developed; providing general guidance for articulating the learning outcomes associated with the programme but are not a specification of a detailed curriculum. Subject benchmark statements for audiology were published in 2004 with the majority of UK programme providers undergoing QAA Subject Reviews between 2005-2006 however they do not now fall within QAA s usual programme of review, because of Modernisation of Scientific Careers [MSC] they may no longer reflect current expectations for graduates. It is suggested by QAA 23 that higher education providers looking to use these benchmark statements for the purposes of programme design, approval or monitoring should also refer to the relevant professional and/or regulatory criteria i.e. MSC. However, as the AIT programme was developed in the absence of Modernisation of Scientific Careers it is appropriate to map the learning outcomes to Subject Benchmark Statements used by the other universities during 2005-06, [Appendix C] 3.3.3. Scope of Practice The British Academy of Audiology, the UK professional body for audiologists [Appendix D] and the report by the National Audiology Review Group [NARG] [2011] outlined a suggested scope of practice of the graduate audiologist. [Appendix E]. A comparison of the two narratives of the BAA and NARG proposed Scope of Practice show they are not dissimilar from each other, both covering the role of the graduate level audiologist illustrating the required knowledge level, clinical expertise, range of duties, responsibilities, specific roles supervision and selfregulation. However both outline different age boundaries for specific activities in paediatric work i.e. BAA suggests 7 years whilst the NARG suggests 10 years. Although the ages are different they highlight the need for additional specialist highlevel knowledge, skill-based training and experience in dealing with babies and young children. 23 Personal Communication with QAA March 2014 Page 17 of 146

By reviewing both the BAA and NARG Scope of Practice s, the QAA Subject Benchmark Statements and Department of Health / British Academy of Audiology Educational Aims against the programme and module learning outcomes it is possible to confirm that this programme meets standards set by other universities from 2004 to 2013 and will ensure that a recently graduated audiologist will be able to fulfil their role. 3.3.4. Current Provision In 2010 the Department of Health [now NHS England; NHS Wales; NHS Scotland; and NHS Northern Ireland] introduced new three year degree programmes via its Modernisation of Scientific Careers 24 [MSC] agenda. New degree programmes were implemented for Audiology being included into the Division of Physiological Science, Neurosensory Pathway. Universities wishing to offer these new undergraduate programmes were required to revise their current programmes to meet these new outcomes via the MSC Accreditation panels. Accreditation is currently four years with proportional reviews as required, typically every two years. Modernisation of Scientific Careers currently does not apply to the Republic of Ireland and therefore would be inappropriate to use the Modernisation of Scientific Careers framework to moderate the Intended Learning Outcomes of the Athlone Institute of Technology programme to international standards. 3.4. Quality Monitoring Athlone Institute of Technology s governance, organisation, administrative and quality monitoring policies and procedures 25 are laid down by the Regional Technical Colleges Act 26 1992, amended 1994, 1998, and 2006 and are similar to universities in the UK. All new and existing programmes are subject to extensive internal review. Annual monitoring is on-going and consists of a series of Programmes, Departmental and Institutional reviews, held as part of the Programme and Progression Board meetings. Students are invited to give personal feedback on each module learning outcomes [QA1 pro forma]. The Module lead collates and submits a summary of student feedback to their Departmental Head [QA2 pro forma]. This student feedback is metamorphosed into an annual programme pro forma and students are invited to critique on the quality, understanding and planned actions/changes of their original feedback i.e. a 360 degree feedback. Students are represented on Programme Boards which meet twice yearly where students can raise any on-going issues and concerns. Additionally the Institute has an open door policy where students can meet with lecturers and other student support staffs within the Institute to raise issues whether programme related or personal. An External Examiner has been appointed from another UK International renowned university, being a Programme Lead for a long established B.Sc. [Hons] Audiology programme. Final examination questions are endorsed and a selection of student scripts are reviewed by the External Examiner. 24 Modernising Scientific Careers, Curricula, NHS Networks http://www.networks. nhs.uk/ 25 Quality Assurance Manual, Athlone Institute of Technology publication 26 Regional Technical Colleges Act, Sections 3, 5,13 http://www.irishstatutebook.ie/1992/en/act/pub/0016/ Page 18 of 146

Summative work is anonymised and double marked. Teaching staff are invited to an Annual Performance Review with their Departmental Head where individual staff development and staff concerns are raised and the student feedback pro forma is reviewed. At present there is not an Institute wide peer review system in place although it is being developed, at present approximately 20% of staff have completed the training and have elected to have their pedagogical work reviewed. A rigorous quality control system is in place being overseen by Athlone Institute of Technology Academic Quality and Standards Committee (ASQ). All programme changes must be reviewed by ASQ before they can be implemented. Although there are no governing Professional Bodies in the Republic of Ireland the Institute has been eager to involve external validation of its audiology programme to enhance value and ensure conformity to current published audiology clinical practice standards, academic rigour, contemporary research and professional conduct. It has appointed a UK visiting Professor of Audiology to advise and ensure compliance. Summary The Quality Standards and Monitoring are consistent with other UK Universities Quality Standards and Monitoring policies, protocols and procedures. 4. Placements Placements are fundamental to any vocational healthcare programme to ensure it is fit for purpose, practice and award, at the present time the Institute is working within a vacuum as the Health Service Executive [HSE] will not allow the Institute to identify host departments, develop working relationships, healthcare staff training needs or be collaborative in the development of practice guide protocol even though it all has to be in place by January 2015. 4.1. Provision of Placements Clinical placements provide students with a clinical learning environment, which supports theory to practice and practice to theory whilst they participate in the day-today activities of an audiology service; it will also provide clinical staff with development opportunities within the Institute. As visits could not be organised the evaluation of the B.Sc. [Hons.] audiology placements were restricted to the Institute existing quality controls, procedures, and protocols in providing other mandatory healthcare programmes placement modules and its proposed plans for audiology placements from January 2015. The Institute offers a number of other healthcare related programmes with some twenty placement modules; collectively they offer a wide range of experience and opportunity available to audiology. In particular the Nursing Programme team have offered their help and confirmed they would allow any relevant proven policies, protocols, practice and assessment documentation to be adapted by audiology staff to ease the burden of development. Fortuitously, a number of audiology centres both in the North and the Republic of Ireland have previously been audited and approved by the University of Manchester, University of Southampton and Queen Margaret University, Musselburgh as suitable Page 19 of 146

placement sites where they assign students to obtain their clinical experience. These centres have existing experience and knowledge about student in-service training requirements which could be exploited, however the Institute will have to standardise and impose its own academic requirements with these centres and any new ones. In line with existing placement protocols 27, 28 approval of placement centres will be tripartite, between Athlone Institute of Technology, the healthcare placement centre and the student. As patient care is paramount the clinical learning environment Placement Centres will have Institute support and structures in place, it is proposed to have nominated programme link tutors to meet this. Audiology centres will need to provide a safe environment and promote evidence based practice, equal opportunities and anti-discriminatory policies, have available an adequate number of experienced training staff who are fully conversant with the requirements of both the academic syllabus and the requirements of the students e-portfolio and Record of Clinical Practice Journal i.e. Logbook The expectation for clinical supervisors is to ensure they are familiar with the syllabus, be able to deliver the practical content of the programme, be able to demonstrate a history of continuous professional development and be required to attend a teaching and learning course. It is proposed to offer an Institute on-site teaching and learning programme and a preceptor programme for supervisors to ensure they provide learning, teaching and supervision that is designed to encourage safe and effective practice, independent learning and appropriate professional conduct that respects the rights and needs of service users and colleagues. As part of the process it is planned that the Athlone Institute of Technology Placement officer and /or Audiology staff would visit each site to audit 29 clinical facilities and staff structure, existing staff qualifications, their ability to meet both the academic and clinical learning outcomes and potential number of students which could be supported; approval would be at Programme Board level. It is not the role of the Health Service Executive [HSE] or Audiology Clinical Care Programme 30 to approve centres, their role should be to provide a list of centres which may be suitable as placements sites, it is the Institute s responsibility to approve placement centres, the learning outcomes, selection of supervisors, competency assessment and student progression as they are the awarding academic body. However to ensure the programme meets service needs the Institute should in conjunction with the Audiology Clinical Care Programme invite senior audiologists, who are competent in the clinical investigations [they are assessing], to act as a panel of Institute appointed Internal Verifier of Work-based Competency to ensure the achievement of both formative and summative learning outcomes, the range and duration of student placement experience, maintenance of associated records, professional conduct expectations and be part of a 360 degree feedback loop. The Institute will manage and support failing students, provide a mechanism to manage fitness to practice concerns and the withdrawal of students from placement whether due to student poor progression, supervisor s inability to supervise, lack of equipment, 27 B.Sc. Audiology Clinical Supervisor Manual, [Working Draft] March 2014, Athlone Institute of Technology 28 BSc in Audiology Clinical Placements Handbook for Students [working draft] January 2014, Athlone Institute of Technology 29 AIT/HSE Educational Audit Tool 30 HSE National Clinical Programme for Audiology www.hse.ie/audiologyprogramme Page 20 of 146

personality clash, economic or staffing constraints. Policies need to be in place and fully communicated to students, clinical and academic staff and supported by HSE prior to January 2015. [Ref 28: Audiology Clinical Placements Handbook for Students] The success of clinical placements is dependent upon a number of factors, including staffing levels and the availability of supervisors. The HSE role is about facilitating the availability of clinical staff to teach, patient availability, availability of audiology equipment, time for staff to attend the Institutes teaching and learning requirements. This should include that placement health and safety requirements are met and that Health Service Executive [HSE] student work-based contracts are in place. Summary At the time of this report whilst there is no formal agreement with healthcare staff to support the work-based component, Athlone Institute has: produced an academic based OSCE training and assessment guide as part of the preparation for practice, devised a student personal e-portfolio for the Year 3 / 4 clinical placement, made available an interim work-based students Record of Clinical Practice Journal [currently being finalised], has written both an Audiology Clinical Supervisor and Audiology Student Clinical Placements Handbooks [currently being edited], Institute policies and procedures for auditing potential placement centres, made available via its Teaching and Learning Centre a set of supervisor training sessions to support work-based learning, ensured that all students complete the Preparation for Practice module, developed assessment tools / protocols to appraise competency workbased clinical learning, developed a student and healthcare staff protocols based upon Nursing Programmes existing policies and procedures, modified existing Athlone Institute of Technology s academic and placement procedures to support audiology students, committed, itself, to work with HSE at the earliest opportunity, to establish location of placement centres and the Institutes panel of work-based assessors 5. Assessment The programme makes use of a wide portfolio of formative and summative assessment methodologies, based upon the guidance given by the Quality and Qualifications Ireland 31 (QQI). The minimum intended learning outcomes for the Audiology programme having been mapped to the Institutes Awards Standards 32 and HETAC Standards for Science 33 Programmes. Assessments have been developed by grouping together module learning outcomes and aligned with the programme strategy and are subject to regular review by year coordinators and the Institutes teaching faculty. 31 Quality and Qualifications Ireland http://www.qqi.ie/quality/pages/initial- Validation.aspx 32 The Standards, Assessments and Awards policy, Feb 2011 http://www.hetac.ie/publications_pol01.htm 33 Awards Standards, Higher Education and Training Awards Council ISBN 13:978-0- 905717-71- 5 Page 21 of 146

Students must maintain a minimum attendance level of 75% for lectures, and for individual module practical sessions. However for Hearing Aid Technology and Auditory Assessment modules a 100% compliance is required. Students must successfully complete the schedule of practical assignments, designated project work, attend placement and maintain satisfactory levels of academic performance. Students who fail to meet the attendance requirements for a module will be required to reattend the following academic year and will not be permitted to progress to subsequent years until compliance has been achieved. Penalties apply for the late submission of work for all forms of formative work submitted for formal assessment whose mark contributes to the final award classification. These penalties are in the form of assessment capping and are in line with the Institutes general policy, late submission of up to one calendar week students work is reduced by 20%, work up to two weeks late is reduced by 60% and after the two week deadline the work is automatically awarded 0%. Students resubmitting their work as result of failing to achieve the minimum module pass mark [40%] will have their re-submit work capped at 40%. 5.1. Assessment scheme Modules 34 are assessed individually either by a blend of course work, formative and/or summative end of module examinations or by 100% course work. Where course work and final examination is used, the course work reflects the module weighting, year on year with more weighting given to final examinations. Continuous assessments of course work encompasses a variety of assessment methods including written essays, laboratory reports, literature reviews, poster or oral presentations, Institute clinical procedures and healthcare based clinical assessments, a research proposal and submission of a dissertation with an oral presentation. 5.1.1. Year One 35 There are four modules with formal end of year written exams [ Physics, Biology, Mathematics for Scientists, Introduction to Health Promotion ], whilst Introduction to Audiology, Learning and Development for Higher Education Introduction to Lipreading and Disability and Deafness have no formal end of year/module assessment. All modules use continuous assessment including student oral poster presentations, report writing and laboratory practical work. The principle aim of Year one is formative in preparing students as a scientific healthcare professional. As with other university award procedures, year one module results are not included in the final degree classification. It is worthy of note that the Mathematics for Scientists module carries a higher contribution of year end summative assessment mark than the other modules [i.e. 50%, others 40%]; setting higher standards. 5.1.2. Year Two 36 There are seven modules in Year Two requiring year/module final assessments, only Professional Practice Management and Audiology Research Methods relying on continuous course work assessment. Audiology Research requires the student 34 B.Sc. [Hons] Audiology Module Guides 2014; Athlone Institute of Technology publication 35 B.Sc. [Hons] Audiology Programme Manual Year 1, January 2014; Athlone Institute of Technology publication 36 B.Sc. [Hons] Audiology Programme Manual Year 2, January 2014; Athlone Institute of Technology publication Page 22 of 146

to submit a research proposal which evaluates current literature, identify any associate ethical issues and define project milestones, research strategies to be used, methods of data collection and methodology of analysis. Professional Practice Management learning outcomes develops effective communication personal development as a healthcare professional. Similar to Year One modules assessments included a range of report writing, laboratory report writing, poster presentations and summative course assessments all designed to continually develop the student scientific writing and incorporates personal and interpersonal skills in preparation of the third year clinical year. The most diverse assessment weighting is the Auditory Assessment with Development module requiring the student to fulfil four different but cumulative assessments to achieve module success; being critic report writing, end of semester one formative class test and five practical OSCEs 37 and an end of module summative unseen exam 38. 5.1.3. Year Three 39 Year three assessments focus on clinical practice, developing and challenging the student knowledge of audiology. Three modules have summative module examinations each contributing 60% of allocated marks [i.e. challenging knowledge] with the other 40% principally requiring critical analysis of current practice and research. Whilst Preparation for Clinical Practice continues to extend the student knowledge and ethics of healthcare practice, assessment of the learning outcomes is via critic report writing, laboratory work, individual student presentations and continuous class assessment. Practical competency is not part of the Paediatric Habilitation module its aim is to extend the knowledge and evidence base of assessment and management of hearing loss in children therefore the module assessment reflect this by using poster presentations, laboratory and analytical literature report reviews. The most significant module Placement is 100% competency based within the clinical environment and completion is not until the end of the first semester in the fourth year. 5.1.4. Year Four 40 In the final year, all but one module is assessed by summative module assessment each having more emphasis on the testing of knowledge, with continuation of course critic scientific report writing and individual student oral presentations i.e. 70/30% split. The Integrated Capstone Project (Research) is assessed by the submission of a 10,000 word dissertation [90%] and an oral presentation [10%]. Detailed competency assessments are itemised in each of the year programme handbooks. 37 B.Sc. [Hons] Audiology OSCE Handbook Year 2, January 2014; Athlone Institute of Technology publication 38 B.Sc. [Hons] Audiology Practical Handbook Year 2, December 2013; Athlone Institute of Technology publication, 39 B.Sc. [Hons] Audiology Programme Manual Year 3, January 2014; Athlone Institute of Technology publication 40 B.Sc. [Hons] Audiology Programme Manual Year 4, January 2014; Athlone Institute of Technology publication Page 23 of 146

Summary Module assessment schemes are in line with the Institutes policies and procedures for undergraduate programmes and makes use of a wide range of formative and summative assessments demonstrating progression in academic and skill-based learning, confirming that learning outcomes can and have been met. 6. Clinical Based Assessments 41 The aim of the clinical based assessments is to facilitate student progression whilst on placement and to measure developing levels of competence. Students will be encouraged to undertake reflective practice and self-evaluation. Assessments will consist of two components: Clinical staff as Practice Educators will undertake regular formative and summative assessments to ensure satisfactory competence based progression. Final assessment will be either by an Institute s audiologist or Institute appointed external assessor who will be a Senior Audiologist from a different Irish audiology placement centre or from the UK. Students will be required to complete a Student Diary Pro and meet all the competency based statements in an Irish Audiology Clinical Placement logbook based upon the tried and tested UK National Audiology Logbook and University of Southampton Training Manual. The Institute has already produced a draft Student Personal Development e-portfolio Guidance 42 and is working on finalising the Student Audiology Clinical Placement Logbook, both will be updated or amended when placements are finalised with HSE / ACCP. Summary Preparation is well advanced in providing student information and guidance in the form of an e-portfolio and a competency based Irish clinical practical logbook. 7. Quality Monitoring of Assessments Responsibility for the security and integrity of the assessment scheme sits within the remit of the Institutes Academic Strategy & Quality Committee which oversees and ensures that the assessments are designed to measure the achievement of the intended learning outcomes and programme objectives. This includes examination timetables, production, script marking, invigilation and security, appointment of External Examiners on recommendation from the Faculty Examination Board. The Examination Board considers all assessment in an open and transparent way having responsibility for the final recommendation to the Institutes Academic Council. It 41 B.Sc. Audiology Clinical Supervisor Manual, [Working Document] March 2014, Athlone Institute of Technology 42 B.Sc. [Hons] Audiology, Audiology Placements, Student Personal Development e- Portfolio [2015], January 2014, Athlone Institute of Technology publication Page 24 of 146

is also responsible for standards of confidentiality, consistency, credibility, ethical compliance, fairness and objectivity of the assessment scheme, similar to other universities. Summary Overall the assessment scheme develops and tests the students increasing knowledge, practical and clinical skills, year on year, with increasing difficulty and complexity. The scheme shows that the diet of module assessments used have been carefully selected so to be appropriate and effective in appraising the students ability to meet the overall programme learning outcomes. 8. Quality of Learning and Teaching The programme is modular based requiring an expanding scale of year on year progression and levels of attainment. The Institute makes use of a virtual learning environment [Moodle] which provides students with flexible learning enabling them a wider choice of individual scholarship to suit themselves, how, where, what, why and when to learn. The programme of study has built-in peer-assisted student support, the integration of transferrable skills including oral and written skills and analytical thinking to enhance the student experience and start to develop team working, leadership skills and their independent learning and study skills. The standards and quality of teaching and learning utilises 360 degree continuous monitoring and evaluation by obtaining feedback from internal and external sources to improve and maintain the quality of teaching and practice. This is undertaken via a Department Committee, student feedback and External Examiner reports. A Faculty Programme Board oversee the management and administration including module changes, assessment procedures, student performance and progression, appeals and future strategic direction. Ultimately the continued programme will make use of other Institute procedures including quinquennial and annual institutional reviews and employer consultation. During the visit students and staff confirmed in meetings and on production of documentation that there was effective teaching in relation to curriculum content and well balanced engagement and participation by students with excellent teaching and practical materials to support learning. Summary Although the programme has only had one intake of students, teaching staff from other healthcare related programmes have drawn upon their existing research, scholarship and professional activity to inform and maintain quality of teaching, including the range and complexity of subject knowledge and speciality specific transferable and practical skills. 8.1. External Examiner Page 25 of 146

The External Examiner was appointed in September 2013, being an experienced Principal Lecturer and Programme Lead with many years experience of both teaching and practice. To date he has seen and critiqued on all of Semester One Year Two written summative papers, and is due to receive Semester Two Year Two exam papers in the next few weeks [as of March 2014]. In accordance with higher education institutes he will receive a cross sample of marked students scripts for moderation and make appropriate critiques to the Programme Board and produce an External Examiner Report to the Faculty at the end of each academic year. Summary External Examiner requirements have been met in line with Higher Educational Institutes guidelines. 8.2. Peer Observation At the present time Peer Observation is not a formal requirement of teaching staff, the Institute recognises the importance of such activity and is currently working with staff to introduce this progressively. Summary With this recently introduced but contentious programme it would be advantageous for the newly appointed audiologist and for all subsequently appointed audiology staff to be subject to peer reviews, this will ensure the high-standard of teaching is maintained. 8.3. Postgraduate It is proposed that an M.Sc. in Audiology 43 [Clinical Sciences] will be introduced at the University College Cork from 2015, subject to funding being approved. Athlone Institute recognises this development and its strategic aim will be to ensure that its audiology graduates will have all the prerequisites to ensure successful application for a place on this programme, should students wish. It should be noted that as part of the UK Modernisation of Scientific Careers two new M.Sc. public funded programmes have been established at University of Manchester and University of Aston, Birmingham. It is acknowledged that the Institute has a time-honoured international reputation and well established Research Hub, audiology is now part of its Strategic Plan. The School of Science is to develop audiology research over the next seven years using the existing three centres, [a] Biological [b] Materials [c] Software Research Centres. The Strategic Plan also requires the development of audiology research and Ph.D. links. 8.4. Programme Improvements 43 Audacity a British Society of Audiology, Issue 2, December 2013 page 63 Page 26 of 146

In line with all higher educational organisations regular updating of programmes and modules takes place, this applies to the Institute as verified by a number of changes introduced as part of this review. It is stressed none of these changes have affected the second year student experience. The changes are mainly administrative or reflective changes to Year One or improvements to Year Three or proposed Year Four. The majority of these changes have been approved by the Departmental Committee. To date none of the changes have required approval by chairs action from the Programme Board. Summary Regular feedback reviews and module reflection is regarded as good practice ensuring that the programme is based upon current educational thinking and clinical practice. 8.5. Inter-Professional Education/Learning Inter-professional education/learning is fundamental to any vocational healthcare programme to ensure students have a wider understanding of related healthcare specialists associated with their own speciality. The programme co-ordinator, as an audiologist, is fully aware of this requirement and with colleagues from the Department of Nursing and Health Science is currently reviewing opportunities for inter-professional learning. Summary Inter-professional learning is being introduced in a timely manner. 8.6. Patients Involvement in Teaching An essential component of a healthcare related programme is not only about effective communication with patients and the public but about interpersonal skills in dealing with them in a professional and clinically competent way. In protecting patients it would be indefensible to allow student s access to a patient, without being able to demonstrate these skills. In helping students to develop these skills the Institute holds mock clinics within the Institute Audiology Laboratory where members of staff are invited for a full hearing assessment. Currently these sessions are oversubscribed. Each clinic is supervised by the clinical Audiology lecturer. These assessments require students to undertake a full patient history, pure tone audiometry testing (PTA), tympanometry, acoustic reflexes and oto-acoustic-emission (OAE) testing, in these clinics students are required to act to a standard deemed acceptable to health care professionals. Additionally, in order to observe interdisciplinary professional working in a healthcare setting students visit Sligo General Hospital to observe an ENT clinic. Summary These two initiatives give an excellent supervised experience of audiology practice in a controlled environment. With the Institute ethos of community based learning other opportunities should be explored to allow students more exposure to supervised disciplined clinical practice prior to them being seconded to their formal clinical placement. Page 27 of 146

8.7. Clinical Educators Training As at March 2014 no formal training has been organised for Clinical Educators / Supervisors. The Institute has confirmed 44 that it regards such training as paramount to the student experience and intends to provide support and training at the earliest opportunity prior to students going on placement. It will provide both students and supervisors with comprehensive handbooks and logbook guide 45 The Institute already provides education and training for a wide range of existing healthcare programmes and that experience will be transferred to audiology. Plus a number of senior audiologist / supervisors have existing knowledge and understanding of requirements based upon the audiology students on placement with them from other UK universities. The Institute will build on this during Semester One, 2014-15. Summary To ensure effective student learning experience and support new and existing supervisors a programme of Institute led training is to be provided prior to students going on placement. 8.8. Development of e-learning The Institute offers a variety of courses for students and staff to enable them to improve the use of e-learning in teaching and has a progressive approach to it. Whilst audiology makes use of a wide range of digital technology its e-learning is at a very early stage of development, understandable for a new programme. In a relatively short time it has developed an e-learning student personal portfolio and provided its programme student year handbooks and guides on-line, plus a number of the lectures are available via Moodle. Currently the programme staff have been concentrating on ensuring the students have a good learning experience in a climate of uncertainty; the potential to develop other uses of blended e-learning such as, course assessment, assignment feedback, and clinical log book and practice based communication should be explored. Summary With the limited audiology staff resources available, e-learning is not high on the agenda, which is not to say the staff do not wish to embrace the technology it is more about their priority focus. One suggestion would be for the Faculty or Institute to look for ways that its Teaching and Learning Centre staff could facilitate Audiology e-learning. A quick solution would be to investigate the use of e-learning for Health. 46 9. Resources 44 Personal Correspondence and meeting with Athlone Institute, January 2014 45 B.Sc. Audiology Clinical Supervisor Manual, [Working Document] March 2014, Athlone Institute of Technology. 46 e- Learning for Health www.e- lfh.org.uk Page 28 of 146

Athlone Institute of Technology was established in 1970 and is the only higher education institution in the middle of Ireland. There are currently approximately 5,500 full-time and part-time students studying a wide range of courses in four schools of business, engineering, humanities and science. In addition to Irish students, 10 per cent of the student population is drawn from Europe, Asia, North America and the Middle East. In addition, AIT is in the top three HEI s in driving innovation among small Irish firms through their participation in the Enterprise Ireland-supported innovation voucher scheme. 9.1. Physical Resources The 2013 Institute Strategic Plan sets out ambitious targets including increasing student numbers by 40 per cent; developing e-learning platforms for students; generating research income of 10 million per annum; and increasing collaboration across the tertiary education and industry sectors. It has excellent sporting and social facilities being used by a large number of local and national organisations. It has undergone and continues to develop modern building and teaching space for students. Providing a large audiology laboratory with two acoustic booths and extensive practical working space with some of the latest audiological digital equipment and hearing rehabilitation management systems. However it does not have any provision for demonstrating Auditory Electronic Physiology or Vestibular assessment. Whilst B.Sc. graduates may not be required to be clinically competent to undertake these procedures immediately on graduation it is important they are aware of such equipment and have had the opportunity to use and familiarise themselves with it. Summary With the exception of Auditory Electronic Physiology or Vestibular assessment equipment, the audiology programme is well equipped with both space and audiological instrumentation to meet the Programme Learning Outcomes, ensuring that theory is put into practice and practice into theory to convey Institute based academic skills and provide student in-house clinical understanding prior to going on placement. The Institute has indicated it would explore opportunities to provide both sets of equipment within the constraints of Faculty budgets but in the meantime audiology staff should look at gateways to organise visits to audiology centres and / or by developing links with manufacturers or suppliers to invite them to demonstrate the relevant instruments or agree to short term loans. This also applies to continue to strengthen links with hearing aid manufacturers for the loan of developing hearing technology, complimentary hearing aids and appropriate prescriptive fitting tools. 9.2. Human Resources Originally the design and teaching of the programme involved principally six experienced lecturers from a wide range of backgrounds including Health Promotion, Registered Psychologist, a Nutritionist, Disability lecturer, Chemist/Mathematician from within the Nursing School and a newly appointed audiologist. Together their combined proficiency has the capacity to give a rich blend of experience and knowledge to students. Page 29 of 146

It has also invited clinically related speakers including a Professor of ENT and the services of a visiting Professor of Audiology to teach, monitor and contribute to the programme. In September 2013 it appointed a full-time audiologist as programme co-ordinator. Its external examiner also being appointed in 2013. The programme also has support of technical staff and general Institute administration staff. The Institute had planned to offer visiting lecturer posts to experienced senior audiology staff from Northern and the Republic of Ireland to teach on the programme as well as participating in supervising students whilst on placement. In addition the Institute acknowledges the need to increase the number of Institute appointed practising audiologists. This is currently on hold pending the outcome of this report. Summary Staff teach in modern well equipped lecture rooms and laboratories and are encouraged to monitor their own teaching standards with ample and appropriate staff development opportunities. Combining the quality of teaching and learning with the physical and human resources and planned development the Institute is well equipped to effectively deliver the undergraduate syllabi, its teaching, learning and assessments and to meet both the programme and modules intended learning outcomes. 9.3. Library Resources 47 Students have access to two libraries, one which is an integral part of the institute and supports the educational and research activities by providing a comprehensive information service. The second is contained within Nursing and Health Science building. There are dedicated subject specific librarians in both libraries. The main campus library is purpose-built and contains some 400 study places and a book stock of approximately 29,000 volumes. It subscribes to over 260 print journal titles and to a number of databases including Cochrane, PubMed, CINAHL, Medline, Ovid Journals and Science Direct. It also has subscribed to a number of e-books: American Journal of Audiology, American Academy of Audiology, Austrian and New Zealand Journal of Audiology, Hearing Research, The Hearing Journal, Journal of Communication Disorders, British Society of Audiology, British Academy of Audiology, Irish Academy of Audiology, to name a few. The library computer room has internet access, web databases linked from the library homepage and computerised catalogues via three public access terminals within the library or through the web. Photocopiers are also available within the library. 47 Athlone Library Services http://libmain.ait.ie Page 30 of 146

Most material can be borrowed from the library on a 14 day long loan, 2 day short loan or 2 hour loan where students can borrow/review this material. Restricted or Reference material, journals and some official material is restricted and whilst cannot be removed from the library it can be consulted. Library staff are available to help students to use the search facility and to answer queries. Recently the library has taken on an educational role by providing instruction in the use of information technology. Summary The Institute has invested a significant amount of money over the last two years in purchasing on-line journals and e-books to support the audiology programme. 9.4. Programme Funding Discretion on the funding of Institute programmes within the public higher education sector lies with the Irish Higher Education Authority (HEA). Initially the Authority exercised this statutory competence to fund the Bachelor's programme at the Institute in respect of this current student cohort only. A subsequent competitive tender has shifted the future provision of audiology education and training to Master's level and to another Irish HEI. It appears to be the view that there is demand for only one audiology programme in the state and thus public funding may be restricted to this. This may be short-sighted in the long run as audiology is a very diverse profession requiring a wide range of practical skills and depth of knowledge ranging from undertaking some very simple tasks to skilled complex patient management by exceptionally experienced audiologists. Whilst the current agreement appears to have shifted towards Clinical Scientists Master s level training to meet some of depth of knowledge and skilled tasks there needs to be a skilled workforce offering different levels of knowledge and skills in meeting the different range of patients, their needs and expectations. In the UK career progression can be from a technical aide, to audiology practitioners, and on to clinical scientists and finally to consultant. The academic ladder under the Modernisation of Scientific Careers in the UK comprises of academic and practical skills defined by Skills for Health for technical aides, B.Sc. undergraduates for Practitioners, Master s for Clinical Scientists and Ph.D. for Consultants leading the field. Currently the Master level is funded by the NHS, B.Sc. programmes are funded via the Higher Education Funding Council for England [HEFCE] using student number allocation for universities and colleges, as yet there is no NHS or HEFCE funding for Ph.D. other than self-funding by students or by University grant system. Summary Clearly there is a need for different academic and skill-based audiologists within Ireland, using different funding models. 9.5. Marketing The Institute was the first HEI to respond to the obvious skills shortage that had affected the profession for a considerable time and even more so given the increase in demand for audiological services. This growing demand was attested by the National Page 31 of 146

Audiology Review published in April 2011. AIT had subsequently developed programmes at Level 6 on the Irish National Framework of Qualifications and at Level 8 i.e. four-year honours degree programme. The institute advertised these courses and positioned itself as the HEI with a particular commitment to audiology. The first intake of students in 2012 was 19 students, subsequently because of the High Court action 9 students transferred into the second year of another B.Sc. programme at a different university in the U.K. The remaining 11 students are currently in their second year. 10. Research The Midlands Innovation and Research Centre operates as a converging hub for innovation, research and enterprise. It provides facilities for innovative and knowledgebased initiatives, entrepreneurial start-ups and makes available the resources and expertise to support them. The development of the research hub was funded by the Higher Education Authority s (HEA) research facilities enhancement scheme and much of its equipment was funded by Enterprise Ireland s research equipment grants. Research capacity and capability is based upon having three research institutes and specified clusters at school level. The research hub has developed international collaborations with leading multi-national companies and universities in Europe, Asia and the US. The Hub supports nearly 70 research students and staff, collaborating with industry and enterprise, and ensures the optimum use of specialist research equipment. The Research Hub focus is in material science, molecular biology biotechnology, toxicology, microbiology, analytical and synthetic chemistry, and software. Contained within the hub is a Scanning Electron Microscope, used to resolve processing and material problems in a wide range of technologies. Summary Some initial discussions and contacts have taken place regarding the opportunities of possible audiology research areas. 11. Student Support According to successive surveys 48, AIT graduates do exceptionally well in securing wellpaid, quality employment. Some 98 per cent of graduates are employed or continue their education within six months of completing their programme of study and the Institute has one of the highest retention rates of any Irish third level institution 49. 11.1. Student Resource Centre The Resource centre has an open-door policy enabling students who may have problems or concerns to pop-in without having to make an appointment. In line with other Higher Education Institutes, AIT offers a multidisciplinary and comprehensive 48 Athlone Institute - Annual Graduate Survey 49 Sunday Times Supplement Oct 2013 Page 32 of 146

student support service including an Access Office, Chaplaincy, Disability, Counselling, Careers Services, Support Tutors and Health Centre. The Access Office encourages people from socio-economic and educationally disadvantaged groups who may be considering attending third level education in the form of summer camps, Saturday maths courses and pre-entry programmes for mature students. It also provides support for post-entry students in the form of academic, financial, peer-assisted academic and social support. The Disability Service provides assistance to a wide range of physical, mental health issues, students with learning disabilities or on-going illness in conjunction with both the Counselling Service and Health Centre. A dedicated space is offered by the Chaplaincy to enable students to enjoy quiet reflective time in a welcoming environment as well as meeting the wide range of religious beliefs and spiritual needs in supporting the Institutes diverse overseas student population. The Chaplaincy works in conjunction with the International Office and Student Resource Centre in helping with the social aspects of transition and living within the local community. The Counselling Service is not an open-door access service, referrals come through the Health Centre, Student Resource Centre, Chaplaincy or Academic staff. This gives students access to a friendly service embracing personal or psychological issues such as stress, anxiety, depression and sexual health issues. Careers Services provide a range of tools to help students find employment, how to complete CV s, organise career advice sessions and careers fairs with employers. It also offers advice and interview techniques including mock interviews. It also provides advice on employer graduate recruitment programmes, summer work, travelling and working abroad. To aide this it offers a number of computer software packages. The Careers Office has already offered advice to the audiology students about employment within the public and private sphere in Ireland and the UK, including post graduate programmes options. Although students are encouraged to access any of the services they are urged to make use of their services face to face, there is ample printed information readily available including an informative where do I go pamphlet for new students and a pocket sized Little Book of Student Resources booklet. Summary Overall the Institute staff offer a friendly, easily accessible student support service, who communicate effectively and take pride in their philosophy of close interaction and good working relationships to ensure students have a first rate experience both academically and socially. 12. Professional Registration Currently there are no statutory registration requirements for any audiologist in the Republic of Ireland irrespective of their academic attainment and skilled practice. Page 33 of 146

Within the UK Clinical Scientists [Master s] and Hearing Aid Dispensers [Foundation Degree] are required to be State Registered with the Health Care Professions Council 50 whilst in practice. There is no State Registration requirement for practicing audiologists [B.Sc.] although many register with the Registration Council for Clinical Physiologists [RCCP] 51 on a voluntary basis and join the British Academy of Audiology. 52 Athlone Institute graduates wishing to work in the UK may be required to apply to one of the Statutory or voluntary registers. Regulation of healthcare professionals is fundamental for patient safety and well-being, with different specialisms being regulated in different ways. 12.1. Registration Council for Clinical Physiologists [RCCP] The Registration Council for Clinical Physiologists (RCCP) was formed in 2001 and holds the Voluntary Register for individuals practising in six disciplines in Clinical Physiology including audiology. Its objectives as a Registration body are maintaining a publicly accessible register of properly qualified members of the professions, working in partnership with professional bodies in approving and upholding high standards of education and training and continuing professional development. It also has a remit to investigate complaints from patients, public, NHS Trust or Registrants. The process of registration ensures that registered practitioners demonstrate appropriate behaviours and a recognised level of competence. 53 There are 3 main routes for entry to the voluntary register: 1. Graduate Entry from 2006 - A degree from a UK accredited RCCP programme. 2. Standard Entry - Any applicant who began training prior to 2005 in the UK will be considered on a case by case basis 54. If neither of the above applies applicants can apply, having: 3. Equivalence Entry - A minimum of 6 years training and experience within the UK with evidence provided to support competent practice and underpinning knowledge. Applicants who have been educated and trained outside the UK and wish to work as a clinical physiologist [audiologist] within the UK can apply as an international applicant and be assessed by the professional RCCP audiology representative, on a case by case basis, this would include students from AIT or any other Higher Education Institute in the Republic of Ireland i.e. international graduates. 12.2. Academy of Healthcare Science [AHCS] 55 50 Health Care Profession Council http://www.hpc- uk.org/ 51 The Registration Council for Clinical Physiologists http://www.rccp.co.uk/ 52 British Academy of Audiology http://www.baaudiology.org/ 53 The Registration Council for Clinical Physiologists http://www.rccp.co.uk/documents/rccp/standards of Proficiency Clinical Physiologists.pdf 54 RCCP Accreditation of Prior Learning http://www.rccp.co.uk/documents/9a RCCP Accreditation of Prior Learning.pdf 55 Academy of Healthcare Science [AHCS] http://www.ahcs.ac.uk/ Page 34 of 146

The AHCS was established as a joint initiative of the UK Health Departments and professional bodies. The Academy brings together the UK s various specialised scientific groups who work across the healthcare system. Its function is to provide a strong professional healthcare science workforce, ensuring that it has a high profile to influence and inform a range of stakeholders on healthcare science and scientific services. The Academy is approved by the Health and Care Professions Council to grant Certificates of Equivalence and Attainment, leading to eligibility for registration as a clinical scientist. Equivalence 56 The Academy is developing an equivalence process for practitioners and scientists who have undertaken training, hold qualifications and/or have existing professional experience. Applicants will have to provide evidence of their knowledge, skills and behaviours characterised by the core standards in Good Scientific Practice 57 and the relevant MSC curriculum outcomes. Guidance for applicants is being developed, including examples of evidence required, and will be published on the website as soon as they become available. The Academy web site gives examples of reasons why healthcare staff may wish to apply for equivalence assessment as: 1. having trained before the current system of accredited training programmes for Healthcare Science began, and needing recognition of their training for further progression 2. having significant experience as a scientist but not in a health setting and wanting to undertake a Healthcare Science role 3. having trained in a country without accredited Healthcare Science education and training and wishing to practice in the UK Although at the present time there is no legislative requirement for Healthcare practitioners [i.e. undergraduates] to register to work within the UK, some employing authorities require employees to be registered with one of the voluntary professional organisations i.e. RCCP. It is worthy of note that at this time the Academy of Healthcare Science is currently establishing a Regulatory Body for PTP graduates. 12.3. Health Care Professions Council [HCCP] 58 The Health Care Professions Council is a statutory body set up to protect the public in the UK. To do this it registers health and care professionals who meet its standards 59 for their training, professional skills, behaviour and health. It currently regulates sixteen professions who have completed and passed a HCPC approved programme, two of which are clinical scientists [audiology] and hearing aid dispensers; it does not register or regulate healthcare audiology practitioners. The criteria for application for registration 60 can be found on its website. 56 AHCS Equivalence statement http://www.ahcs.ac.uk/equivalence/ 57 Standards of Good Practice http://www.ahcs.ac.uk/2012/12/good- scientific- practice/ 58 Health Care Professions Council http://www.hcpc- uk.org/ 59 HCPC Standards http://www.hpc- uk.org/aboutregistration/standards/ Page 35 of 146

HCPC will consider international applications from applicants who have trained and educated in a relevant European State and has EEA mutual recognition rights to work in the UK i.e. Ireland. It also accepts international applications from other non EEA countries. 12.4. British Academy of Audiology [BAA] 61 British Academy of Audiology is the professional body for audiologists working in the UK, some of its aims are to help members develop their professional skills, provide a benchmark for quality and professional standards. Whilst its membership extends internationally and provides services in both the public and private sector it currently does not recognise or approve university educational programmes outside of the UK. Different membership categories are available, being Full, Affiliate, International and student. Membership is dependent of applicants having either a BAA recognised qualification and membership of one of the UK statutory or voluntary registers or attending a BAA approved education and training programme. Typically, for Republic of Ireland student s International status would apply i.e. International members with a qualification in Audiology, not UK registered with RCCP/HPC/HAC/GMC or other registration accepted by BAA, and resides outside the UK. It is questionable whether students from Athlone Institute would be eligible to join BAA as students based upon the current student membership criteria. Although the BAA Board has the discretion to approve any class of membership. 12.5. Irish Professional or Learned Societies. 12.5.1. Irish Academy of Audiology [IAA] 62 The Irish Academy of Audiology [IAA] is a professional body for audiologists in Ireland being set up in 2011 to develop and promote excellence in patient services, governance, knowledge and practice in audiology, foster quality hearing and balance care. Some of the other aims listed on its web site, are to develop, support and promote high quality education and training for audiologists by improving education, leadership and public awareness and furthering the science of audiology, the diagnosis, alleviation and prevention of hearing and balance impairment. IAA has not been involved in the development of B.Sc. programme and appears to be an untapped resource. 12.5.2. Irish Society of Hearing Aid Audiologists 63 The Irish Society of Hearing Aid Audiologists is a professional body for Hearing Aid Audiologists as a registered charity. Established to encourage and develop science and skill base in private practice in the Republic of Ireland. ISHAA is dedicated to 60 HCPC application to join their register http://www.hcpc- uk.org/apply/ 61 British Academy of Audiology http://www.baaudiology.org/ 62 Irish Academy of Audiology http://www.iaoa.ie/ 63 Irish Society of Hearing Aid Audiologists http://www.ishaa.ie/ Page 36 of 146

Summary maintaining exceptionally high standards of quality professional hearing care and aftercare by ensuring that the standards of practice are maintained by continuous professional development. ISHAA is the body recognised by the Department of Social Protection to represent qualified Hearing Aid Audiologists in the State regarding the Treatment Benefit Scheme. Its educational role is in the accreditation and education of Hearing Aid Audiologists in Private Practice and continuing education. Similarly ISHAA has not been involved in the development of the B.Sc. programme and therefore appears to be another untapped resource. At the present time there is no acknowledged statutory or voluntary registration body for audiologist working in the Republic of Ireland. Potentially this puts patients at risk of poor service, low professional standards and an uncoordinated focus on the needs of the deaf and people with a hearing impairment. To date the only standards set are by the Irish Academy of Audiology and Irish Society of Hearing Aid Audiologists both having little or no legislative control. Audiologists working in Northern Ireland and elsewhere in the UK register with RCCP or in future with the Academy of Healthcare Science, both ensure professional Standards are maintained. Clinical Scientist and Hearing Aid Dispensers are regulated by HCPC. There is the urgent need for regulation in the Republic of Ireland to be introduced or by collaborative arrangements with RCCP/HCPC/AHCS. 13. Good Academic and Scientific Practice Healthcare practitioners provide direct patient care having a defined role in carrying out and reporting on quality assured procedures and interventions for patients. Good scientific practice embodies the standards that apply to an individual s career pathway and define the limit of their scope of practice and competence. Good Scientific Practice within a programme can be used to support curriculum development and used to underpin the process of evaluating student progression and ensuring they learn the principles of good scientific practice in their future roles. The Institute has introduced various academic and clinically based good practice in the form of: 13.1. Hearing Screening As part of the AIT annual Health Week [2013 and 2014] the audiology students organised a Hearing Screening Day in March 2013, for staff and students, this was their first taste of working with the general public. Their task was to take personal details, arrange time slots and organise the flow of the screening in an organised and professional manner. They worked alongside a private hearing company and found this experience to be exhilarating and beneficial. Page 37 of 146

Similarly in March 2014 as part of the Health Week students arranged and performed video otoscopy on a number of university staff and peers giving the audiology students valuable experience observing a wide range of both normal and abnormal aural conditions. 13.2. Simulated Audiology Clinics Regular mock clinics are held [Year 2 Semester Two and Year 3 Semester One] whereby Institute staff have been invited for a full hearing assessment, students are required to produce clinically based results, interpret, give feedback to the patient and to an experienced audiologist and produce a detailed report of recommendations. Students are required to demonstrate professionalism and behaviour attributes required by audiologists in practice. 13.3. Audiology Journal Club Students have a weekly Journal Club whereby students work in small groups and they are required to critique either a scientific paper, research question or audiological theme, having appraised the topic they give oral feedback to the rest of the class. 13.4. Inter-Professionalism Visits have been arranged to Sligo General Hospital to observe the interdisciplinary profession in practice and observe an ENT clinic under the supervision of an ENT Consultant. Additionally, guest clinicians have been invited to lecture on their specialised knowledge and experience of their role within healthcare, this proved popular with the students and is to be extended. Academic staff and students attended the Irish Society of Hearing Audiology Annual Conference and Education day allowing students to network with Irish and UK public and private sectors audiologists and hearing aid audiologists. The experience also gave students the opportunity to meet with all the main manufacturers of hearing aids and discuss related equipment. 13.5. Research Academic staff have made contact with a number of private hearing (aid) companies, one of which was interested in research and the development of new products. This led to a number of initiatives, AIT Research Centre and the Hearing Company applied to Enterprise Ireland for funding and have secured a 5,000 voucher, it is anticipated the company will match this so that research can commence in the near future. 13.6. Continuous Professional Development AIT are proposing to provide a series of CPD programmes, workshops, seminars and conferences for the audiology community to help improve the skill bases. Currently this is on hold due to the unfolding position regarding the HEA/HSE. Summary Page 38 of 146

AIT has embarked upon the introduction of good academic and clinically based scientific practice early in the student experience. 14. Conclusion I was asked to review this B.Sc. in Audiology offered by the Athlone Institute of Technology, County Westmeath following an agreement in the High Court between Athlone Institute of Technology (AIT), the Health Service Executive (HSE), and the Higher Education Authority (HEA) dated 21 August 2013. My primary duty was to review the current teaching and learning and form an opinion on the quality and standards of its delivery, documentation, processes, related regulations and that the academic and practical facilities are of a comparable standard with similar international programmes. Having reviewed the programme and module learning outcomes I have concluded and fully endorse that this programme meets the standards expected and provided by other universities in the UK and by extension the standards of similar programmes internationally. In doing so it meets the Department of Health & British Academy of Audiology, B.Sc. (Honours) in Audiology: Educational Aims [2003] and the QAA Subject Benchmarking Statements. On graduation the students should be able to meet the Scope of Practice as defined by British Academy of Audiology and in the Irish HSE National Audiology Review report. I recommend this combined academic and practice based mode of graduate learning and training to the authorities as a cost effective model of increasing the number of healthcare audiology practitioners which will be fit for practice, purpose and award. Whilst supporting the academic rigour and staff commitment to providing and ensuring an excellent student experience, it is necessary to draw attention to the uncertainty of the programme and the effect it has had on the students learning experience. Whilst every reassurance has been given by the Institute staff from the President downwards the sooner the programmes future is confirmed the better for the students, notwithstanding the lack of support regarding clinical placements and its uncertainty. Whilst outside of this review, I would also recommend: 1. As a future contribution to ongoing enhancement, that the Institute aligns its next review of this programme to the NHS Modernisation of Scientific Careers [MSC] Audiology recommendations. This would require discussions at high-level involving Health Service Executive [HSE], the NHS Northern Ireland Chief Scientific Officer and NHS England Chief Scientific Officer [or representatives of same]. 2. There is the urgent need for regulation in the Republic of Ireland to be introduced. This would require discussions at high-level involving Health Service Executive [HSE] and Republic of Ireland Government. Alternatively, collaborative arrangements with Academy of Healthcare Science Regulatory Council. Ideally an Irish collaborative agreement with Academy of Healthcare Science would enable free movement of audiologists within Ireland and UK. Page 39 of 146

This would require discussions at high-level involving the Republic of Ireland Government, Health Service Executive [HSE] and Officers of the Academy of Healthcare Science. Turning to the embedded knowledge, skills and competency with particular focus on hearing aid audiology the Institute should: a. in the interim seek approval from Health Care Professions Council for the relevant programme learning outcomes to enable students to register as UK hearing aid audiologists b. have discussions with Irish Society of Hearing Aid Audiologists to ensure the programme learning outcomes also meet their requirements to enable graduates to work in the private sector The aim is to protect the public, patients and carers. Professor Gerald Armstrong-Bednall May 2014 Acknowledgements I would like to extend my grateful thanks for the support received from AIT and its openness to provide information in completing this review, particularly to Mrs Cora McCormack, Quality Officer; Professor Ciarán O. Catháin, President of the Institute, Dr Pearse Murphy, Head of Department of Nursing, Dr Joseph Ryan, Academic Registrar, Mr Pat Timpson, Strategic Advisor to the Institute, Ms Kirpa Chandan, Audiologist and Professor Mark Lutman, Advisory Fellow to the Institute and to the Programme Staff and Student Union for all their time and support freely given. Page 40 of 146

Personal Profile My current appointment is as an Emeritus Professor of Audiology at De Montfort University, Leicester, previously I was employed as a Consultant Clinical Scientist [Audiology] for almost forty years in the NHS of which 32 years were as Head of a large clinical service. This required me as part of the ENT Clinical Directorate to collaborate with the implementation of clinical audit and governance, including the introduction of the new scientific services embracing adult cochlear implants and bone anchored devices in the Nottinghamshire and surrounding area. One of my principle interests, since the early 1970 s, has been in education and training; as Education and Training Lead originally to the Audiology Technicians Group of the British Society of Audiology and later Chair of British Society of Audiology Education Committee, being awarded the Ruth Spencer Prize [BSA] as joint author of the first inservice training manual for audiologists. Also I was influential in the setting up of the British Association of Audiology Technologists and at the end of my tenure as its Education and Training Secretary was awarded Honorary Life membership for services for enhancing the educational prominence of audiology. In 2003 I was elected as one of the British Academy of Audiology s Executive Board and its first Education and Training Officer during which was one of the primary advocates in the establishment of the B.Sc. four year degree, significantly contributing to the writing of the Department of Health, Educational Aims [2003] and its Audiology Training Manual. This Included being one of British Academy of Audiology Higher Education Institute Accreditation Panel members with a remit for the professional skill-based training and academic accreditation of undergraduate programmes. In 2005 I was appointed by the Department of Business, Innovation and Skills to Hearing Aid Council as a Council Member, contributing to their Disciplinary Committee, its Education Committee and Chair of its Futures Group with the responsibility for introducing a Foundation Degree as a requirement by the Health Care Professions Council as a statutory requirement to practice. Consequently being appointed to the Health Care Professions Councils Education and Training Committee. My appointment at De Montfort University as Professor included a brief to develop the academic standards and to extend the range of academic audiology programmes. During which time I oversaw a successful Quality Assurance Agency [QAA] Major Review, B.Sc. and M.Sc. University Periodic Reviews, British Academy of Audiology Professional Body accreditations and approval of a Foundation Degree in Hearing Aid Audiology and B.Sc. Audiology programmes as routes leading to Hearing Aid Council Registration and then to the Health Care Professions Council. Subsequently being appointed as a QAA Academic and Practitioner Reviewer. I was contracted by the Department of Health to write 10 interactive e-learning modules and reviewer of approximately 40 modules for its e-learning project, these modules have been leased to a wide range of educational and training organisations world-wide. Since 2010 I have been one of NHS England s Professional Advisors being responsible, as Chair of the Neurosensory Working Group, for introduction of the early versions of the B.Sc. and M.Sc. academic and practitioner standards as part of the Modernisation of Scientific Careers [MSC]. Currently I am one of the MSC team of advisors involved in the accreditation of new university undergraduate and postgraduate programmes and Chair of one of the Proportionate Review Panels for accredited programmes. Page 41 of 146

I have just been appointed as an interim member of the Academy of Healthcare Science Regulatory Body. Page 42 of 146

References 1. Health Service Executive [HSE], Personal Communication 2. HSE National Audiology Review, April 2011 http://www.hse.ie/eng/services/publications/corporate/audiologyreview.pdf 3. HSE National Health Service Plan January 2012 4. Athlone Institute of Technology Strategic Plan (2009-2013) 5. HSE National Audiology Review, April 2011 http://www.hse.ie/eng/services/publications/corporate/audiologyreview.pdf 6. National Audiology Review Group [NARG] 2010 recommendations: An integrate approach 7. Application for recognition of a four year programme leading to the award of B.Sc. [Hons] in Audiology, Athlone Institute of Technology publication November 2013 8. The Memorandum of Understanding between QQI and QQA http://www.qqi.ie/downloads/memorandum of Understanding_QQI_QAA.pdf 9. Athlone Institute of Technology Prospectus. http://www.ait.ie/media/athloneit/publications/ait-undergrad-prospectus-2013-14.pdf 10. ECTS Users Guide, Luxembourg: Office for Official Publications of the European Communities, 2009 ISBN: 978-92-79-09728-7 European Communities, February 2009 11. Procedures and Guidelines for the Design, Development, Evaluation and Withdrawal of Taught Programmes at / by the Institute; Athlone Institute of Technology publication 12. Submission for Accreditation of B.Sc. [Hons] in Audiology to British Academy of Audiology, [April 2012], Athlone Institute of Technology publication 13. Submission for Accreditation of B.Sc. [Hons] in Audiology to British Academy of Audiology, [September 2012], Athlone Institute of Technology publication 14. Personal visit to Athlone Institute of Technology 15. ECTS Users Guide, Luxembourg: Office for Official Publications of the European Communities, 2009 ISBN: 978-92-79-09728-7 European Communities, February 2009 16. B.Sc. [Hons] Audiology Module Guides 2014; Athlone Institute of Technology publication; Athlone Institute of Technology publication 17. B.Sc. [Hons] Audiology Programme Manual Year 1, January 2014; Athlone Institute of Technology publication 18. B.Sc. [Hons] Audiology Programme Manual Year 2, January 2014; Athlone Institute of Technology publication 19. B.Sc. [Hons] Audiology Programme Manual Year 3, January 2014; Athlone Institute of Technology publication 20. B.Sc. [Hons] Audiology Programme Manual Year 4, January 2014; Athlone Institute of Technology publication 21. Higher Education and Training Award Standards August 2005 ISBN 10:0-905717-71-6 22. QAA Audiology Subject Benchmark Statements http://www.qaa.ac.uk/publications/informationandguidance/documents/audiology.pdf 23. Personal Communication with QAA March 2014 24. Modernising Scientific Careers, Curricula, NHS Networks website http:// www.networks.nhs.uk 25. Quality Assurance Manual, Athlone Institute of Technology publication 26. Regional Technical Colleges Act, Sections 3, 5,13 http://www.irishstatutebook.ie/1992/en/act/pub/0016/ 27. B.Sc. Audiology Clinical Supervisor Manual, [Working Document] March 2014, Athlone Institute of Technology 28. BSc in Audiology Clinical Placements Handbook for Students [working draft] January 2014, Athlone Institute of Technology 29. AIT/HSE Educational Audit Tool 30. HSE National Clinical Programme for Audiology www.hse.ie/audiologyprogramme 31. Quality and Qualifications, Ireland http://www.qqi.ie/quality/pages/initial-validation.aspx 32. The Standards, Assessments and Awards policy, February 2011 http://www.hetac.ie/publications_pol01.htm 33. Awards Standards, Higher Education and Training Awards Council ISBN 13:978-0-905717-71-5 34. B.Sc. [Hons] Audiology Module Guides 2014; Athlone Institute of Technology publication Page 43 of 146

35. B.Sc. [Hons] Audiology Programme Manual Year 1, January 2014; Athlone Institute of Technology publication 36. B.Sc. [Hons] Audiology Programme Manual Year 2, January 2014; Athlone Institute of Technology publication 37. B.Sc. [Hons] Audiology OSCE Handbook Year 2, January 2014; Athlone Institute of Technology publication 38. B.Sc. [Hons] Audiology Practical Handbook Year 2, December 2013; Athlone Institute of Technology publication, 39. B.Sc. [Hons] Audiology Programme Manual Year 3, January 2014; Athlone Institute of Technology publication 40. B.Sc. [Hons] Audiology Programme Manual Year 4, January 2014; Athlone Institute of Technology publication 41. B.Sc. Audiology Clinical Supervisor Manual, [Working Document] March 2014, Athlone Institute of Technology 42. B.Sc. [Hons] Audiology, Audiology Placements, Student Personal Development e-portfolio [2015], January 2014, Athlone Institute of Technology publication 43. Audacity a British Society of Audiology, Issue 2, December 2013 page 63 44. Personal Correspondence and meeting with Athlone Institute, January 2014 45. B.Sc. Audiology Clinical Logbook [Working Document] Athlone Institute of Technology 46. e-learning for Health www.e-lfh.org.uk 47. Athlone Library Services http://libmain.ait.ie 48. Athlone Institute - Annual Graduate Survey 49. Sunday Times Supplement Oct 2013 50. Health Care Profession Council http://www.hpc-uk.org/ 51. The Registration Council for Clinical Physiologists http://www.rccp.co.uk/ 52. British Academy of Audiology http://www.baaudiology.org/ 53. The Registration Council for Clinical Physiologists http://www.rccp.co.uk/documents/rccp/standards of Proficiency Clinical Physiologists.pdf 54. RCCP Accreditation of Prior Learning http://www.rccp.co.uk/documents/9a RCCP Accreditation of Prior Learning.pdf 55. Academy of Healthcare Science [AHCS] http://www.ahcs.ac.uk/ 56. AHCS Equivalence statement http://www.ahcs.ac.uk/equivalence/ 57. Standards of Good Practice http://www.ahcs.ac.uk/2012/12/good-scientific-practice/ 58. Health and Care Professions Council http://www.hcpc-uk.org/ 59. HCPC Standards http://www.hpc-uk.org/aboutregistration/standards/ 60. HCPC application to join their register http://www.hcpc-uk.org/apply/ 61. British Academy of Audiology http://www.baaudiology.org/ 62. Irish Academy of Audiology http://www.iaoa.ie/ 63. Irish Society of Hearing Aid Audiologists http://www.ishaa.ie/ Page 44 of 146

Appendix A Department of Health & British Academy of Audiology B.Sc. (Honours) in Audiology: Educational Aims [2003] The student completing a B.Sc. in Audiology including its practical components should be able to: Ø Meet the published National Occupational Standards (NOS) for audiology. Ø Describe the routine referral pathways for audiology services from and to ENT consultants, audiological physicians, speech and language therapists, psychologists and other hospital and community services. Ø Communicate with patients using, or arranging to use, the patient's chosen method of communication. Ø Obtain a comprehensive and accurate account of the hearing and/or balance problem and a detailed medical, social and work history. Ø Describe the scientific rationale for patient assessment procedures. Ø Participate actively in the assessment of patients with auditory dysfunction and/or balance problems. Ø Modify test procedures in order to reach unequivocal test results enabling an appropriate management to be agreed. Ø Describe and discuss to patients the implications of assessments. Ø Formulate and evaluate rehabilitation strategies. Ø Generate a report of patient assessment, including tests completed, results and their interpretation and suggest management options. Ø Participate actively in the management of adult patients for hearing aid provision and balance rehabilitation or arrange appropriate referral. Ø Participate in research and development projects and implementation of new technology. Ø Critically evaluate the audiological literature with regard for methodological rigour. Ø Understand the limitations of their knowledge and skills, knowing when to seek advice and support from other health professionals. Ø Practise in a fair and anti-discriminatory way, acknowledging the difference in beliefs and cultural practices of individuals or groups. The above aims will be met via the achievement of the following detailed skills and knowledge: Clinical and Inter-personal Skills v Skills in clinical observation and patient care v Sensitivity to the diversity of patients and the characteristics of their families v Good communication skills with patients, relatives and other health care professionals. v Good clinical reasoning and related problem solving v Respect for the work of other professionals that contribute to an effective multiprofessional working environment. v Suitable interpersonal behaviour for achieving favourable clinical outcomes for patients v Acknowledgement and support of the rights of individuals and groups including respect for their values, customs and beliefs. Page 45 of 146

Psychology and Psycho-social Aspects of Audiology v Understanding of the psychological processes and factors affecting social interaction and personal behaviour. v Understanding of theories particularly relevant to rehabilitation science: attachment, adaptation and resilience, cognition, empowerment, toss and grief, psychoimmunology and the societal responses to stigmatised groups. v Understanding of major theories of cognitive development and applied cognitive psychology. v Knowledge of developmental psychology and the factors that adversely affect child development. v Knowledge of the effects of deafness on speech development and its psychological and psycho-social consequences. v Knowledge of the psychological effects of hearing loss encountered by patients and their families, differentiating between the impact of congenital versus acquired deafness and gradual versus sudden deafness. v Understanding of social relationships in the context of health, illness and health care. v Understanding of the ageing process in terms of social participation. v Awareness of society's perception of Deaf people and people with hearing loss, and implications for employment opportunities. v Knowledge of the culture of the Deaf community arid the value conflicts with the Hearing Counselling Skills v Knowledge of the range of theoretical approaches to counselling people with hearing and/or balance problems and ability to reason about their use in counselling particular cases. v Ability to display effective counselling skills including the use of contracting skills and focusing skills in the helping environment. v Ability to use goal setting and action skills, to enable people with hearing impairment or balance disorder to move towards realistic ways of coping. v Ability to enable people with a hearing impairment to understand the impact of their disability on their lives in a way that incorporates the meaning they attach to that loss. v Ability to help people explore the part which their own and other people s attitudes play in the way their impairment impacts on their lives. Physics and Acoustics v Understanding of mathematical principles for manipulating data and formulae relevant to audiology. v Ability to use and manipulate 81 units of measurement, understand basic properties of matter and energy and wave propagation. v Detailed practical knowledge of electrical safety. v Understanding of basic acoustics and signal processing. v Understanding of electronics related to amplifiers, hearing aids and electro-acoustic instrumentation. v Understanding of the principles of fundamental measurement and physical and biological calibration. v Understanding of the physical principles of transduction in the auditory and vestibular systems. v Detailed awareness of the acoustical effect of adjuncts to hearing aids and their effects on patient outcomes (e.g. ear inserts). Page 46 of 146

v Understanding of room acoustics, the physics of calibration in sound fields and their applications for free-field audiometry. Anatomy and Physiology of the Audio-vestibular System v Knowledge of the commonly used anatomical and physiological terms describing the auditory and vestibular systems and their disorders. v Knowledge of the normal structure and function of the auditory and vestibular systems including the anatomy and physiology relevant for speech. v Understanding of the normal embryological development of the auditory and vestibular systems and how genetic defects may affect these processes. v Knowledge of the macro and micro anatomical structure of the ear, the cochlea and vestibular systems and of the relationship of structure and function (from the periphery to the cerebral cortex.) v Understanding of the process of sound transduction to the cochlea including middle ear mechanisms. Speech Science v Knowledge of the role of hearing in the development of spoken language in a normally hearing child and in a child with hearing impairment. v Understanding of the mechanisms of speech perception and production. v Understanding of the basic classification of speech sounds by place and manner of articulation and voicing, including intonation, stress and prosodic aspects of speech. v Ability to make a broad transcription using the phonetic alphabet of Standard English. Pathology of Hearing and Balance v Knowledge of the terminology of common auditory and balance disorders. v Knowledge of the different types of congenital and acquired hearing loss, including pathologies. v Understanding of pathology and patho-physiology of hearing and balance systems, and of how repair, prosthetic and rehabilitative methods may ameliorate these effects. v Understanding of how pathology affects perception of sound. v Understanding of the physiological effect on hearing and vestibular function when there is a dysfunction of other organs. v Knowledge of the effects of ageing on the audio-vestibular system. v Knowledge of the current theories for tinnitus, obscure auditory dysfunction, and hyperacusis and their management strategies.. Adult Auditory Assessment v Understanding of the principles of performance-based, electro-physiological and other objective tests of hearing in diagnostic assessment. v Understanding of the psychometric theory and limitations of tests of hearing. v Ability to perform assessment of hearing function, including objective and subjective tests to determine function of the middle ear and sensory hearing impairment. v Understanding of the role and potential limitations of auditory diagnostic tests currently available and has the ability to discuss the reasons for selecting test procedures. v Ability to conduct differential auditory diagnosis and outline alternative management Strategies. Page 47 of 146

v Understanding of non-organic hearing loss, its identification and its implications for hearing assessment and management. v Knowledge of the cognitive and audiological investigations required for assessment of tinnitus, obscure auditory dysfunction, and hyperacusis. Adult Auditory Rehabilitation v Understanding of models of auditory rehabilitation. v Understanding of different models of disability and their relationship to rehabilitation. v Understanding of behaviour change theories and ability to apply them to the rehabilitation process. v Ability to discuss the principles of adult learning and recognise the ways in which communication skills can be enhanced in adults with acquired hearing loss. v Ability to formulate effective and appropriate management strategies for rehabilitating for adults with hearing loss and/or tinnitus. v Ability to critically evaluate and implement the different approaches to pre- and post- counselling when using amplification. v Ability to perform basic assessment and application of auditory training, lip-reading, counselling and an appropriate programme of relaxation therapy. v Ability to select and apply relevant outcome measures for rehabilitation strategies. v Ability to design and implement appropriate follow up procedures for long-term use of amplification, and other aids to communication. v Awareness of the selection criteria for cochlear implantation, the need for postimplant communication training, and the specific forms of counselling and support, both pre and post implantation. v Understanding of the use of lip-reading in adults with acquired hearing loss and knowledge of the provision of lip-reading tuition. v Awareness of the range of procedures in assessing patients and planning rehabilitation programmes for cochlear implants, neural implants, middle ear implants, bone anchored hearing aids and vibrotactile devices. Hearing Aids v Understanding of hearing aid characteristics of frequency response and output limiting. v Understanding of the principles of digital technology, digital signal processing and its application in hearing aids. v Ability to prepare ear inserts and fit analogue, digital and programmable hearing aids. v Understanding of the rationale of different fitting formulae and the use of insertion gain. v Awareness of the uses and limitations of hearing aids and other amplification devices. v Knowledge of assistive listening devices and the indications for them. v Understanding of principles of directional microphones, noise detection, multichannel processing, feedback-cancellation and suppression. Vestibular Sciences and Rehabilitation v Understanding of mechanisms for balance. v Knowledge of a range of causes of balance dysfunction. v Understanding of the effects of age and other factors for balance. v Understanding of the scientific principles, and practical ability to use a range of clinical techniques to investigate balance function. Page 48 of 146

v Familiarity with current medical and surgical techniques for the management of balance disorders. v Knowledge of current approaches to vestibular rehabilitation. v Ability to participate in the implementation of a programme of vestibular rehabilitation v Awareness of diverse forms of management, including repositioning manoeuvres, counselling and/or cognitive behavioural therapy. v Knowledge of the various outcome measures for vestibular function and awareness of their limitations. Paediatric Audiology v Knowledge of developmental milestones, including those in auditory development, for normally hearing children. v Understanding of the principles and scientific basis of behavioural and electrophysiological tests of hearing and the rationale for the selection of tests. v Awareness of the range of pathologies affecting hearing in children and the consequences for development. v Ability to reason the appropriateness of hearing screening and assessment of children of different chronological and developmental age. v Ability to select and conduct hearing assessment in children with additional disabilities. v Understanding of the principles and applications of ERA and otoacoustic emissions. v Understanding of the need and rationale for early intervention in children with permanent hearing impairment and the options for auditory (re)habilitation and management strategies. v Awareness of the role of different professionals constituting the team multidisciplinary and of their contribution in assessing and managing the deaf child in his/her family environment. v Awareness of educational options for hearing impaired children and the range of additional aids to communication used in educational settings. Using and Conducting Research v Ability to evaluate existing research through critical appraisal. v Understanding of the principles and practice of evidence based medicine and the ability to apply these to audiology. v Skills in a range of relevant research methodologies, including design, control, the alternative interpretations of results, reliability, validity, metrics and the alternative ways of presenting data. v Ability to participate in research and development of innovative outcome measures and understands the role this has in defining national clinical practice. v Knowledge of barriers to the implementation of new technology and research results. v Familiarity with methods of questionnaire design. v Understanding of the statistical concepts of variability, power and model-fitting. v Ability to apply simple statistics to data. Professional and Management Issues v Familiarity with NHS organisation at local and national levels. v Understanding of policy, commissioning and contracting mechanisms of the NHS. v Awareness of employment legislation and knowledge of the particularly relevant sections of major Acts of Parliament (Health and Safety at Work, Education, Disability Discrimination.) Page 49 of 146

v Awareness of the personal and employee/employer responsibilities for health and safety in the work environment. v Understanding of 'duty of care' and of how negligence is measured and attributed. v Knowledge of the legal and ethical issues affecting healthcare and the rights and obligations in the provision of medical and social needs. v Understanding of professional standards, codes of practice, registration bodies and fitness for practice and the need for these. v Understanding of the responsibilities for continuing professional development and the role of clinical supervision. v Knowledge of the code of patient confidentiality, the requirements for record keeping, reports and the relevance of data collection. v Understanding of the role and importance of outcome data. v Ability to distinguish clinical governance, clinical audit and monitoring the effectiveness of service delivery, risk management, and quality assurance and to describe procedures for each. v Awareness of the principles of effective management, good organisation, team working and related management theories. v Awareness of the use of IT in diagnosis, management and care provision. v Knowledge of current initiatives in service delivery v Knowledge of the inter-professional and multi-agency involvement in the provision of health and social care and individual professional roles. v Awareness of the voluntary sector and its role in advocacy. v Knowledge of access routes to communication support agencies and for statutory services and benefits. v Awareness of the work of lip-speakers and interpreters. v Awareness of voluntary and statutory agencies in providing of services and aids to communication. Transferable Skills v Ability to think, including rapid problem-solving to apply knowledge and skills in formulating care pathways. v Awareness of the importance of self-directed learning, managing and categorising workload. v Computing skills in word processing, database design, spreadsheet application, and the efficient use of clinical IT systems. v Effective use of verbal and written presentation skills and choice of material appropriate to differing audiences. Page 50 of 146

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APPENDIX B B.Sc. (Honours) in Audiology: Educational Aims [2003] The student completing a B.Sc. in Audiology including its practical components should be able to: Indicative Intended Learning Outcome Related Module Meet the published National Occupational Standards (NOS) for audiology. Describe the routine referral pathways for audiology services from and to ENT consultants, audiological physicians, speech and language therapists, psychologists and other hospital and community services. Communicate with patients using, or arranging to use, the patient's chosen method of communication. Used in Programme Design AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [13] Describe the main referral criteria for pathways to audiology, such as direct referrals from GP; and the referral pathways to and from other professional, such as ENT and others. CLINICAL PLACEMENT MEDL 08008 [1]; [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [2] [2] Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,2,3,4]; [1] Outline the principles of patient confidentiality [2] Demonstrate appropriate behaviour when dealing with patients [3] Evaluate clinical procedures including infection, prevention and control [4] Display an effectively working knowledge of appropriate note taking and patient data systems CLINICAL PLACEMENT MEDL 08008 [2] [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Obtain a comprehensive and accurate account of the hearing and/or balance problem and a detailed medical, social and work history. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [2] Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking [audio- vestibular, medical, social, work], routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [3,5,6]; [3] Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. Page 52 of 146

[5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,2]; [1] Outline the principles of patient confidentiality [2] Demonstrate appropriate behaviour when dealing with patients Describe the scientific rationale for patient assessment procedures. CLINICAL PLACEMENT MEDL 08008 [5, 6]. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [3,5,7]; [3] Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects.. [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia EPIDEMIOLOGY, ADULT HEARING SCREENING & NOISE INDUCED HEARING LOSS MEDL 08003 [5] [5] Investigate and explore a variety of multi- media processes Participate actively in the assessment of patients with auditory dysfunction and/or balance problems. INTREGRATED CAPSTONE PROJECT MEDL 08001 [5] [5] Relate research to best discipline practice REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [3,5,6]; [3] Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. CLINICAL PLACEMENT MEDL 08008 [5,6] [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. Modify test procedures in order to reach unequivocal test results enabling an appropriate management to be agreed. HUMAN PSYCHOLOGY PSYC H2010 [5, 6]; [5] Define the main milestones in language development and effects of developmental delay. [6] Describe common learning disorders AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1] Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests. Page 53 of 146

[2] Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking [audio- vestibular, medical, social, work], routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required. [7] Justify appropriate management approaches for patients with hearing loss. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [7]; [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Describe and discuss to patients the implications of assessments. CLINICAL PLACEMENT MEDL 08008 [5,6] [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [2] Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking [audio- vestibular, medical, social, work], routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [6]; [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Formulate and evaluate rehabilitation strategies. CLINICAL PLACEMENT MEDL 08008 [2, 4,] [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. HUMAN PSYCHOLOGY PSYC H2010 [5]; [5] Define the main milestones in language development and effects of developmental delay. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [8] Select appropriate techniques for successful patient management. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,5,6] [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Page 54 of 146

Generate a report of patient assessment, including tests completed, results and their interpretation and suggest management options. PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [1,3] [1] Produce effective professional presentations - design layout, presentation and referencing skills, creating effective oral and written presentations, reports, essays assignments and promotional documentation. [3] Demonstrate reflective practice and writing. Participate actively in the management of adult patients for hearing aid provision and balance rehabilitation or arrange appropriate referral. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [6] [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. HEARING AID TECHNOLOGY AUDG H2002 [1,2,3,4,5,6,7,8] [1] Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. [2] Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. [3] Describe the most common prescription methods used. [4] Integrate IT in audiological diagnosis and management; measure and evaluate technical performance, and other functional aspects both in a coupler and real ear. [5] Provide relevant explanation, information and counselling to a new hearing aid user. [6] Outline the underlying components of a hearing aid and the range of technologies available commercially. [7] Describe the different assistive listening devices that can benefit hearing- impaired people. [8] Apply and interpret outcome measures with hearing aids. [9] Describe the role of voluntary groups including Action on Hearing Loss (AOHL), DeafHear (Ireland) and statutory agencies, their role in advocacy and how they may provide services such as re- tubing and assistive listening devices to patients REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,6]; [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. CLINICAL PLACEMENT MEDL 08008 [5,6] [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. Participate in research and development projects and implementation of new technology. EPIDEMIOLOGY, ADULT HEARING SCREENING & NOISE INDUCED HEARING LOSS MEDL 08003 [2] [2] Explore the relationships between hearing threshold levels, age, hearing aid usage and noise exposure AUDIOLOGY RESEARCH METHODS RES H2005 [1,2,3] [1] Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered. [2] Evaluate alternative research strategies and select appropriately within constraints of resources available. [3] Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. Page 55 of 146

PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [5] [5] Construct an outline for research proposal [7] Discuss the importance of post- qualification training namely continuous professional development (CPD) Critically evaluate the audiological literature with regard for methodological rigour. Understand the limitations of their knowledge and skills, knowing when to seek advice and support from other health professionals. Practise in a fair and anti-discriminatory way, acknowledging the difference in beliefs and cultural practices of individuals or groups. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [2] [2] Demonstrate a holistic understanding of a subject area AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1] Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests. [9] Access different sources of information with reference to patient assessment and management options. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [5] [5] Construct an outline for research proposal [7] Discuss the importance of post- qualification training namely continuous professional development (CPD) HUMAN PSYCHOLOGY PSYC H2010 [3,4] [3] Identify traits of anxiety and depression, which may be present in chronic disorders i.e. tinnitus [4] Identify how human perception and cognitive processes impact on behaviour & personality types. CLINICAL PLACEMENT MEDL 08008 [1,2,4,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. DISABILITY AND DEAFNESS MEDL 06002 [1,2,3,4]; [1] Describe the medical and social models of hearing impairment with reference to specific audiological examples. [2] Discuss the cultural issues related to deafness [3] Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. [4] Show an understanding of international definitions and classifications for disability and deafness PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [2] [2] Recognise the importance of personal care, staff and customer care in the work place. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [7]; [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia CLINICAL PLACEMENT MEDL 08008 [1,2,3,4,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment Page 56 of 146

[2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. The above aims will be met via the achievement of the following detailed skills and knowledge: 1. Clinical and Inter-personal Skills Indicative Intended Learning Outcome a. Skills in clinical observation and patient care b. Sensitivity to the diversity of patients and the characteristics of their families Related Module PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,2,3,4,5]; [1] Outline the principles of patient confidentiality [2] Demonstrate appropriate behaviour when dealing with patients [3] Evaluate clinical procedures including infection, prevention and control [4] Display an effectively working knowledge of appropriate note taking and patient data systems [5] Construct an outline for research proposal CLINICAL PLACEMENT MEDL 08008 [1,2,3,4,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [2] [2] Recognise the importance of personal care, staff and customer care in the work place. CLINICAL PLACEMENT MEDL 08008 [1,2,3,4,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Page 57 of 146

c. Good communication skills with patients, relatives and other health care professionals. [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. DISABILITY AND DEAFNESS MEDL 06002 [1,2,3,4]; [1] Describe the medical and social models of hearing impairment with reference to specific audiological examples. [2] Discuss the cultural issues related to deafness [3] Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. [4] Show an understanding of international definitions and classifications for disability and deafness HUMAN PSYCHOLOGY PSYC H2010 [4]; [4] Identify how human perception and cognitive processes impact on behaviour & personality types. d. Good clinical reasoning and related problem solving e. Respect for the work of other professionals that contribute to an effective multi-professional working environment. f. Suitable interpersonal behaviour for achieving favourable clinical outcomes for patients CLINICAL PLACEMENT MEDL 08008 [1,2,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. CLINICAL PLACEMENT MEDL 08008 [4,5] [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [5] Exhibit achievement of competencies required to perform as an audiologist INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [2] [2] Demonstrate a holistic understanding of a subject area CLINICAL PLACEMENT MEDL 08008 [2,3] [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [3] Perform effectively in a multidisciplinary team. PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [5] [5] Recognize the importance of patient centred practice PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [2]; [2] Demonstrate appropriate behaviour when dealing with patients CLINICAL PLACEMENT MEDL 08008 [1,2,3,4,5] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- Page 58 of 146

type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. g. Acknowledgement and support of the rights of individuals and groups including respect for their values, customs and beliefs. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [4,6] [4] Explore the realm of individual differences. [6] Analyse sociological issues associated with health. DISABILITY AND DEAFNESS MEDL 06002 [1,2,3,4] [1] Describe the medical and social models of hearing impairment with reference to specific audiological examples. [2] Discuss the cultural issues related to deafness [3] Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. [4] Show an understanding of international definitions and classifications for disability and deafness CLINICAL PLACEMENT MEDL 08008 [1,2,5] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations.. [5] Exhibit achievement of competencies required to perform as an audiologist 2. Psychology and Psycho-social AspECTS of Audiology Indicative Intended Learning Outcome a. Understanding of the psychological processes and factors affecting social interaction and personal behaviour. Related Module HUMAN PSYCHOLOGY PSYC H2010 [2,4,6] [2] Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing. [4] Identify how human perception and cognitive processes impact on behaviour & personality types. [6] Describe common learning disorders. CLINICAL PLACEMENT MEDL 08008 [4] [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. Page 59 of 146

b. Understanding of theories particularly relevant to rehabilitation science: attachment, adaptation and resilience, cognition, empowerment, toss and grief, psycho-immunology and the societal responses to stigmatised groups. c. Understanding of major theories of cognitive development and applied cognitive psychology. d. Knowledge of developmental psychology and the factors that adversely affect child development. e. Knowledge of the effects of deafness on speech development and its psychological and psycho-social consequences. f. Knowledge of the psychological effects of hearing loss encountered by patients and their families, differentiating between the impact of congenital versus acquired deafness and gradual versus sudden deafness. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [5,6,7] [5] Critically discuss the sociological theories, perspectives and concepts on health. [6] Analyse sociological issues associated with health. [7] Critique the sociology of the body and the social model of disability. HUMAN PSYCHOLOGY PSYC H2010 [1,3] [1] Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance. [3] Identify traits of anxiety and depression, which may be present in chronic disorders i.e. tinnitus CLINICAL PLACEMENT MEDL 08008 [3,4] [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [1,2,3,4] [1] Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. [2] Analyse the relationship between physical health and psychological well- being. [3] Apply principles of the cognitive behavioural approach to the facilitation of change. [4] Explore the realm of individual differences. HUMAN PSYCHOLOGY PSYC H2010 [5] [5] Define the main milestones in language development and effects of developmental delay. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [8] [8] Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. HUMAN PSYCHOLOGY PSYC H2010 [5] [5] Define the main milestones in language development and effects of developmental delay. HUMAN PSYCHOLOGY PSYC H2010 [5] [5] Define the main milestones in language development and effects of developmental delay. DISABILITY AND DEAFNESS MEDL 06002 [4]; [4] Show an understanding of international definitions and classifications for disability and deafness. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [5] Outline methods used to obtain genuine thresholds in medico- legal cases. g. Understanding of social relationships in the context of DISABILITY AND DEAFNESS MEDL 06002 [1,2,3,4]; [1] Describe the medical and social models of hearing impairment with reference to specific audiological examples. Page 60 of 146

health, illness and health care. [2] Discuss the cultural issues related to deafness [3] Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. [4] Show an understanding of international definitions and classifications for disability and deafness HUMAN PSYCHOLOGY PSYC H2010 [1]; [1] Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance. h. Understanding of the ageing process in terms of social participation. i. Awareness of society's perception of Deaf people and people with hearing loss, and implications for employment opportunities. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [1,2,5,6,7] [1] Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. [2] Analyse the relationship between physical health and psychological well- being. [5] Critically discuss the sociological theories, perspectives and concepts on health. [6] Analyse sociological issues associated with health. [7] Critique the sociology of the body and the social model of disability. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [1,8] [1] Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. [8] Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. DISABILITY AND DEAFNESS MEDL 06002 [1,2,3,4] [1] Describe the medical and social models of hearing impairment with reference to specific audiological examples. [2] Discuss the cultural issues related to deafness [3] Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. [4] Show an understanding of international definitions and classifications for disability and deafness AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [6] Analyse the difficulties encountered by hearing impaired patients and their carer and demonstrate an awareness of psychological and social issues arising from acquired hearing loss, congenital hearing loss and different effects on onset [sudden vs gradual]. j. Knowledge of the culture of the Deaf community arid the value conflicts with the Hearing DISABILITY AND DEAFNESS MEDL 06002 [2]; [2] Discuss the cultural issues related to deafness 3. Counselling Skills Indicative Intended Learning Outcome Related Module Page 61 of 146

a. Knowledge of the range of theoretical approaches to counselling people with hearing and/or balance problems and ability to reason about their use in counselling particular cases. b. Ability to display effective counselling skills including the use of contracting skills and focusing skills in the helping environment. c. Ability to use goal setting and action skills, to enable people with hearing impairment or balance disorder to move towards realistic ways of coping. d. Ability to enable people with a hearing impairment to understand the impact of their disability on their lives in a way that incorporates the meaning they attach to that loss. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [6] [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,2,4] [1] Outline the principles of patient confidentiality [2] Demonstrate appropriate behaviour when dealing with patients [4] Display an effectively working knowledge of appropriate note taking and patient data systems REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,6]; [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. CLINICAL PLACEMENT MEDL 08008 [1,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. HUMAN PSYCHOLOGY PSYC H2010 [2]; [2] Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,6] [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [1,8] [1] Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. [8] Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. Page 62 of 146

e. Ability to help people explore the part which their own and other people s attitudes play in the way their impairment impacts on their lives. HUMAN PSYCHOLOGY PSYC H2010 [2] [2] Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing. CLINICAL PLACEMENT MEDL 08008 [6] [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [8] [8] Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. 4. Physics and Acoustics Indicative Intended Learning Outcome a. Ability to use and manipulate S1 units of measurement, understand basic properties of matter and energy and wave propagation. b. Detailed practical knowledge of electrical safety. c. Understanding of basic acoustics and signal processing. d. Understanding of electronics related to amplifiers, hearing aids and electro-acoustic instrumentation. e. Understanding of the principles of fundamental Related Module PHYSICS PHYS H1014 [1,2,3,4,5,6] [1] Demonstrate knowledge of the basic principles of physics [2] Apply principles of physics to specific applications in chemistry and biology [3] Measure physical quantities and employ precision, accuracy and error analysis [4] Employ problem- solving skills [5] Communicate scientific knowledge clearly, convincingly and accurately. [6] Describe room acoustics, the physics of calibration in sound fields and how this applies to free- field testing PHYSICS PHYS H1014 [1] [1] Demonstrate knowledge of the basic principles of physics ACOUSTICS AND SOUND PERCEPTION SENG H2003 [1] [1] Explain acoustics relevant to hearing and associated standards. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [1] [1] Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. HEARING AID TECHNOLOGY AUDG H2002 [6] [6] Outline the underlying components of a hearing aid and the range of technologies available commercially. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4] [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. MATHEMATICS FOR SCIENTISTS MATH H1035 [1,2,3,4,5,6,7,8] [1] Perform basic numerical calculations and interpret formulae [2] Apply essential algebraic techniques in the manipulation of scientific formulae and the solution of basic algebraic Page 63 of 146

measurement and physical and biological calibration. f. Understanding of the physical principles of transduction in the auditory and vestibular systems. g. Detailed awareness of the acoustical effect of adjuncts to hearing aids and their effects on patient outcomes (e.g. ear inserts). h. Understanding of room acoustics, the physics of calibration in sound fields and their applications for free-field audiometry. equations. [3] Use graphical methods to find parameters of experimental laws [4] Use trigonometry to solve triangles and equations [5] Represent data graphically and calculate summary statistics, calculate probabilities associated with normal distribution [6] Apply mathematical models to solve problems [7] Compute derivatives of mathematical functions, and use derivatives to solve related rates and optimization problems. Apply these to specific problems in the biological, chemical and physical sciences. [8] Integrate algebraic, trigonometric, logarithmic and exponential functions using standard techniques. Use integrals to solve applied problems. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [3,4,5] [3] Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. [4] Review methods for measuring electrophysiological and psychophysical parameters in hearing research [5] Relate abnormalities of these parameters to features of hearing loss and vestibular dysfunction in humans INTRODUCTION TO AUDIOLOGY AUDG H1001 [3]; [3] Explain concisely the physics of sound and the anatomy of the auditory system ACOUSTICS AND SOUND PERCEPTION SENG H2003 [2,3] [2] Describe the physical characteristics of sound with reference to hearing and the corresponding perceptual domains. [3] Outline the main capabilities of the auditory system. HEARING AID TECHNOLOGY AUDG H2002 [2,3,4,5,6,7,8] [2] Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. [3] Describe the most common prescription methods used. [4] Integrate IT in audiological diagnosis and management; measure and evaluate technical performance, and other functional aspects both in a coupler and real ear. [5] Provide relevant explanation, information and counselling to a new hearing aid user. [6] Outline the underlying components of a hearing aid and the range of technologies available commercially. [7] Describe the different assistive listening devices that can benefit hearing- impaired people. [8] Apply and interpret outcome measures with hearing aids. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,6] [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. INTRODUCTION TO AUDIOLOGY AUDG H1001 [6] [6] Describe room acoustics, the physics of calibration in sound fields and how this applies to free- field testing Page 64 of 146

5. Anatomy and Physiology of the Audio-vestibular System Indicative Intended Learning Outcome a. Knowledge of the commonly used anatomical and physiological terms describing the auditory and vestibular systems and their disorders. b. Knowledge of the normal structure and function of the auditory and vestibular systems including the anatomy and physiology relevant for speech. Related Module INTRODUCTION TO AUDIOLOGY AUDG H1001 [4] [4] Discuss the causes, diagnosis and treatment of hearing and balance disorders ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [1,2,3,4,5] [1] Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull. [2] Perform otoscopic examination, describe normal findings, and identify abnormalities. [3] Explain the pathways of the central auditory nervous system. [4] Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. [5] Describe common otological disorders. PHYSICS PHYS H1014 [2,3] [2] Apply principles of physics to specific applications in chemistry and biology [3] Measure physical quantities and employ precision, accuracy and error analysis ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [ 1]; [1] Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [12] [12] Describe the science of speech production, perception and speech recognition. c. Understanding of the normal embryological development of the auditory and vestibular systems and how genetic defects may affect these processes. PHYSICS PHYS H1014 [1,2,5] [1] Demonstrate knowledge of the basic principles of physics [2] Apply principles of physics to specific applications in chemistry and biology [3] Measure physical quantities and employ precision, accuracy and error analysis [4] Employ problem- solving skills [5] Communicate scientific knowledge clearly, convincingly and accurately. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [2,3] [2] Evaluate and synthesise information from the evidence base relating to interventions. [3] Assess different sources of information with reference to patient assessment and management options. BIOLOGY BIOL H1018 [5, 6 ] Page 65 of 146

[5] Review the major groups of biomolecules, illustrate the structures of representative examples and explain basic metabolism. [6] Explain the molecular basis of genetic variation in organisms and describe various patterns of inheritance of disease in humans. d. Knowledge of the macro and micro anatomical structure of the ear, the cochlea and vestibular systems and of the relationship of structure and function (from the periphery to the cerebral cortex.) e. Understanding of the process of sound transduction to the cochlea including middle ear mechanisms. BIOLOGY BIOL H1018 [1, 2, 3, 4,5, 6, 7] [4] Discuss the scope of microbiology and the properties and differences between micro- organisms. [7] Demonstrate competence in relevant practical procedures e.g. the use of and the preparation of material for the light microscope and basic techniques in Microbiology and Biochemistry. ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [1,3] [1] Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull. [3] Explain the pathways of the central auditory nervous system. ACOUSTICS AND SOUND PERCEPTION SENG H2003 [3]; [3] Outline the main capabilities of the auditory system. ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [1,3]; [1] Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull. [3] Explain the pathways of the central auditory nervous system. 6. Speech Science Indicative Intended Learning Outcome a. Knowledge of the role of hearing in the development of spoken language in a normally hearing child and in a child with hearing impairment. b. Understanding of the mechanisms of speech perception and production. Related Module HUMAN PSYCHOLOGY PSYC H2010 [4]; [4] Identify how human perception and cognitive processes impact on behaviour & personality types. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [11] Relate individual assessments of speech and language development to age appropriate normal ranges and expected ranges for common abnormal conditions. IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [4, 8] [4] Discuss optimum sensitive and critical periods for implanting children, and how these may affect speech and language ability, and development. [8] Critically analyse current literature in the field. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [10,11,12] [10] Explain the main theories of hearing, speech and language development. [11] Relate individual assessments of speech and language development to age appropriate normal ranges and expected ranges for common abnormal conditions. [12] Describe the science of speech production, perception and speech recognition. Page 66 of 146

c. Understanding of the basic classification of speech sounds by place and manner of articulation and voicing, including intonation, stress and prosodic aspects of speech. d. Ability to make a broad transcription using the phonetic alphabet of Standard English. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [10,12]; [10] Explain the main theories of hearing, speech and language development. [12] Describe the science of speech production, perception and speech recognition. ACOUSTICS AND SOUND PERCEPTION SENG H2003 [6] [6] Explain speech production and acoustic phonetics. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [12] Describe the science of speech production, perception and speech recognition. 7. Pathology of Hearing and Balance Indicative Intended Learning Outcome a. Knowledge of the terminology of common auditory and balance disorders. Related Module AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1] [1] Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests. ACOUSTICS AND SOUND PERCEPTION SENG H2003 [3,4]; [3] Outline the main capabilities of the auditory system. [4] Explain the common methods used to measure those capabilities. [5] Describe how common hearing disorders affect these auditory capabilities. b. Knowledge of the different types of congenital and acquired hearing loss, including pathologies. ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [1,2,3] [1] Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull. [2] Perform otoscopic examination, describe normal findings, and identify abnormalities. [3] Explain the pathways of the central auditory nervous system. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [4] [4] Describe pathology, types, causes and prevalence of hearing loss in adults. ACOUSTICS AND SOUND PERCEPTION SENG H2003 [5]; [5] Describe how common hearing disorders affect these auditory capabilities. ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [4,5]; [4] Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. [5] Describe common otological disorders. PATHOPHYSIOLOGY OF HEARING AND BALANCE PSIO H2006 [1,2] Page 67 of 146

[1] Describe the basic principles of pathology and diagnosis. [2] Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. c. Understanding of pathology and patho-physiology of hearing and balance systems, and of how repair, prosthetic and rehabilitative methods may ameliorate these effects. d. Understanding of how pathology affects perception of sound. e. Understanding of the physiological effect on hearing and vestibular function when there is a dysfunction of other organs. f. Knowledge of the effects of ageing on the audiovestibular system. g. Knowledge of the current theories for tinnitus, obscure auditory dysfunction, and hyperacusis and their management strategies.. PATHOPHYSIOLOGY OF HEARING AND BALANCE PSIO H2006 [1,2,3,4] [1] Describe the basic principles of pathology and diagnosis. [2] Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. [3] Evaluate medical and surgical treatments employed. [4] Apply knowledge of different treatment approaches to appropriate case scenarios. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [4] [4] Describe pathology, types, causes and prevalence of hearing loss in adults. ACOUSTICS AND SOUND PERCEPTION SENG H2003 [4] [4] Explain the common methods used to measure those capabilities. ACOUSTICS AND SOUND PERCEPTION SENG H2003 [3,5] [3] Outline the main capabilities of the auditory system. [5] Describe how common hearing disorders affect these auditory capabilities. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [8] [8] Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1] [1] Evaluate a range of techniques used for assessment of tinnitus dysfunction. PATHOPHYSIOLOGY OF HEARING AND BALANCE PSIO H2006 [1,2] [1] Describe the basic principles of pathology and diagnosis. [2] Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [2] [2] Demonstrate a holistic understanding of a subject area 8. Adult Auditory Assessment Indicative Intended Learning Outcome Related Module Page 68 of 146

a. Understanding of the principles of performance-based, electro-physiological and other objective tests of hearing in diagnostic assessment. b. Understanding of the psychometric theory and limitations of tests of hearing. c. Ability to perform assessment of hearing function, including objective and subjective tests to determine function of the middle ear and sensory hearing impairment. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1] Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [3,4] [3] Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. [4] Review methods for measuring electrophysiological and psychophysical parameters in hearing research AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [5]; [5] Outline methods used to obtain genuine thresholds in medico- legal cases. ACOUSTICS AND SOUND PERCEPTION SENG H2003 [3] [3] Outline the main capabilities of the auditory system. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1,2,4,7,8] [1] Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests. [2] Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking [audio- vestibular, medical, social, work], routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required. [4] Describe pathology, types, causes and prevalence of hearing loss in adults. [7] Justify appropriate management approaches for patients with hearing loss. [8] Select appropriate techniques for successful patient management. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [5]; [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [1]; [1] Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,2,3,4]; [1] Outline the principles of patient confidentiality [2] Demonstrate appropriate behaviour when dealing with patients [3] Evaluate clinical procedures including infection, prevention and control [4] Display an effectively working knowledge of appropriate note taking and patient data systems CLINICAL PLACEMENT MEDL 08008 [1,3,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- Page 69 of 146

d. Understanding of the role and potential limitations of auditory diagnostic tests currently available and has the ability to discuss the reasons for selecting test procedures. e. Ability to conduct differential auditory diagnosis and outline alternative management Strategies. type environment [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [7,8] [1] Justify appropriate management approaches for patients with hearing loss. [2] Select appropriate techniques for successful patient management. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [5]; [5] Relate abnormalities of these parameters to features of hearing loss and vestibular dysfunction in humans CLINICAL PLACEMENT MEDL 08008 [1,3,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [3] Perform effectively in a multidisciplinary team. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. EPIDEMIOLOGY, ADULT HEARING SCREENING & NOISE INDUCED HEARING LOSS MEDL 08003 [1,2] [1] Investigate the evidence based data relating to population hearing threshold levels and use of hearing aids [2] Explore the relationships between hearing threshold levels, age, hearing aid usage and noise exposure AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [7] Justify appropriate management approaches for patients with hearing loss. [8] Select appropriate techniques for successful patient management. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [1]; [1] Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. f. Understanding of non-organic hearing loss, its identification and its implications for hearing assessment and management. CLINICAL PLACEMENT MEDL 08008 [1,3,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [3] Perform effectively in a multidisciplinary team. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [5] Outline methods used to obtain genuine thresholds in medico- legal cases. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [2,3,4,5] [2] Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. [3] Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. Page 70 of 146

[4] Review methods for measuring electrophysiological and psychophysical parameters in hearing research [5] Relate abnormalities of these parameters to features of hearing loss and vestibular dysfunction in humans g. Knowledge of the cognitive and audiological investigations required for assessment of tinnitus, obscure auditory dysfunction, and hyperacusis. EPIDEMIOLOGY, ADULT HEARING SCREENING & NOISE INDUCED HEARING LOSS MEDL 08003 [1,2,3,4,5] [1] Investigate the evidence based data relating to population hearing threshold levels and use of hearing aids [2] Explore the relationships between hearing threshold levels, age, hearing aid usage and noise exposure [3] Consider and implement proactive ways to screen adults for hearing impairment [4] Explore the issues affecting screening [5] Investigate and explore a variety of multi- media processes AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [3 Evaluate a range of techniques used for assessment of tinnitus dysfunction. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [2] [2] Discuss tinnitus dysfunction and current assessment techniques, evaluate current methods to alleviate tinnitus, and critically review the latest research into tinnitus. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [2] [2] Demonstrate a holistic understanding of a subject area 9. Adult Auditory Rehabilitation Indicative Intended Learning Outcome a. Understanding of models of auditory rehabilitation. b. Understanding of different models of disability and their relationship to rehabilitation. c. Understanding of behaviour change theories and ability to apply them to the rehabilitation process. Related Module REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [1,2,3,4] [1] Describe the prevalence of hearing difficulties and the range of rehabilitation needs of adults with acquired hearing loss. [2] Discuss tinnitus dysfunction and current assessment techniques, evaluate current methods to alleviate tinnitus, and critically review the latest research into tinnitus. [3] Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [1,5,7] [1] Describe the prevalence of hearing difficulties and the range of rehabilitation needs of adults with acquired hearing loss. [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [2,7] [2] Discuss tinnitus dysfunction and current assessment techniques, evaluate current methods to alleviate tinnitus, and critically review the latest research into tinnitus. [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, Page 71 of 146

d. Ability to discuss the principles of adult learning and recognise the ways in which communication skills can be enhanced in adults with acquired hearing loss. e. Ability to formulate effective and appropriate management strategies for rehabilitating for adults with hearing loss and/or tinnitus. depression and dementia REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [5,7] [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 2,6]; [2] Discuss tinnitus dysfunction and current assessment techniques, evaluate current methods to alleviate tinnitus, and critically review the latest research into tinnitus. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,2,3,4]; [1] Outline the principles of patient confidentiality [2] Demonstrate appropriate behaviour when dealing with patients [3] Evaluate clinical procedures including infection, prevention and control [4] Display an effectively working knowledge of appropriate note taking and patient data systems f. Ability to critically evaluate and implement the different approaches to pre- and post- counselling when using amplification. g. Ability to perform basic assessment and application of auditory training, lip-reading, counselling and an appropriate programme of relaxation therapy. CLINICAL PLACEMENT MEDL 08008 [1,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,5,6]; [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. CLINICAL PLACEMENT MEDL 08008 [6] [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [6]; [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Page 72 of 146

h. Ability to select and apply relevant outcome measures for rehabilitation strategies. i. Ability to design and implement appropriate follow up procedures for long-term use of amplification, and other aids to communication. j. Awareness of the selection criteria for cochlear implantation, the need for post- implant communication training, and the specific forms of counselling and support, both pre and post implantation. k. Understanding of the use of lip-reading in adults with CLINICAL PLACEMENT MEDL 08008 [1,4] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [4] Evaluate critically her/his performance, abilities and achievements in the work- place. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,6]; [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. CLINICAL PLACEMENT MEDL 08008 [1,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 4,5,6; [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. CLINICAL PLACEMENT MEDL 08008 [1,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [1,2,3,4,8] [1] Identify potential candidates for cochlear implants including national/international guidelines [2] Describe the components of a cochlear implant, and how a cochlear implant functions [3] Outline principles for adjusting cochlear implant stimulation for individuals [4] Discuss optimum sensitive and critical periods for implanting children, and how these may affect speech and language ability, and development. [8] Critically analyse current literature in the field. SIGN LANGUAGE WITH AN INTRODUCTION TO LIP READING LANG H1023 [1,2,3,4,5] [1] Outline the role of the sign language and lip reading interpreter Page 73 of 146

acquired hearing loss and knowledge of the provision of lip-reading tuition. l. Awareness of the range of procedures in assessing patients and planning rehabilitation programmes for cochlear implants, neural implants, middle ear implants, bone anchored hearing aids and vibrotactile devices. [2] Communicate with peers and lecturers through sign at a basic level. [3] Perform expressive facial and body language skills. [4] Perform finger spelling and signs. [5] Explain lip reading as a form of communication. IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [5,6,7,8] [5] Describe components of bone- anchored hearing aids, their functioning and identify suitable candidates. [6] Describe components of auditory brainstem implants and their functioning, and express an awareness of suitable candidates. [7] Critique latest developments in the field including mid- brain implants, bone- bridge, middle- ear implants, fully implantable hearing aids and other current developments. [8] Critically analyse current literature in the field. 10. Hearing Aids Indicative Intended Learning Outcome a. Understanding of hearing aid characteristics of frequency response and output limiting. b. Understanding of the principles of digital technology, digital signal processing and its application in hearing aids. c. Ability to prepare ear inserts and fit analogue, digital and programmable hearing aids. Related Module HEARING AID TECHNOLOGY AUDG H2002 [2,4,6] [2] Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. [4] Integrate IT in audiological diagnosis and management; measure and evaluate technical performance, and other functional aspects both in a coupler and real ear. [6] Outline the underlying components of a hearing aid and the range of technologies available commercially. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [6] [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. HEARING AID TECHNOLOGY AUDG H2002 [6] [6] Outline the underlying components of a hearing aid and the range of technologies available commercially. HEARING AID TECHNOLOGY AUDG H2002 [1,2,4,5,8] [1] Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. [2] Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. [4] Integrate IT in audiological diagnosis and management; measure and evaluate technical performance, and other functional aspects both in a coupler and real ear. [5] Provide relevant explanation, information and counselling to a new hearing aid user. [8] Apply and interpret outcome measures with hearing aids. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [6]; [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Page 74 of 146

d. Understanding of the rationale of different fitting formulae and the use of insertion gain. e. Awareness of the uses and limitations of hearing aids and other amplification devices. CLINICAL PLACEMENT MEDL 08008 [1,2,3,4,5,6] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [5] Exhibit achievement of competencies required to perform as an audiologist [6] Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise. HEARING AID TECHNOLOGY AUDG H2002 [3,4,8] [3] Describe the most common prescription methods used. [4] Integrate IT in audiological diagnosis and management; measure and evaluate technical performance, and other functional aspects both in a coupler and real ear. [8] Apply and interpret outcome measures with hearing aids. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [6] [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. HEARING AID TECHNOLOGY AUDG H2002 [1,7] [1] Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. [7] Describe the different assistive listening devices that can benefit hearing- impaired people. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [7]; [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia CLINICAL PLACEMENT MEDL 08008 [4] [4] Evaluate critically her/his performance, abilities and achievements in the work- place. f. Knowledge of assistive listening devices and the indications for them. g. Understanding of principles of directional microphones, noise detection, multi-channel processing, feedback-cancellation and suppression. HEARING AID TECHNOLOGY AUDG H2002 [7] [7] Describe the different assistive listening devices that can benefit hearing- impaired people. [9] Describe the role of voluntary groups including Action on Hearing Loss (AOHL), DeafHear (Ireland) and statutory agencies, their role in advocacy and how they may provide services such as re- tubing and assistive listening devices to patients HEARING AID TECHNOLOGY AUDG H2002 [4,6] [4] Integrate IT in audiological diagnosis and management; measure and evaluate technical performance, and other functional aspects both in a coupler and real ear. [6] Outline the underlying components of a hearing aid and the range of technologies available commercially. Page 75 of 146

11. Vestibular Sciences and Rehabilitation Indicative Intended Learning Outcome a. Understanding of mechanisms for balance. b. Knowledge of a range of causes of balance dysfunction. c. Understanding of the effects of age and other factors for balance. d. Understanding of the scientific principles, and practical ability to use a range of clinical techniques to investigate balance function. e. Familiarity with current medical and surgical techniques for the management of balance disorders. f. Knowledge of current approaches to vestibular rehabilitation. g. Ability to participate in the implementation of a programme of vestibular rehabilitation Related Module ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [4] [4] Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. ANATOMY & PHYSIOLOGY FOR AUDIOLOGISTS ANAT H2006 [4] [4] Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [1,2,4] [1] Apply various skills in the management of patients with tinnitus and/or dizziness. [2] Evaluate and synthesise information from the evidence base relating to interventions. [4] Assess and manage specific patient groups using knowledge and understanding of counselling skills, communication skills, tinnitus management techniques and vestibular rehabilitation. HEALTH PSYCHOLOGY & SOCIOLOGY MEDL 08002 [8] [8] Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [2,3,4] [2] Evaluate and synthesise information from the evidence base relating to interventions. [3] Assess different sources of information with reference to patient assessment and management options. [4] Assess and manage specific patient groups using knowledge and understanding of counselling skills, communication skills, tinnitus management techniques and vestibular rehabilitation. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [1,2,5] [1] Apply various skills in the management of patients with tinnitus and/or dizziness. [2] Evaluate and synthesise information from the evidence base relating to interventions. [5] Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [5] [5] Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance CLINICAL PLACEMENT MEDL 08008 [1,3,4,8] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [8] Assist in vestibular assessment and rehabilitation appointments Page 76 of 146

h. Awareness of diverse forms of management, including repositioning manoeuvres, counselling and/or cognitive behavioural therapy. i. Knowledge of the various outcome measures for vestibular function and awareness of their limitations. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [2,3] [2] Evaluate and synthesise information from the evidence base relating to interventions. [3] Assess different sources of information with reference to patient assessment and management options. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [2,3,5] [2] Evaluate and synthesise information from the evidence base relating to interventions. [3] Assess different sources of information with reference to patient assessment and management options. [5] Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance 12. Paediatric Audiology Indicative Intended Learning Outcome a. Knowledge of developmental milestones, including those in auditory development, for normally hearing children. b. Understanding of the principles and scientific basis of behavioural and electrophysiological tests of hearing and the rationale for the selection of tests. c. Awareness of the range of pathologies affecting Related Module AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1] Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests. PAEDIATRIC HABILITATION MEDL 07004 [1,3,4] [1] Discuss the background issues affecting paediatric audiology [3] Evaluate alternative methods and procedures for verifying and evaluating hearing aid fittings in children with hearing impairment [4] Critique the methods and procedures for assessment and habilitation management of hearing impairment in children IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [4] [4] Discuss optimum sensitive and critical periods for implanting children, and how these may affect speech and language ability, and development. PAEDIATRIC ASSESSMENT MEDL 07003 [1,2,3,5]; [1] Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. [2] Evaluate different methods for use with individuals [3] Apply theoretical approaches to the practical assessment [5] Interpret individual results and explain these to carers and other health care professionals PAEDIATRIC HABILITATION MEDL 07004 [2,4] [2] Review and evaluate research concerning assessment and management of hearing loss in children [3] Evaluate alternative methods and procedures for verifying and evaluating hearing aid fittings in children with hearing impairment [4] Critique the methods and procedures for assessment and habilitation management of hearing impairment in children PAEDIATRIC ASSESSMENT MEDL 07003 [4,5]; [4] Assess and recognize common types of disorder Page 77 of 146

hearing in children and the consequences for development. d. Ability to reason the appropriateness of hearing screening and assessment of children of different chronological and developmental age. e. Ability to select and conduct hearing assessment in children with additional disabilities. f. Understanding of the principles and applications of ERA and otoacoustic emissions. g. Understanding of the need and rationale for early [5] Interpret individual results and explain these to carers and other health care professionals PAEDIATRIC HABILITATION MEDL 07004 [1,2] [1] Discuss the background issues affecting paediatric audiology [2] Review and evaluate research concerning assessment and management of hearing loss in children HUMAN PSYCHOLOGY PSYC H2010 [4,5]; [4] Identify how human perception and cognitive processes impact on behaviour & personality types. [5] Define the main milestones in language development and effects of developmental delay PAEDIATRIC ASSESSMENT MEDL 07003 [1,2]; [1] Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. [2] Evaluate different methods for use with individuals PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [4] [4] Display an effectively working knowledge of appropriate note taking and patient data systems PAEDIATRIC ASSESSMENT MEDL 07003 [2]; [2] Evaluate different methods for use with individuals PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,2,3,4]; [1] Outline the principles of patient confidentiality [2] Demonstrate appropriate behaviour when dealing with patients [3] Evaluate clinical procedures including infection, prevention and control [4] Display an effectively working knowledge of appropriate note taking and patient data systems [6] Explain the role of the clinical supervisor and strategies to obtain a good supervisor- student working relationship from the onset of placement. [7] Discuss the importance of post- qualification training namely continuous professional development (CPD) CLINICAL PLACEMENT MEDL 08008 [1,3,4] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. [7] Assist in paediatric assessment and rehabilitation appointments PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [1,2,3,4,5] [1] Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. [2] Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. [3] Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. [4] Review methods for measuring electrophysiological and psychophysical parameters in hearing research [5] Relate abnormalities of these parameters to features of hearing loss and vestibular dysfunction in humans PAEDIATRIC ASSESSMENT MEDL 07003 [1,2,3,4,5]; [1] Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing Page 78 of 146

intervention in children with permanent hearing impairment and the options for auditory (re)habilitation and management strategies. impairment in children. [2] Evaluate different methods for use with individuals [3] Apply theoretical approaches to the practical assessment [4] Assess and recognize common types of disorder [5] Interpret individual results and explain these to carers and other health care professionals [6] Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the role of the different professionals PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [3,4,6] [3] Evaluate clinical procedures including infection, prevention and control [4] Display an effectively working knowledge of appropriate note taking and patient data systems [6] Explain the role of the clinical supervisor and strategies to obtain a good supervisor- student working relationship from the onset of placement. h. Awareness of the role of different professionals constituting the team multi-disciplinary and of their contribution in assessing and managing the deaf child in his/her family environment. i. Awareness of educational options for hearing impaired children and the range of additional aids to communication used in educational settings. IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [4] [4] Discuss optimum sensitive and critical periods for implanting children, and how these may affect speech and language ability, and development. PAEDIATRIC ASSESSMENT MEDL 07003 [6] [6] Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the role of the different professionals PAEDIATRIC HABILITATION MEDL 07004 [6] [6] Discuss different educational options available for children with hearing loss and describe the communication aids that may assist their education. PAEDIATRIC ASSESSMENT MEDL 07003 [6] [6] Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the role of the different professionals PAEDIATRIC HABILITATION MEDL 07004 [5,6] [5] Evaluate the appropriateness of clinical decision making in relation to assessment and Hearing Aid based management of hearing impairment in children. [6] Discuss different educational options available for children with hearing loss and describe the communication aids that may assist their education. 13. Using and Conducting Research Indicative Intended Learning Outcome a. Ability to evaluate existing research through critical appraisal. Related Module DISABILITY AND DEAFNESS MEDL 06002 [5] [5] Critically evaluate and analyse relevant scientific literature. AUDIOLOGY RESEARCH METHODS RES H2005 [1,2,3] Page 79 of 146

[1] Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered. [2] Evaluate alternative research strategies and select appropriately within constraints of resources available. [3] Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [1,2,5]; [1] Complete a focused critical literature review [2] Demonstrate a holistic understanding of a subject area [5] Relate research to best discipline practice IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [8]; [8] Critically analyse current literature in the field. b. Understanding of the principles and practice of evidence based medicine and the ability to apply these to audiology. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [5] [5] Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance AUDIOLOGY RESEARCH METHODS RES H2005 [1,2,3] [1] Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered. [2] Evaluate alternative research strategies and select appropriately within constraints of resources available. [3] Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [5] [5] Construct an outline for research proposal INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [1,2,5]; [1] Complete a focused critical literature review [2] Demonstrate a holistic understanding of a subject area [5] Relate research to best discipline practice EPIDEMIOLOGY, ADULT HEARING SCREENING & NOISE INDUCED HEARING LOSS MEDL 08003 [1] [1] Investigate the evidence based data relating to population hearing threshold levels and use of hearing aids IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [7]; [7] Critique latest developments in the field including mid- brain implants, bone- bridge, middle- ear implants, fully implantable hearing aids and other current developments. c. Skills in a range of relevant research methodologies, including design, control, the alternative interpretations of results, reliability, validity, metrics and the alternative ways of presenting data. REHABILITATION AND MANAGEMENT OF TINNITUS AND BALANCE DISORDERS MEDL 08005 [2,3] [2] Evaluate and synthesise information from the evidence base relating to interventions. [3] Assess different sources of information with reference to patient assessment and management options. AUDIOLOGY RESEARCH METHODS RES H2005 [4,5,6] [4] Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses. [5] Present proposed research and justify its relevance to advancing audiology practice. [6] Use SPSS and perform simple statistical tests. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [,1,2,3,4,5,6] Page 80 of 146

[1] Complete a focused critical literature review [2] Demonstrate a holistic understanding of a subject area [3] Define and evaluate a research problem [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice [6] Present research to an appropriate audience d. Ability to participate in research and development of innovative outcome measures and understands the role this has in defining national clinical practice. PLACEMENT MEDL08008 [8] [8] Plan and conduct a mini- research project AUDIOLOGY RESEARCH METHODS RES H2005 [3] [3] Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [1,2,3,4,5,6]; [1] Complete a focused critical literature review [2] Demonstrate a holistic understanding of a subject area [3] Define and evaluate a research problem [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice [6] Present research to an appropriate audience PLACEMENT MEDL08008 [8] [8] Plan and conduct a mini- research project e. Knowledge of barriers to the implementation of new technology and research results. f. Familiarity with methods of questionnaire design. IMPLANTABLE AUDITORY PROSTHESIS MEDL 08004 [7] [7] Critique latest developments in the field including mid- brain implants, bone- bridge, middle- ear implants, fully implantable hearing aids and other current developments. AUDIOLOGY RESEARCH METHODS RES H2005 [1,2,3] [1] Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered. [2] Evaluate alternative research strategies and select appropriately within constraints of resources available. [3] Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [3,4] [3] Define and evaluate a research problem [4] Design, conduct and analyse experiments [8] Plan and conduct a mini- research project AUDIOLOGY RESEARCH METHODS RES H2005 [4,5,6] [4] Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses. [5] Present proposed research and justify its relevance to advancing audiology practice. [6] Use SPSS and perform simple statistical tests. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [5] [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice Page 81 of 146

g. Understanding of the statistical concepts of variability, power and model-fitting. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [4] [4] Design, conduct and analyse experiments MATHEMATICS FOR SCIENTISTS MATH H1035 [1,2,3,4,5,6,7,8] [1] Perform basic numerical calculations and interpret formulae [2] Apply essential algebraic techniques in the manipulation of scientific formulae and the solution of basic algebraic equations. [3] Use graphical methods to find parameters of experimental laws [4] Use trigonometry to solve triangles and equations [5] Represent data graphically and calculate summary statistics, calculate probabilities associated with normal distribution [6] Apply mathematical models to solve problems [7] Compute derivatives of mathematical functions, and use derivatives to solve related rates and optimization problems. Apply these to specific problems in the biological, chemical and physical sciences. [8] Integrate algebraic, trigonometric, logarithmic and exponential functions using standard techniques. Use integrals to solve applied problems. AUDIOLOGY RESEARCH METHODS RES H2005 [4,5,6] [4] Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses. [5] Present proposed research and justify its relevance to advancing audiology practice. [6] Use SPSS and perform simple statistical tests. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [1,2,3,4,5,6] 1] Complete a focused critical literature review [2] Demonstrate a holistic understanding of a subject area [3] Define and evaluate a research problem [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice [6] Present research to an appropriate audience h. Ability to apply simple statistics to data. PLACEMENT MEDL08008 [8] [8] Plan and conduct a mini- research project MATHEMATICS FOR SCIENTISTS MATH H1035 [1,2,3,4,5,6,7,8] [1] Perform basic numerical calculations and interpret formulae [2] Apply essential algebraic techniques in the manipulation of scientific formulae and the solution of basic algebraic equations. [3] Use graphical methods to find parameters of experimental laws [4] Use trigonometry to solve triangles and equations [5] Represent data graphically and calculate summary statistics, calculate probabilities associated with normal distribution [6] Apply mathematical models to solve problems [7] Compute derivatives of mathematical functions, and use derivatives to solve related rates and optimization problems. Apply these to specific problems in the biological, chemical and physical sciences. [8] Integrate algebraic, trigonometric, logarithmic and exponential functions using standard techniques. Use integrals to solve applied problems. Page 82 of 146

AUDIOLOGY RESEARCH METHODS RES H2005 [5,6] [5] Present proposed research and justify its relevance to advancing audiology practice. [6] Use SPSS and perform simple statistical tests. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [5] [5] Construct an outline for research proposal INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [1,2,3,4,5,6] [1] Complete a focused critical literature review [2] Demonstrate a holistic understanding of a subject area [3] Define and evaluate a research problem [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice [6] Present research to an appropriate audience PLACEMENT MEDL08008 [8] [8] Plan and conduct a mini- research project 14. Professional and Management Issues Indicative Intended Learning Outcome a. Familiarity with NHS organisation at local and national levels. b. Understanding of policy, commissioning and contracting mechanisms of the NHS. c. Awareness of employment legislation and knowledge of the particularly relevant sections of major Acts of Parliament (Health and Safety at Work, Education, Disability Discrimination.) Related Module INTRODUCTION TO HEALTH PROMOTION HEAL 08006 [1,2,3,4] [1] Discuss the concept of health. [2] Describe definitions and models of health promotion. [3] Explain the key principles of health promotion. [4] Describe the major theories and techniques for changing lifestyle health behaviours. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [1] [1] Complete a focused critical literature review INTRODUCTION TO HEALTH PROMOTION HEAL 08006 [1,2,3,4] [1] Discuss the concept of health. [2] Describe definitions and models of health promotion. [3] Explain the key principles of health promotion. [4] Describe the major theories and techniques for changing lifestyle health behaviours. DISABILITY AND DEAFNESS MEDO 06002 [4] [4] Show an understanding of international definitions and classifications for disability and deafness CLINICAL PLACEMENT MEDL 08008 [2] [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Page 83 of 146

INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [4]; [4] Design, conduct and analyse experiments d. Awareness of the personal and employee/employer responsibilities for health and safety in the work environment. EPIDEMIOLOGY, ADULT HEARING SCREENING & NOISE INDUCED HEARING LOSS MEDL 08003 [1] [1] Investigate the evidence based data relating to population hearing threshold levels and use of hearing aids PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [2,,4,5]; [2] Recognise the importance of personal care, staff and customer care in the work place. [4] Distinguish between customer focus and department focus. [5] Recognize the importance of patient centred practice MEDICAL EMERGENCIES MEDL H2002 [1,2] [1] Illustrate and implement occupational first aid in the practice workplace. [2] Apply risk assessment and risk management in the practice workplace. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [3]; [3] Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. CLINICAL PLACEMENT MEDL 08008 [2,4] [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. e. Understanding of 'duty of care' and of how negligence is measured and attributed. EPIDEMIOLOGY, ADULT HEARING SCREENING & NOISE INDUCED HEARING LOSS MEDL 08003 [2,3,4] [2] Explore the relationships between hearing threshold levels, age, hearing aid usage and noise exposure [3] Consider and implement proactive ways to screen adults for hearing impairment [4] Explore the issues affecting screening PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [2]; [2] Recognise the importance of personal care, staff and customer care in the work place. MEDICAL EMERGENCIES MEDL H2002 [5,6] [5] Identify how to deal with suicide threats (extreme cases with chronic tinnitus sufferers). [6] Recognize the importance of safeguarding of vulnerable patients. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [5]; [5] Construct an outline for research proposal f. Knowledge of the legal and ethical issues affecting healthcare and the rights and obligations in the CLINICAL PLACEMENT MEDL 08008 [1,2,4] [1] Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. MEDICAL EMERGENCIES MEDL H2002 [2,3.4] [2] Apply risk assessment and risk management in the practice workplace. [3] Demonstrate and employ manual handling techniques in the practice workplace. Page 84 of 146

provision of medical and social needs. [4] Describe the steps required for dealing with specific medical emergencies. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [7]; [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia g. Understanding of professional standards, codes of practice, registration bodies and fitness for practice and the need for these. h. Understanding of the responsibilities for continuing professional development and the role of clinical supervision. i. Knowledge of the code of patient confidentiality, the requirements for record keeping, reports and the relevance of data collection. CLINICAL PLACEMENT MEDL 08008 [2] [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [4,5] [4] Distinguish between customer focus and department focus. [5] Recognize the importance of patient centred practice INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [4] [4] Design, conduct and analyse experiments PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [6,7] 6] Explain the role of the clinical supervisor and strategies to obtain a good supervisor- student working relationship from the onset of placement. [7] Discuss the importance of post- qualification training namely continuous professional development (CPD) REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,5]; [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [5] Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [1,4] [1] Outline the principles of patient confidentiality [4] Display an effectively working knowledge of appropriate note taking and patient data systems j. Understanding of the role and importance of outcome data. k. Ability to distinguish clinical governance, clinical audit INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [4] [4] Design, conduct and analyse experiments HEARING AID TECHNOLOGY AUDG H2002 [8] [8] Apply and interpret outcome measures with hearing aids. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [4,5,6] [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice [6] Present research to an appropriate audience PLACEMENT MEDL08008 [8] [8] Plan and conduct a mini- research project PREPARATION FOR CLINICAL PRACTICE MEDL 07006 [5] [5] Construct an outline for research proposal Page 85 of 146

and monitoring the effectiveness of service delivery, risk management, and quality assurance and to describe procedures for each. l. Awareness of the principles of effective management, good organisation, team working and related management theories. m. Awareness of the use of IT in diagnosis, management and care provision. n. Knowledge of current initiatives in service delivery o. Knowledge of the inter-professional and multi-agency involvement in the provision of health and social care and individual professional roles. p. Awareness of the voluntary sector and its role in advocacy. q. Knowledge of access routes to communication support agencies and for statutory services and benefits. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [1,2,3,4,5,6] [1] Complete a focused critical literature review [2] Demonstrate a holistic understanding of a subject area [3] Define and evaluate a research problem [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice [6] Present research to an appropriate audience PLACEMENT MEDL08008 [8] [8] Plan and conduct a mini- research project INTRODUCTION TO AUDIOLOGY AUDG H1001 [2]; [2] Outline the role of the audiologist LEARNING AND DEVELOPMENT FOR HIGHER EDUCATION LEAR H1023 [1,2,3,4,5] [1] Apply appropriate time management, study and assessment techniques. [2] Communicate with peers and lecturers through a variety of media. [3] Identify and utilise appropriate scientific nomenclature, convention and notation. [4] Demonstrate valuable group/team work, time management, stress management and problem solving skills. [5] Display effective skills required for personal development, interview skills and stress. HEARING AID TECHNOLOGY AUDG H2002 [4] [4] Integrate IT in audiological diagnosis and management; measure and evaluate technical performance, and other functional aspects both in a coupler and real ear. INTRODUCTION TO AUDIOLOGY AUDG H1001 [2]; [2] Outline the role of the audiologist INTRODUCTION TO AUDIOLOGY AUDG H1001 [5]; [5] Demonstrate an ability to work as part of a group HEARING AID TECHNOLOGY AUDG H2002 [9] [9] Describe the role of voluntary groups including Action on Hearing Loss (AOHL), DeafHear (Ireland) and statutory agencies, their role in advocacy and how they may provide services such as re- tubing and assistive listening devices to patients SIGN LANGUAGE WITH AN INTRODUCTION TO LIP READING LANG H1023 [1,2,3,4,5] 1] Outline the role of the sign language and lip reading interpreter [2] Communicate with peers and lecturers through sign at a basic level. [3] Perform expressive facial and body language skills. [4] Perform finger spelling and signs. [5] Explain lip reading as a form of communication. Page 86 of 146

r. Awareness of the work of lip-speakers and interpreters. s. Awareness of voluntary and statutory agencies in providing of services and aids to communication. SIGN LANGUAGE WITH AN INTRODUCTION TO LIP READING LANG H1023 [1,2,3,4,5] 1] Outline the role of the sign language and lip reading interpreter [2] Communicate with peers and lecturers through sign at a basic level. [3] Perform expressive facial and body language skills. [4] Perform finger spelling and signs. [5] Explain lip reading as a form of communication. HEARING AID TECHNOLOGY AUDG H2002 [9] [9] Describe the role of voluntary groups including Action on Hearing Loss (AOHL), DeafHear (Ireland) and statutory agencies, their role in advocacy and how they may provide services such as re- tubing and assistive listening devices to patients 15. Transferable Skills Indicative Intended Learning Outcome a. Ability to think, including rapid problem-solving to apply knowledge and skills in formulating care pathways. Related Module LEARNING AND DEVELOPMENT FOR HIGHER EDUCATION LEAR H1028 [1,2,3,4,5] [1] Apply appropriate time management, study and assessment techniques. [2] Communicate with peers and lecturers through a variety of media. [3] Identify and utilise appropriate scientific nomenclature, convention and notation. [4] Demonstrate valuable group/team work, time management, stress management and problem solving skills. [5] Display effective skills required for personal development, interview skills and stress. AUDITORY ASSESSMENT WITH DEVELOPMENT AUDG H2001 [1,3,7,8,9] [1] Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests. [3] Evaluate a range of techniques used for assessment of tinnitus dysfunction. [7] Justify appropriate management approaches for patients with hearing loss. [8] Select appropriate techniques for successful patient management. [9] Access different sources of information with reference to patient assessment and management options. REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [7] [7] Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [4,5,6] [4] Design, conduct and analyse experiments [5] Relate research to best discipline practice [6] Present research to an appropriate audience BIOLOGY BIOL H1018 [1, 2, 3, 5] [1] Present the structure and function of the components of the eukaryotic cell and to discuss cell membrane structure and transport of substances through membranes. Page 87 of 146

b. Awareness of the importance of self-directed learning, managing and categorising workload. c. Computing skills in word processing, database design, spreadsheet application, and the efficient use of clinical IT systems. d. Effective use of verbal and written presentation skills and choice of material appropriate to differing audiences. [2] Classify living organisms and identify plant and animal tissues. [3] Describe and diagrammatically represent the structure and explain the function of the various systems in the human body. [4] Discuss the scope of microbiology and the properties and differences between micro- organisms. INTRODUCTION TO AUDIOLOGY AUDG H1001 [1]; [1] Describe the emergence of audiology as a clinical profession LEARNING AND DEVELOPMENT FOR HIGHER EDUCATION LEAR H1028[1,2,3,4,5] [1] Apply appropriate time management, study and assessment techniques. [2] Communicate with peers and lecturers through a variety of media. [3] Identify and utilise appropriate scientific nomenclature, convention and notation. [4] Demonstrate valuable group/team work, time management, stress management and problem solving skills. [5] Display effective skills required for personal development, interview skills and stress. PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [3]; [3] Demonstrate reflective practice and writing. CLINICAL PLACEMENT MEDL 08008 [4] [4] Evaluate critically her/his performance, abilities and achievements in the work- place. PHYSICS PHYS H1014 [3, 5] [3] Measure physical quantities and employ precision, accuracy and error analysis [5] Communicate scientific knowledge clearly, convincingly and accurately AUDIOLOGY RESEARCH METHODS RES H2005 [6] [6] Use SPSS and perform simple statistical tests. PHYSIOLOGICAL AND PSYCHOPHYSICAL MEASUREMENT MEDL 07005 [1,3] [1] Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. [3] Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. INTRODUCTION TO AUDIOLOGY AUDG H1001 [2,4,]; [2] Outline the role of the audiologist [4] Discuss the causes, diagnosis and treatment of hearing and balance disorders BIOLOGY BIOL H1018 [8]; [8] Maintain basic records of laboratory activities and present scientific results. DISABILITY AND DEAFNESS MEDL 06002[1,2,3] [1] Describe the medical and social models of hearing impairment with reference to specific audiological examples. [2] Discuss the cultural issues related to deafness [3] Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. PROFESSIONAL PRACTICE MANAGEMENT MGMT H2045 [1]; [1] Produce effective professional presentations - design layout, presentation and referencing skills, creating effective oral and written presentations, reports, essays assignments and promotional documentation. Page 88 of 146

REHABILITATION & MANAGEMENT OF ADULTS WITH HEARING DIFFICULTIES MEDL 07001 [4,6]; [4] Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. [6] Plan a customised rehabilitation programme including appropriate consideration of ear mould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. CLINICAL PLACEMENT MEDL 08008 [2,3,4] [2] Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. [3] Perform effectively in a multidisciplinary team. [4] Evaluate critically her/his performance, abilities and achievements in the work- place. INTREGRATED CAPSTONE PROJECT (Research) MEDL 08001 [6] [6] Present research to an appropriate audience Page 89 of 146

APPENDIX C Mapping Institutes learning outcomes to QAA Subject Benchmark Statements [Document adapted from the QAA Documents] Nature and extent of programmes in audiology Expectations of the audiologist in providing patient/client services A1 Professional autonomy and accountability of the audiologist The award holder should be able to: 1. conform to relevant professional standards ILO is contained within Module code Acoustics and Sound Perception SENG H2003 1. Explain acoustics relevant to hearing and associated standards Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Physiological and Psychophysical Measurement MEDL07005 1. Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. Preparation for Clinical Practice MEDL07006 1. Outline the principles of patient confidentiality 6. Explain the role of the clinical supervisors and strategies to obtain a good supervisor- student working relationship from the onset of placement Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice 6. Present research to an appropriate audience Page 90 of 146

Epidemiology, Adult Hearing Screening and Noise- induced Hearing Loss MEDL08003 1. Investigate the evidence based data relating to population hearing threshold levels and use of hearing aids 2. be knowledgeable about professional guidelines and clinical governance in relation to audiology Hearing Aid Technology AUDG H2002 3. Describe the most common prescription methods used. 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. 6. Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the role of each of the different professionals Physiological and Psychophysical Measurement MEDL07005 2. Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. 3. Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 3. Evaluate clinical procedures including infection, prevention and control Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 2. Review and evaluate research concerning assessment and management of hearing loss in children Placement MED08008 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice 6. Present research to an appropriate audience Epidemiology, Adult Hearing Screening and Noise- induced Hearing Loss MEDL08003 1. Investigate the evidence based data relating to population hearing threshold levels and use of hearing aids Implantable Auditory Prosthesis MEDL 08004 7. Critique latest developments in the field including mid- brain implants, bone- bridge, middle- ear implants, fully implantable hearing aids and other current developments. 8. Critically analyse current literature in the field. Page 91 of 146

Rehabilitation and Management of Tinnitus and Balance Disorders MEDL 08005 2. Evaluate and synthesise information from the evidence base relating to interventions. 3. Assess different sources of information with reference to patient assessment and management options. 3. understand the legal responsibilities and ethical considerations of professional practice 4. appreciate the significance of professional self-regulation 5. acknowledge the boundaries of professional competence in a changing health care environment 6. be committed to continuing professional development in order to enhance competence to practise and maintain registered professional status 7. participate in the continuation and development of the profession 8. recognise the importance of clinical effectiveness in the delivery of audiology Medical Emergencies MEDL H2002 2. Apply risk assessment and risk management in the practice workplace Preparation for Clinical Practice MEDL07006 3. Evaluate clinical procedures including infection, prevention and control 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Introduction to Audiology AUDG H1001 [1, 2] 1. Describe the emergence of audiology as a clinical profession 2. Outline the role of the audiologist 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 5. Exhibit achievement of competencies required to perform as an audiologist Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 4. Display an effectively working knowledge of appropriate note taking and patient data systems 5. Exhibit achievement of competencies required to perform as an audiologist Introduction to Audiology AUDG H1001 [1, 2] 1. Describe the emergence of audiology as a clinical profession 2. Outline the role of the audiologist Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice Professional Practice Management MGMT H2045 4. Distinguish between customer focus and department focus 5. Recognize the importance of patient centred practice Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. Page 92 of 146

6. Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the role of each of the different professionals 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice A2 Professional relationships The award holder should: 1. develop and maintain effective working relationships across the range of individuals and agencies, as appropriate 2. participate effectively in a variety of multi-professional, Interprofessional, and Inter-professional teams, keeping and needs of the patient/client central to such participation ILO is contained within Module code Physics PHYS H1014 5. Communicate scientific knowledge clearly, convincingly and accurately. Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 2. Discuss the cultural issues related to deafness Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Preparation for Clinical Practice MEDL07006 1. Outline the principles of patient confidentiality 2. Demonstrate appropriate behaviour when dealing with patients 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Introduction to Audiology AUDG H1001 [5] 5. Demonstrate an ability to work as part of a group Physics PHYS H1014 5. Communicate scientific knowledge clearly, convincingly and accurately. Professional Practice Management MGMT H2045 1. Recognise the importance of personal care, staff and customer care in the work place 5. Recognize the importance of patient centred practice Paediatric Assessment MEDL 07003 6. Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the Page 93 of 146

role of each of the different professionals Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice 6. Present research to an appropriate audience 3. recognise professional and support staff boundaries and roles 4. apply appropriate referral practices 5. work with clients and colleagues from diverse cultural and ethnic groups Introduction to Audiology AUDG H1001 [2] 2. Outline the role of the audiologist Professional Practice Management MGMT H2045 5. Recognize the importance of patient centred practice 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Audiology Assessment Development AUDG H2001 13. Describe the main referral criteria for pathways, such as direct referrals from GPs; and the referral pathways to and from other professional such as ENT and other services Pathophysiology of Hearing and Balance PSIO H2006 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Paediatric Assessment MEDL 07003 6. Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the role of each of the different professionals Paediatric Habilitation MEDL07004 3. Evaluate alternative methods and procedures for verifying and evaluating hearing aid fittings in children with hearing impairment 4. Critique the methods and procedures for assessment and habilitation management of hearing impairment in children Epidemiology, Adult Hearing Screening and Noise- induced Hearing Loss MEDL08003 3. Consider and implement proactive ways to screen adults for hearing impairment 4. Explore the issues affecting screening Implantable Auditory Prosthesis MEDL 08004 1. Identify potential candidates for cochlear implants including national/international guidelines Disability and Deafness MEDL 06002 4. Show an understanding of international definitions and classifications for disability and deafness 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. Page 94 of 146

6. draw on the principles of supervision in relation to self and others 7. maintain appropriate records and report accurately to others 8. build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team 9. participate in the management of staff and students according to organisational policy and accepted standards 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Biology BIOL H1018 8. Maintain basic records of laboratory activities and present scientific results 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Introduction to Audiology AUDG H1001 [1, 2, 5] 1. Describe the emergence of audiology as a clinical profession 2. Outline the role of the audiologist 5. Demonstrate an ability to work as part of a group Physics PHYS H1014 5. Communicate scientific knowledge clearly, convincingly and accurately. Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 6. Explain the role of the clinical supervisors and strategies to obtain a good supervisor- student working relationship from the onset of placement 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Page 95 of 146

A3 Personal and professional skills The award holder should be able to: 1. take appropriate responsibility for professional and clinical actions ILO is contained within Module code Introduction to Audiology AUDG H1001 [1, 2, 5] 1. Describe the emergence of audiology as a clinical profession 2. Outline the role of the audiologist 5. Demonstrate an ability to work as part of a group Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 4. Distinguish between customer focus and department focus 5. Recognize the importance of patient centred practice Anatomy and Physiology for Audiologists ANAT H2006 2. Perform otoscopic examination, describe normal findings, and identify abnormalities. Pathophysiology of Hearing and Balance PSIO H2006 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 5. Provide relevant explanation, information and counselling to a new hearing aid user 8. Apply and interpret outcome measures with hearing aids Medical Emergencies MEDL H2202 2. Apply risk assessment and risk management in the practice workplace Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 1. Describe the prevalence of hearing difficulties and the range of rehabilitation needs of adults with acquired hearing loss. 2. Discuss tinnitus dysfunction and current assessment techniques, evaluate current methods to alleviate tinnitus, and critically review the latest research into tinnitus. 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Physiological and Psychophysical Measurement MEDL07005 1. Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. Page 96 of 146

2. recognise limitations on clinical competence 3. assess personal abilities realistically and recognise personal frameworks 4. demonstrate an awareness of the need to behave in an appropriate and professional nature Preparation for Clinical Practice MEDL07006 3. Evaluate clinical procedures including infection, prevention and control 4. Display an effectively working knowledge of appropriate note taking and patient data systems 6. Explain the role of the clinical supervisors and strategies to obtain a good supervisor- student working relationship from the onset of placement 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice Introduction to Audiology AUDG H1001 [2] 2. Outline the role of the audiologist Paediatric Assessment MEDL07003 3. Apply theoretical approaches to the practical assessment 6. Apply a multi- disciplinary approach in assessment and management of paediatric patients and discuss the role of each of the different professionals Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Introduction to Audiology AUDG H1001 [2, 5] 2. Outline the role of the audiologist 5. Demonstrate an ability to work as part of a group Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place Introduction to Audiology AUDG H1001 [1, 2] 1. Describe the emergence of audiology as a clinical profession 2. Outline the role of the audiologist Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 5. Exhibit achievement of competencies required to perform as an audiologist Page 97 of 146

5. demonstrate an awareness of the need to manage personal equilibrium 6. show an understanding of the role of empowerment in the therapeutic process 7. demonstrate confidence in delivering a clinically effective service Learning and Development for Higher Education LEAR H1028 1. Apply appropriate time management, study and assessment techniques. Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Introduction to Health Promotion HEAL H1026 4. Describe the major theories and techniques for changing lifestyle health behaviours. Pathophysiology of Hearing and Balance PSIO H2006 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 3. Describe the most common prescription methods used. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 5. Provide relevant explanation, information and counselling to a new hearing aid user 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Page 98 of 146

8. demonstrate a high level of communication skills with clients, peers and other health care professionals 9. use supervision, reflection and self-directed learning in order to promote personal effectiveness 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Learning and Development for Higher Education LEAR H1028 2. Communicate with peers and lecturers through a variety of media. Disability and Deafness MEDL 06002 3. Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. Hearing Aid Technology AUDG H2002 5. Provide relevant explanation, information and counselling to a new hearing aid user Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Integrated Capstone Project (Research) MEDL 08001 2. Demonstrate a holistic understanding of a subject area 6. Present research to an appropriate audience Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist A4 Profession and employer context The award holder should be able to: 1. show understanding of the structure and function of the health care system in relation to audiology 2. show awareness of the structure and function of the education and social services ILO is contained within Module code Introduction to Audiology AUDG H1001 [1, 2] 1.Describe the emergence of audiology as a clinical profession 2. Outline the role of the audiologist Disability and Deafness MEDL 06002 4. Show an understanding of international definitions and classifications for disability and deafness Paediatric Assessment MEDL07003 3. Apply theoretical approaches to the practical assessment Paediatric Habilitation MEDL07004 4. Critique the methods and procedures for assessment and habilitation management of hearing impairment in children Page 99 of 146

3. demonstrate an ability to use statistical and epidemiological data for purposes of quality assurance and audit 4. demonstrate attitudes that ensure clients' and carers' expressed needs and choices become the focus of the care management process Mathematics for Scientists MATH H1035 1. Perform basic numerical calculations and interpret formulae 2. Apply essential algebraic techniques in the manipulation of scientific formulae and the solution of basic algebraic equations. 3. Use graphical methods to find parameters of experimental laws 4. Use trigonometry to solve triangles and equations 5. Represent data graphically and calculate summary statistics, calculate probabilities associated with the normal distribution 6. Apply mathematical models to solve problems 7. Compute derivatives of mathematical functions, and use derivatives to solve related rates and optimization problems. Apply these to specific problems in the biological, chemical and physical sciences. 8. Integrate algebraic, trigonometric, logarithmic and exponential functions using standard techniques. Use integrals to solve applied problems Physics PHYS H1014 2. Apply principles of physics to specific applications in chemistry and biology 3. Measure physical quantities and employ precision, accuracy and error analysis 4. Employ problem- solving skills Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 5. Present proposed research and justify its relevance to advancing audiology practice 6. Use SPSS and perform simple statistical tests Integrated Capstone Project (Research) MEDL 08001 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments Introduction to Health Promotion HEAL H1026 1. Discuss the concept of health. 4. Describe the major theories and techniques for changing lifestyle health behaviours. Professional Practice Management MGMT H2045 5. Recognize the importance of patient centred practice Audiology Assessment Development AUDG H2001 6. Analyse the difficulties encountered by hearing impaired patients and their carer and demonstrate an awareness of psychological and social effects arising from acquired hearing loss and congenital hearing loss, and different effects of onset (sudden vs gradual) Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 5. Exhibit achievement of competencies required to perform as an audiologist Page 100 of 146

B The application of practice in securing, maintaining or improving health and well-being Audiology graduates will have a core theoretical understanding of a range of hearing, balance and related disorders, and the knowledge base that underpins the principles of assessing, treating, and managing people with hearing and balance disorders. It is expected that graduates will have developed a threshold level of expertise for safe and competent management of a range of client types within a variety of clinical contexts. This expectation is recognised by the procedures maintained by the professional body for the support of new graduates in their first post. B1 Identification and assessment of hearing and balance disorder The award holder should be able to: 1. apply theoretical knowledge from psychology, physical sciences and human biological sciences, linking theory to practice ILO is contained within Module code Introduction to Audiology AUDG H1001 [3, 4] 3. Explain concisely the physics of sound and the anatomy of the auditory system 4. Discuss the causes, diagnosis and treatment of hearing and balance disorders Physics PHYS H1014 1. Demonstrate knowledge of the basic principles of physics 2. Apply principles of physics to specific applications in chemistry and biology Anatomy and Physiology for Audiologists ANAT H2006 1. Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull 3. Explain the pathways of the central auditory nervous system. 5. Describe common otological disorders Human Psychology PSYC H2010 1. Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance. 3. Identify traits of anxiety and depression, which may be present in chronic tinnitus sufferers 4. Identify how human perception and cognitive processes impact on behaviour & personality types. 5. Define the main milestones in language development and effects of developmental delay 6. Describe common learning disorders Acoustics and Sound Perception SENG H2003 1. Explain acoustics relevant to hearing and associated standards 2. Describe the physical characteristics of sound with reference to hearing and the corresponding perceptual domains 3. Outline the main capabilities of the auditory system Pathophysiology of Hearing and Balance PSIO H2006 1. Describe the basic principles of pathology and diagnosis. Page 101 of 146

2. use standard and modified procedures for assessments to identify, analyse, and evaluate congenital and acquired hearing and balance disorders Hearing Aid Technology AUDG H2002 3. Describe the most common prescription methods used. 6. Outline the underlying components of a hearing aid and the range of technologies available commercially Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. Physiological and Psychophysical Measurement MEDL07005 2. Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. 3. Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. 4. Review methods for measuring electrophysiological and psychophysical parameters in hearing research 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice Health Psychology and Sociology HEAL 08002 2. Analyse the relationship between physical health and psychological well- being. 5. Critically discuss the sociological theories, perspectives and concepts on health. 6. Analyse sociological issues associated with health. Disability and Deafness MEDL 06002 3. Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. Anatomy and Physiology for Audiologists ANAT H2006 4. Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required Development of Hearing, Speech, Language and Assessment AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used 2. Perform routine audiological assessment techniques to a standard of competency & interpret results from the techniques employed 3. Evaluate a range of techniques used for assessment of tinnitus dysfunction Pathophysiology of Hearing and Balance PSIO H2006 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. 3. Evaluate medical and surgical treatments employed. 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 Page 102 of 146

3. identify the influence of individual context on hearing and balance disorders 4. provide a description of the impact of the hearing or balance disorder on the individual for well-being and quality of life 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 3. Evaluate clinical procedures including infection, prevention and control 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 6. Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise Implantable Auditory Prosthesis MEDL 08004 1. Identify potential candidates for cochlear implants including national/international guidelines 3. Outline principles for adjusting cochlear implant stimulation for individuals 7. Critique latest developments in the field including mid- brain implants, bone- bridge, middle- ear implants, fully implantable hearing aids and other current developments. 8. Critically analyse current literature in the field. Hearing Aid Technology AUDG H2002 3. Describe the most common prescription methods used. 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Health Psychology and Sociology HEAL 08002 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. Introduction to Audiology AUDG H1001 [4] 4. Discuss the causes, diagnosis and treatment of hearing and balance disorders Health Psychology and Sociology HEAL 08002 1. Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. 2. Analyse the relationship between physical health and psychological well- being. Page 103 of 146

5. recognise possible contributing factors to hearing and balance disorder, whether medical, psychological or social 6. evaluate the effect of communication difficulty on the psychosocial well-being of the client 7. recognise possible contributing factors to communication difficulty, whether social, psychological or medical 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. 8. Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. Introduction to Health Promotion HEAL H1026 4. Describe the major theories and techniques for changing lifestyle health behaviours. Auditory Assessment with Development AUDG H2001 4. Describe pathology, types, causes and prevalence of hearing loss in adults 5. Outline methods used to obtain genuine thresholds in medico- legal cases Pathophysiology of Hearing and Balance PSIO H2006 3. Evaluate medical and surgical treatments employed. 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 1. Describe the prevalence of hearing difficulties and the range of rehabilitation needs of adults with acquired hearing loss. Health Psychology and Sociology HEAL 08002 1. Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. 2. Analyse the relationship between physical health and psychological well- being. 5. Critically discuss the sociological theories, perspectives and concepts on health. 6. Analyse sociological issues associated with health. Introduction to Health Promotion HEAL H1026 4. Describe the major theories and techniques for changing lifestyle health behaviours. Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 3. Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. Human Psychology PSYC H2010 2. Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing 3. Identify traits of anxiety and depression, which may be present in chronic tinnitus sufferers 6. Describe common learning disorders Sign language with an Introduction to Lip Reading LANG H1023 1. Outline the role of the sign language and lip reading interpreter 5. Explain lip reading as a form of communication Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 2. Discuss the cultural issues related to deafness Human Psychology PSYC H2010 1. Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance. 2. Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing 4. Identify how human perception and cognitive processes impact on behaviour & personality types. 6. Describe common learning disorders Page 104 of 146

8. evaluate interaction between medical, social, cognitive, educational and communication needs 9. through interview and individual discussion, understand the values, beliefs and interests of clients, their families and carers 10. use literature to inform current and evolving research and evidence based practice Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Introduction to Health Promotion HEAL H1026 1. Discuss the concept of health. 2. Describe definitions and models of health promotion. 3. Explain the key principles of health promotion. Anatomy and Physiology for Audiologists ANAT H2006 4. Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. Pathophysiology of Hearing and Balance PSIO H2006 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. 3. Evaluate medical and surgical treatments employed. Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 7. Discuss different educational options available for children with hearing loss, and describe the different communication aids that may assist their education Sign language with an Introduction to Lip Reading LANG H1023 1. Outline the role of the sign language and lip reading interpreter 5. Explain lip reading as a form of communication Auditory Assessment with Development AUDG H2001 6.Analyse the difficulties encountered by hearing impaired patients and their carer and demonstrate an awareness of psychological and social effects arising from acquired hearing loss and congenital hearing loss, and different effects of onset (sudden vs gradual) Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team.. 5. Exhibit achievement of competencies required to perform as an audiologist Learning and Development for Higher Education LEAR H1028 3. Identify and utilise appropriate scientific nomenclature, convention and notation. Physics PHYS H1014 1. Demonstrate knowledge of the basic principles of physics Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 5. Construct an outline for research proposal Page 105 of 146

11. use clinical reasoning to guide analysis of data within a systematic approach to gathering and evaluating information 12. analyse the information in the environmental and social context if the client and in accordance with the clients' choice and goals 13. use information to prioritise problems Paediatric Habilitation MEDL07004 2. Review and evaluate research concerning assessment and management of hearing loss in children 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments Implantable Auditory Prosthesis MEDL 08004 8. Critically analyse current literature in the field. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. Introduction to Health Promotion HEAL H1026 4. Describe the major theories and techniques for changing lifestyle health behaviours. Health Psychology and Sociology HEAL 08002 4. Explore the realm of individual differences. Pathophysiology of Hearing and Balance PSIO H2006 3. Evaluate medical and surgical treatments employed. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. B2 Communication and information technology The award holder should be able to: 1. use interpersonal communication using written, verbal and non-verbal modes ILO is contained within Module code Learning and Development for Higher Education LEAR H1028 2. Communicate with peers and lecturers through a variety of media. Sign language with an Introduction to Lip Reading LANG H1023 2. Communicate with peers and lecturers through sign at a basic level. 3. Preform expressive skills facial and body language 4. Perform finger spelling and signs, Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 2. Discuss the cultural issues related to deafness Professional Practice Management MGMT H2045 1. Produce effective professional presentations - design layout, presentation and referencing skills, creating effective oral and written presentations, reports, essays assignments and promotional documentation. Human Psychology PSYC H2010 Page 106 of 146

2. teach and present to individuals and groups 3. use information technology to identify and access information, to record and manage patient data and to process and analyse research findings 4. handle information with due regard for legal and ethical 2. Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 5. Relate research to best discipline practice 6. Present research to an appropriate audience Learning and Development for Higher Education LEAR H1028 2. Communicate with peers and lecturers through a variety of media. Hearing Aid Technology AUDG H2002 5. Provide relevant explanation, information and counselling to a new hearing aid user Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. Integrated Capstone Project (Research) MEDL 08001 5. Relate research to best discipline practice 6. Present research to an appropriate audience Mathematics for Scientists MATH H1035 6. Apply mathematical models to solve problems 7. Compute derivatives of mathematical functions, and use derivatives to solve related rates and optimization problems. Apply these to specific problems in the biological, chemical and physical sciences. Physics PHYS H1014 1. Demonstrate knowledge of the basic principles of physics 6. Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments 5. Relate research to best discipline practice 6. Present research to an appropriate audience Implantable Auditory Prosthesis MEDL 08004 2. Describe the components of a cochlear implant, and how a cochlear implant functions 3. Outline principles for adjusting cochlear implant stimulation for individuals 4. Discuss optimum sensitive and critical periods for implanting children, and how these may affect speech and language ability, and development. 5. Describe components of bone- anchored hearing aids, their functioning and identify suitable candidates. 6. Describe components of auditory brainstem implants and their functioning, and express awareness of suitable candidates. Auditory Assessment with Development AUDG H2001 5. Outline methods used to obtain genuine thresholds in medico- legal cases Medical Emergencies MEDL H2002 Page 107 of 146

requirements 2. Apply risk assessment and risk management in the practice workplace Preparation for Clinical Practice MEDL07006 1. Outline the principles of patient confidentiality 4. Display an effectively working knowledge of appropriate note taking and patient data systems Integrated Capstone Project (Research) MEDL 08001 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments 5. Relate research to best discipline practice B3 Assessment The award holder should be able to: 1. identify and recognise the physical, psychological and cultural needs of individuals and communities 2. gather and record information from a wide range of sources and by a variety of methods ILO is contained within Module code Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 2. Discuss the cultural issues related to deafness Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 1. Describe the prevalence of hearing difficulties and the range of rehabilitation needs of adults with acquired 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. 2. Evaluate different methods for use with individuals 4. Assess and recognize common types of disorder 6.Apply a multi- disciplinary approach in assessment and management of paediatric patients, and discuss the role of each of the different professionals Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems Integrated Capstone Project (Research) MEDL 08001 Page 108 of 146

1. Complete a focused critical literature review 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments B4 Formulation of plans and strategies for meeting hearing and balance needs The award holder should be able to: 1. generate hypotheses from the analysis and integration of case history and assessment findings and apply clinical reasoning and problem solving in order to plan, prioritise and implement treatment 2. make the patient/client central to the delivery of care 3. find original creative solutions to complex one-off problems to enable the potential of individuals to be achieved 4. plan and implement appropriate and effective treatment or rehabilitation ILO is contained within Module code Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 3. Evaluate a range of techniques used for assessment of tinnitus dysfunction Pathophysiology of Hearing and Balance PSIO H2006 3. Evaluate medical and surgical treatments employed. 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 4. Distinguish between customer focus and department focus 5. Recognize the importance of patient centred practice Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 3. Perform effectively in a multidisciplinary team. 5. Exhibit achievement of competencies required to perform as an audiologist Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests Pathophysiology of Hearing and Balance PSIO H2006 Page 109 of 146

5. produce management plans in the context of multidisciplinary provision 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 3. Describe the most common prescription methods used. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 5. Provide relevant explanation, information and counselling to a new hearing aid user 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 5. Exhibit achievement of competencies required to perform as an audiologist 6. Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise Rehabilitation and Management of Tinnitus and Balance Disorders MEDL 08005 1. Apply various skills in the management of patients with tinnitus and/or dizziness. 2. Evaluate and synthesise information from the evidence base relating to interventions. 3. Assess different sources of information with reference to patient assessment and management options. 4. Assess and manage specific patient groups using knowledge and understanding of counselling skills, communication skills, tinnitus management techniques and vestibular rehabilitation. 5. Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance Paediatric Assessment MEDL07003 3. Apply theoretical approaches to the practical assessment 6.Apply a multi- disciplinary approach in assessment and management of paediatric patients, and discuss the role of each of the different professionals 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. Page 110 of 146

6. take account of available service delivery options 7. show adaptability and flexibility in provision of audiology services, indicating an awareness of contextual constraints which influence service delivery 8. understand the rationales and principles underlying assessment and rehabilitation use rehabilitation techniques appropriate to the range of hearing and balance disorders 9. set goals based on assessment and need 10. liaise effectively with other professionals, patients/clients' relatives/carers, and appreciate their potential contributions to the management process Integrated Capstone Project (Research) MEDL 08001 4. Design, conduct and analyse experiments Preparation for Clinical Practice MEDL07006 3. Evaluate clinical procedures including infection, prevention and control 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 5. Exhibit achievement of competencies required to perform as an audiologist 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 5. Exhibit achievement of competencies required to perform as an audiologist Anatomy and Physiology for Audiologists ANAT H2006 4. Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 3. Evaluate a range of techniques used for assessment of tinnitus dysfunction 4. Describe pathology, types, causes and prevalence of hearing loss in adults 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Integrated Capstone Project (Research) MEDL 08001 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments Auditory Assessment with Development AUDG H2001 6.Analyse the difficulties encountered by hearing impaired patients and their carer and demonstrate an awareness of psychological and social effects arising from acquired hearing loss and congenital hearing loss, and different effects of onset (sudden vs gradual) Page 111 of 146

11. synthesise new theory and practice in health and social care 12. accurately and concisely record assessment methods and results 13. justify the decisions about interventions especially in relation to patient's/clients' wishes 14. demonstrate evidence of clinical reasoning and problem solving skills and techniques 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Health Psychology and Sociology HEAL 08002 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review Professional Practice Management MGMT H2045 1. Produce effective professional presentations - design layout, presentation and referencing skills, creating effective oral and written presentations, reports, essays assignments and promotional documentation. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Integrated Capstone Project (Research) MEDL 08001 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments B5 Practice Page 112 of 146

The award holder should be able to: 1. practise in a manner that promotes well-being and protects the safety of all parties 2. demonstrate the ability to apply theory to practice and modify practice contingently according to the information gathered and changing needs ILO is contained within Module code Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 5. Recognize the importance of patient centred practice Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Preparation for Clinical Practice MEDL07006 1. Outline the principles of patient confidentiality 3. Evaluate clinical procedures including infection, prevention and control 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 5. Exhibit achievement of competencies required to perform as an audiologist Auditory Assessment with Development AUDG H2001 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required 3. Evaluate a range of techniques used for assessment of tinnitus dysfunction Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Preparation for Clinical Practice MEDL07006 3. Evaluate clinical procedures including infection, prevention and control 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist 6. Assist in paediatric assessment and rehabilitation appointments 7. Assist in vestibular assessment and rehabilitation appointments Rehabilitation and Management of Tinnitus and Balance Disorders MEDL 08005 1. Apply various skills in the management of patients with tinnitus and/or dizziness. Page 113 of 146

3. apply the evidence base derived from current research to clinical practice 4. perform assessments rigorously and document results accurately in a format suitable for intended recipients 3. Assess different sources of information with reference to patient assessment and management options. 4. Assess and manage specific patient groups using knowledge and understanding of counselling skills, communication skills, tinnitus management techniques and vestibular rehabilitation. Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 2. Review and evaluate research concerning assessment and management of hearing loss in children 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist 8. Plan and conduct a mini- research project Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments 5. Relate research to best discipline practice Rehabilitation and Management of Tinnitus and Balance Disorders MEDL 08005 5. Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance Anatomy and Physiology for Audiologists ANAT H2006 2. Perform otoscopic examination, describe normal findings, and identify abnormalities. Auditory Assessment with Development AUDG H2001 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required Pathophysiology of Hearing and Balance PSIO H2006 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Page 114 of 146

5. demonstrate an awareness of the full range of hearing aids and other assistive devices, including suitability for individual patients/clients 6. demonstrated appropriate interaction skills, adapting according to patient/client characteristics and needs 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist 6. Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 3. Describe the most common prescription methods used. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 5. Provide relevant explanation, information and counselling to a new hearing aid user 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 5. Exhibit achievement of competencies required to perform as an audiologist 6. Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise Introduction to Health Promotion HEAL H1026 3. Describe the major theories and techniques for changing lifestyle health behaviours. Sign language with an Introduction to Lip Reading LANG H1023 3. Preform expressive skills facial and bod Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 3. Evaluate the emotional and psychosocial reactions to congenital and acquired hearing loss affecting the individual, their family and friends. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 Page 115 of 146

3. demonstrate awareness of the specific needs of the deaf community 4. contribute to the development of individual management plans for patients/clients, demonstrating and awareness of appropriate onward referral and discharge 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Health Psychology and Sociology HEAL 08002 2. Analyse the relationship between physical health and psychological well- being. 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. Sign language with an Introduction to Lip Reading LANG H1023 1. Outline the role of the sign language and lip reading interpreter 5. Explain lip reading as a form of communication Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 2. Discuss the cultural issues related to deafness Auditory Assessment with Development AUDG H2001 13. Describe the main referral criteria for pathways to audiology such as direct referral from GP; and the referral pathways to and from other professionals such as ENT, and other services Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia 5. Exhibit achievement of competencies required to perform as an audiologist B6 Evaluation and research Page 116 of 146

The award holder should be able to: 1. appreciate the need for ongoing evaluation of practice to enhance quality 2. understand the principles of research and research methodology which underpin an analytical approach to clinical practice 3. use clinical reasoning approaches in the selection, justification, and review of appropriate treatments ILO is contained within Module code Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 5. Construct an outline for research proposal 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 2. Demonstrate a holistic understanding of a subject area Physics PHYS H1014 1. Demonstrate knowledge of the basic principles of physics 2. Apply principles of physics to specific applications in chemistry and biology 3. Measure physical quantities and employ precision, accuracy and error analysis Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. 4. Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses 5. Exhibit achievement of competencies required to perform as an audiologist Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 2. Demonstrate a holistic understanding of a subject area 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments 5. Relate research to best discipline practice Anatomy and Physiology for Audiologists ANAT H2006 4. Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Page 117 of 146

4. develop and use outcome measures for evaluation 5. evaluate and make judicious use of the best available information and evidence with a view to service development Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 4. Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses 5. Present proposed research and justify its relevance to advancing audiology practice 6. Use SPSS and perform simple statistical tests 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. 4. Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses 5. Present proposed research and justify its relevance to advancing audiology practice 6. Use SPSS and perform simple statistical tests B7 Personal and professional development The award holder should be able to: 1. manage uncertainty and stress 2. manage time and plan their workload 3. identify individual learning needs ILO is contained within Module code Learning and Development for Higher Education LEAR H1028 5. Display effective skills required for personal development, interview skills and stress. Human Psychology PSYC H2010 3. Identify traits of anxiety and depression, which may be present in chronic tinnitus sufferers 4. Identify how human perception and cognitive processes impact on behaviour & personality types. Health Psychology and Sociology HEAL 08002 1. Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. 2. Analyse the relationship between physical health and psychological well- being. Learning and Development for Higher Education LEAR H1028 1. Apply appropriate time management, study and assessment techniques. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Learning and Development for Higher Education LEAR H1028 1. Apply appropriate time management, study and assessment techniques. 2. Communicate with peers and lecturers through a variety of media. 5. Display effective skills required for personal development, interview skills and stress. Page 118 of 146

4. construct and implement a personal development plan and set realistic goals 5. reflect and modify behaviour in the light of experience and advice 6. work with others, negotiate, conciliate and develop partnerships 7. recognise the importance of continuing professional development 8. work in team and develop leadership skills 9. make clinical judgements on the best available evidence 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Learning and Development for Higher Education LEAR H1028 2. Communicate with peers and lecturers through a variety of media. 4. Demonstrate valuable group/team work, time management, stress management and problem solving skills. 5. Display effective skills required for personal development, interview skills and stress. Physics PHYS H1014 4. Employ problem- solving skills 5. Communicate scientific knowledge clearly, convincingly and accurately. Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 4. Distinguish between customer focus and department focus 5. Recognize the importance of patient centred practice Health Psychology and Sociology HEAL 08002 4. Explore the realm of individual differences. Human Psychology PSYC H2010 3. Identify traits of anxiety and depression, which may be present in chronic tinnitus sufferers 4. Identify how human perception and cognitive processes impact on behaviour & personality types. Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients Learning and Development for Higher Education LEAR H1028 1. Apply appropriate time management, study and assessment techniques. 2. Communicate with peers and lecturers through a variety of media. 4. Demonstrate valuable group/team work, time management, stress management and problem solving skills. Audiology Research Methods RES H2005 4. Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses 5. Present proposed research and justify its relevance to advancing audiology practice 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Professional Practice Management MGMT H2045 3. Demonstrate reflective practice and writing 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Learning and Development for Higher Education LEAR H1028 2. Communicate with peers and lecturers through a variety of media. 4. Demonstrate valuable group/team work, time management, stress management and problem solving skills.. Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Page 119 of 146

C Knowledge, understanding and skills that underpin the education and training of audiologists The education of audiologists is characterised by the integration of academic theory and clinical practice C1 Knowledge and understanding The audiology award holder will be able to evaluate knowledge critically and integrate that knowledge and understanding in the following areas. Hearing and balance disorders 1. knowledge and understanding of the following disorders, and of the principles of assessing and managing people with them: ILO is contained within Module code Anatomy and Physiology for Audiologists ANAT H2006 1. Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull 3. Explain the pathways of the central auditory nervous system. 5. Describe common otological disorders Acoustics and Sound Perception SENG H2003 2. Describe the physical characteristics of sound with reference to hearing and the corresponding perceptual domains 4. Explain the common methods used to measure those capabilities 5. Describe how common hearing disorders affect these auditory capabilities Pathophysiology of Hearing and Balance PSIO H2006 1. Describe the basic principles of pathology and diagnosis. 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. 3. Evaluate medical and surgical treatments employed. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 1. Describe the prevalence of hearing difficulties and the range of rehabilitation needs of adults with acquired hearing loss. 2. Discuss tinnitus dysfunction and current assessment techniques, evaluate current methods to alleviate tinnitus, and critically review the latest research into tinnitus. Physiological and Psychophysical Measurement MEDL07005 3. Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. Preparation for Clinical Practice MEDL07006 3. Evaluate clinical procedures including infection, prevention and control 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 5. Exhibit achievement of competencies required to perform as an audiologist 6. Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing Page 120 of 146

a. permanent and temporary hearing impairment in childhood aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required Paediatric Assessment MEDL07003 2. Evaluate different methods for use with individuals 3. Apply theoretical approaches to the practical assessment 5. Interpret individual results and explain these to carers and other health care professionals 6.Apply a multi- disciplinary approach in assessment and management of paediatric patients, and discuss the role of each of the different professionals Physiological and Psychophysical Measurement MEDL07005 2. Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. 3. Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 2. Review and evaluate research concerning assessment and management of hearing loss in children 3. Evaluate alternative methods and procedures for verifying and evaluating hearing aid fittings in children with hearing impairment 4. Critique the methods and procedures for assessment and habilitation management of hearing impairment in children 5. Evaluate the appropriateness of clinical decision making in relation to assessment and Hearing Aid based management of hearing impairment in children. Implantable Auditory Prosthesis MEDL 08004 4. Discuss optimum sensitive and critical periods for implanting children, and how these may affect speech and language ability, and development. b. adult hearing impairment Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required Pathophysiology of Hearing and Balance PSIO H2006 3. Evaluate medical and surgical treatments employed. 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 Page 121 of 146

4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 6. Perform routine procedures during adult rehabilitation appointments: direct referral, reassessments, hearing aid fittings, follow- ups and repair appointment under supervision; this will lead to completion of a portfolio (electronic logbook) demonstrating practical fitness to practise Implantable Auditory Prosthesis MEDL 08004 1. Identify potential candidates for cochlear implants including national/international guidelines 4. Discuss optimum sensitive and critical periods for implanting children, and how these may affect speech and language ability, and development. 7. Critique latest developments in the field including mid- brain implants, bone- bridge, middle- ear implants, fully implantable hearing aids and other current developments. 8. Critically analyse current literature in the field. c. balance disorder d. tinnitus Rehabilitation and Management of Tinnitus and Balance Disorders MEDL 08005 1. Apply various skills in the management of patients with tinnitus and/or dizziness. 2. Evaluate and synthesise information from the evidence base relating to interventions. 3. Assess different sources of information with reference to patient assessment and management options. 4. Assess and manage specific patient groups using knowledge and understanding of counselling skills, communication skills, tinnitus management techniques and vestibular rehabilitation. 5. Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 3. Evaluate a range of techniques used for assessment of tinnitus dysfunction 4. Describe pathology, types, causes and prevalence of hearing loss in adults Pathophysiology of Hearing and Balance PSIO H2006 1. Describe the basic principles of pathology and diagnosis. 3. Evaluate medical and surgical treatments employed. 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 2. Discuss tinnitus dysfunction and current assessment techniques, evaluate current methods to alleviate tinnitus, and critically review the latest research into tinnitus. 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Health Psychology and Sociology HEAL 08002 1. Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. 4. Explore the realm of individual differences. 8. Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. Rehabilitation and Management of Tinnitus and Balance Disorders MEDL 08005 Page 122 of 146

e. non-organic hearing loss f. specific central nervous system disorders 2. Language and communication a. normal language development and the effects of childhood hearing impairment b. the effects of hearing impairment on communication 1. Apply various skills in the management of patients with tinnitus and/or dizziness. 2. Evaluate and synthesise information from the evidence base relating to interventions. 3. Assess different sources of information with reference to patient assessment and management options. 4. Assess and manage specific patient groups using knowledge and understanding of counselling skills, communication skills, tinnitus management techniques and vestibular rehabilitation. 5. Accumulate and consolidate data from research literature relevant to all aspects of tinnitus and balance Auditory Assessment with Development AUDG H2001 5. Outline methods used to obtain genuine thresholds in medico- legal cases Pathophysiology of Hearing and Balance PSIO H2006 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. 3. Evaluate medical and surgical treatments employed. 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Physiological and Psychophysical Measurement MEDL07005 2. Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. Pathophysiology of Hearing and Balance PSIO H2006 1. Describe the basic principles of pathology and diagnosis. 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. 3. Evaluate medical and surgical treatments employed. 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Physiological and Psychophysical Measurement MEDL07005 2. Evaluate alternative approaches for use with individuals, critically reviewing information from a variety of sources while identifying common problems of measurement when they occur. 3. Critically review electrophysiological and psychophysical measurements, apply the principles behind electrophysiological and psychophysical measurement techniques used in audiology. Human Psychology PSYC H2010 5. Define the main milestones in language development and effects of developmental delay Acoustics and Sound Perception SENG H2003 6. Explain speech production and acoustic phonetics Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. 5. Interpret individual results and explain these to carers and other health care professionals 6.Apply a multi- disciplinary approach in assessment and management of paediatric patients, and discuss the role of each of the different professionals Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology Human Psychology PSYC H2010 1. Describe selected psychological theories and principles and explain how these contribute to understanding Page 123 of 146

human health and performance. 6. Describe common learning disorders Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 2. Review and evaluate research concerning assessment and management of hearing loss in children c. the implications of English as a second language for assessment and rehabilitation d. the implications of different modes of communication 3. Human biological sciences a. basic biological processes underlying human development and function b. the specific aspects of biomedical and medical sciences including the anatomy and physiology of systems relevant to hearing and balance, including disorders of these systems Disability and Deafness MEDL 06002 3. Discuss the cultural issues related to deafness Human Psychology PSYC H2010 2. Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing Biology BIOL H1018 1. Present the structure and function of the components of the eukaryotic cell and to discuss cell membrane structure and transport of substances through membranes. 2. Classify living organisms and identify plant and animal tissues. 4. Discuss the scope of microbiology and the properties and differences between micro- organisms. 5. Review the major groups of biomolecules, illustrate the structures of representative examples and explain basic metabolism. 6. Explain the molecular basis of genetic variation in organisms and describe various patterns of inheritance of disease in humans. 7. Demonstrate competence in relevant practical procedures e.g. the use of and the preparation of material for the light microscope and basic techniques in Microbiology and Biochemistry Acoustics and Sound Perception SENG H2003 2. Describe the physical characteristics of sound with reference to hearing and the corresponding perceptual domains 3. Understand main capabilities of the auditory system 6. Explain speech production and acoustic phonetics Pathophysiology of Hearing and Balance PSIO H2006 1. Describe the basic principles of pathology and diagnosis. 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. Biology BIOL H1018 3. Describe and diagrammatically represent the structure and explain the function of the various systems in the human body. Anatomy and Physiology for Audiologists ANAT H2006 1. Describe in detail the anatomy & physiology of the outer, middle and inner ear, and their relationship to the bones of the skull 3. Explain the pathways of the central auditory nervous system. 4. Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in humans. 5. Describe common otological disorders Acoustics and Sound Perception SENG H2003 3. Outline the main capabilities of the auditory system Page 124 of 146

4. Explain the common methods used to measure those capabilities Pathophysiology of Hearing and Balance PSIO H2006 1. Describe the basic principles of pathology and diagnosis. 2. Identify common disorders of hearing and balance in terms of aetiology, signs and symptoms. 4. Physical sciences a. basic acoustics, signal processing and instrumentation related to audiology 5. Psychology a. perception, performance measurement and psychophysics Introduction to Audiology AUDG H1001 [3, 4, 6] 3. Explain concisely the physics of sound and the anatomy of the auditory system 4. Discuss the causes, diagnosis and treatment of hearing and balance disorders 6. Describe room acoustics, the physics of calibration in sound fields and how this applies to free- field testing Physics PHYS H1014 1. Demonstrate knowledge of the basic principles of physics 2. Apply principles of physics to specific applications in chemistry and biology 3. Measure physical quantities and employ precision, accuracy and error analysis Auditory Assessment with Development AUDG H2001 5. Outline methods used to obtain genuine thresholds in medico- legal cases Acoustics and Sound Perception SENG H2003 1. Explain acoustics relevant to hearing and associated standards 2. Describe the physical characteristics of sound with reference to hearing and the corresponding perceptual domains Physiological and Psychophysical Measurement MEDL07005 1. Apply methods used for electrophysiological and psychophysical measurement, demonstrating an appreciation for the principles underlying those methods. Implantable Auditory Prosthesis MEDL 08004 2. Describe the components of a cochlear implant, and how a cochlear implant functions 5. Describe components of bone- anchored hearing aids, their functioning and identify suitable candidates. 6. Describe components of auditory brainstem implants and their functioning, and express awareness of suitable candidates. 7. Critique latest developments in the field including mid- brain implants, bone- bridge, middle- ear implants, fully implantable hearing aids and other current developments. Acoustics and Sound Perception SENG H2003 1. Explain acoustics relevant to hearing and associated standards 2. Describe the physical characteristics of sound with reference to hearing and the corresponding perceptual domains Health Psychology and Sociology HEAL 08002 1. Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. 2. Analyse the relationship between physical health and psychological well- being. 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. Page 125 of 146

6. Sociology b. speech perception c. self-report instruments, their use and validity d. the impact of hearing and balance disorders on the psychological and social well-being of the person and his/her relationships e. basic aspects of psychology (cognitive, neuropsychology, social, health, developmental, learning) and the application of such knowledge to normal and impaired hearing and balance a. the person in society, including education, health, workplace and multicultural society Human Psychology PSYC H2010 1. Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance.. 5. Define the main milestones in language development and effects of developmental delay Acoustics and Sound Perception SENG H2003 6. Explain speech production and acoustic phonetics Human Psychology PSYC H2010 1. Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance. 4. Identify how human perception and cognitive processes impact on behaviour & personality types. Health Psychology and Sociology HEAL 08002 1. Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. 2. Analyse the relationship between physical health and psychological well- being. 8. Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. Disability and Deafness MEDL 06002 2. Discuss the cultural issues related to deafness Human Psychology PSYC H2010 1. Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance. 3. Identify traits of anxiety and depression, which may be present in chronic tinnitus sufferers 4. Identify how human perception and cognitive processes impact on behaviour & personality types. 6. Describe common learning disorders Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Health Psychology and Sociology HEAL 08002 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. 5. Critically discuss the sociological theories, perspectives and concepts on health. 6. Analyse sociological issues associated with health. 7. Critique the sociology of the body and the social model of disability. Introduction to Health Promotion HEAL H1026 1. Discuss the concept of health. 2. Describe definitions and models of health promotion. 3. Explain the key principles of health promotion. 4. Describe the major theories and techniques for changing lifestyle health behaviours. Page 126 of 146

b. behavioural sciences c. psychological and social factors that influence an individual in health and illness d. theories of communication as communication and interpersonal skills are vital to competent and effective practice, informing effective interaction with patients/clients, peers, managers, carers and other health care professionals e. learning theories as the process of learning is important for practitioner and patient/client (These theories underpin continuing professional development and lifelong learning. This knowledge also equips the practitioner to become an effective teacher in a wide range of contexts, such as Human Psychology PSYC H2010 1. Describe selected psychological theories and principles and explain how these contribute to understanding human health and performance. Introduction to Health Promotion HEAL H1026 4. Describe the major theories and techniques for changing lifestyle health behaviours. Human Psychology PSYC H2010 2. Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing 4. Identify how human perception and cognitive processes impact on behaviour & personality types. Medical Emergencies MEDL H2002 5. Identify how to deal with suicide threats (extreme cases with chronic tinnitus sufferers) 6. Recognize the importance of safeguarding of vulnerable patients Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Health Psychology and Sociology HEAL 08002 1. Critically discuss the impact of stress on psychological health and well- being, including how stress may affect patients with tinnitus. 2. Analyse the relationship between physical health and psychological well- being. 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. 5. Critically discuss the sociological theories, perspectives and concepts on health. 6. Analyse sociological issues associated with health. 7. Critique the sociology of the body and the social model of disability. 8. Appraise the sociological theories of chronic illness and ageing across the life course including focus on age- associated hearing loss and communication difficulties. Disability and Deafness MEDL 06002 1. Describe the medical and social models of hearing impairment with reference to specific audiological examples. 2. Discuss the cultural issues related to deafness 4. Show an understanding of international definitions and classifications for disability and deafness Human Psychology PSYC H2010 2. Distinguish between verbal and non- verbal communication; identify importance of communication and consequences of impaired communication on health and wellbeing Auditory Assessment with Development AUDG H2001 6.Analyse the difficulties encountered by hearing impaired patients and their carer and demonstrate an awareness of psychological and social effects arising from acquired hearing loss and congenital hearing loss, and different effects of onset (sudden vs gradual) Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Page 127 of 146

health education and the education of students) f. team working and leadership 7. Statistics, epidemiology and public health 8. Research a. distributions, sampling and descriptive statistics b. prevalence and incidence of disorders of hearing and balance and their causation c. screening for disorders of hearing and balance a. knowledge and understanding of research methods that inform the knowledge base of audiology and ability to evaluate research reports critically Medical Emergencies MEDL H2202 3. Demonstrate and employ manual handling techniques in the practice workplace. 4. Describe the steps required for dealing with specific medical emergencies Mathematics for Scientists MATH H1035 1. Perform basic numerical calculations and interpret formulae 3. Use graphical methods to find parameters of experimental laws 6. Apply mathematical models to solve problems Epidemiology, Adult Hearing Screening and Noise- induced Hearing Loss MEDL08003 1. Investigate the evidence based data relating to population hearing threshold levels and use of hearing aids 2. Explore the relationships between hearing threshold levels, age, hearing aid usage and noise exposure Epidemiology, Adult Hearing Screening and Noise- induced Hearing Loss MEDL08003 3. Consider and implement proactive ways to screen adults for hearing impairment 4. Explore the issues affecting screening 5. Investigate and explore a variety of multi- media processes Mathematics for Scientists MATH H1035 6. Apply mathematical models to solve problems 7. Compute derivatives of mathematical functions, and use derivatives to solve related rates and optimization problems. Apply these to specific problems in the biological, chemical and physical sciences. Physics PHYS H1014 4. Employ problem- solving skills 5. Communicate scientific knowledge clearly, convincingly and accurately. Disability and Deafness MEDL 06002 5. Critically evaluate and analyse relevant scientific literature. Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. 4. Develop and execute a clear and comprehensive research proposal incorporating project milestones and time management (Gantt Chart), appropriate methods of data collection and analyses 5. Present proposed research and justify its relevance to advancing audiology practice 6. Use SPSS and perform simple statistical tests Physiological and Psychophysical Measurement MEDL07005 4. Review methods for measuring electrophysiological and psychophysical parameters in hearing research Preparation for Clinical Practice MEDL07006 5. Construct an outline for research proposal Paediatric Habilitation MEDL07004 Page 128 of 146

2. Review and evaluate research concerning assessment and management of hearing loss in children Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 2. Demonstrate a holistic understanding of a subject area 3. Define and evaluate a research problem 4. Design, conduct and analyse experiments 5. Relate research to best discipline practice 6. Present research to an appropriate audience 9. Professional practice [Context of] a. current issues in audiology b. contexts of service delivery c. health and safety, child protection, education, statutory requirements, equal opportunities and professional regulation d. professional roles and boundaries in education, healthcare and social services contexts Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. Preparation for Clinical Practice MEDL07006 1. Outline the principles of patient confidentiality 2. Demonstrate appropriate behaviour when dealing with patients 3. Evaluate clinical procedures including infection, prevention and control 4. Display an effectively working knowledge of appropriate note taking and patient data systems Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology 2. Review and evaluate research concerning assessment and management of hearing loss in children Medical Emergencies MEDL H2002 3. Demonstrate and employ manual handling techniques in the practice workplace. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Hearing Aid Technology AUDG H2002 9. Describe the role of voluntary groups including Action on Hearing Loss (AOHL), DeafHear (Ireland) and statutory agencies, their role in advocacy and how they may provide services such as re- tubing and assistive listening devices to patients Medical Emergencies MEDL H2202 1. Illustrate and implement occupational first aid in the practice workplace 2. Apply risk assessment and risk management in the practice workplace 4. Describe the steps required for dealing with specific medical emergencies 5. Identify how to deal with suicide threats (extreme cases with chronic tinnitus sufferers) 6. Recognize the importance of safeguarding of vulnerable patients Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 4. Distinguish between customer focus and department focus 5. Recognize the importance of patient centred practice Page 129 of 146

1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist The audiologist as a [registered] practitioner A. Professional autonomy and accountability Professional relationships The award holder should be able to: 1. develop and maintain constructive working relationships 2. participate constructively in a variety of multi-professional, Inter-professional and inter-professional health, social and education approaches 3. recognise others' boundaries and roles 4. apply appropriate referral practices, including health, education and social settings ILO is contained within Module code Learning and Development for Higher Education LEAR H1028 2. Communicate with peers and lecturers through a variety of media. 4. Demonstrate valuable group/team work, time management, stress management and problem solving skills. Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 4. Distinguish between customer focus and department focus 5. Recognize the importance of patient centred practice Introduction to Audiology AUDG H1001 [2, 5] 2. Outline the role of the audiologist 5. Demonstrate an ability to work as part of a group 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. Auditory Assessment with Development AUDG H2001 13. Describe the main referral criteria for pathways to audiology such as direct referral from GP; and the referral pathways to and from other professionals such as ENT, and other services Paediatric Assessment MEDL07003 Page 130 of 146

6.Apply a multi- disciplinary approach in assessment and management of paediatric patients, and discuss the role of each of the different professionals Paediatric Habilitation MEDL07004 1. Discuss the background issues affecting paediatric audiology Epidemiology, Adult Hearing Screening and Noise- induced Hearing Loss MEDL08003 4. Explore the issues affecting screening Personal and professional skills The award holder should be able to: 1. take on an appropriate level of responsibility for professional and clinical actions 2. seek support when required ILO is contained within Module code Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 3. Describe the most common prescription methods used. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 5. Provide relevant explanation, information and counselling to a new hearing aid user 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 4. Display an effectively working knowledge of appropriate note taking and patient data systems 6. Explain the role of the clinical supervisor and strategies to obtain a good supervisor- student working relationship from the onset of placement. 7. Discuss the importance of post- qualification training namely continuous professional development (CPD) 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Anatomy and Physiology for Audiologists ANAT H2006 4. Relate consequences of physiological dysfunction to features of hearing loss, and vestibular dysfunction in Page 131 of 146

3. recognise needs for own professional and personal development 4. demonstrate awareness of the influence of his/her own feelings, knowledge, beliefs and experience, and the potential for prejudicial judgements 5. adhere to health and safety requirements 6. operate with a suitable degree of self-protection humans. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 5. Recognize the importance of patient centred practice 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Health Psychology and Sociology HEAL 08002 2. Analyse the relationship between physical health and psychological well- being. 3. Apply principles of the cognitive behavioural approach to the facilitation of change. 4. Explore the realm of individual differences. Biology BIOL H1018 8. Maintain basic records of laboratory activities and present scientific results Medical Emergencies MEDL H2002 2. Apply risk assessment and risk management in the practice workplace 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Profession and employer context Page 132 of 146

The award holder should be able to 1. demonstrate an emerging knowledge of institutional and organisational structures, and health policy 2. contribute to the application of statistical and epidemiological data for audit 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Mathematics for Scientists MATH H1035 6. Apply mathematical models to solve problems 7. Compute derivatives of mathematical functions, and use derivatives to solve related rates and optimization problems. Apply these to specific problems in the biological, chemical and physical sciences. B. Application of principles and concepts Identification and assessment of hearing and balance disorders The award holder should be able to: 1. demonstrate sound clinical reasoning in the analysis and integration of case history and assessment data 2. know when to seek professional direction for confirmation of ILO is contained within Module code Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. 2. Evaluate different methods for use with individuals Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing Page 133 of 146

clinical reasoning aids, verification and evaluation of the intervention. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Formulation of plans and strategies for meeting hearing and balance needs The award holder should be able to: 1. justify assessment and management strategies for individual patients/clients based on the analysis and integration of case history and assessment data 2. justify, plan and implement appropriate assessment and management of individual patients/clients ILO is contained within Module code Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 3. Evaluate a range of techniques used for assessment of tinnitus dysfunction Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required 3. Evaluate a range of techniques used for assessment of tinnitus dysfunction Pathophysiology of Hearing and Balance PSIO H2006 4. Apply knowledge of different treatment approaches to appropriate case scenarios. Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 3. Describe the most common prescription methods used. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 5. Provide relevant explanation, information and counselling to a new hearing aid user 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate Page 134 of 146

3. know when to seek professional direction regarding management plans measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist 6. Assist in paediatric assessment and rehabilitation appointments 7. Assist in vestibular assessment and rehabilitation appointments Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Practice The award holder should be able to: 1. demonstrate appropriate interaction skills with patients/clients and others ILO is contained within Module code Professional Practice Management MGMT H2045 2. Recognise the importance of personal care, staff and customer care in the work place 4. Distinguish between customer focus and department focus Auditory Assessment with Development AUDG H2001 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 3. Describe the most common prescription methods used. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 5. Provide relevant explanation, information and counselling to a new hearing aid user 6. Outline the underlying components of a hearing aid and the range of technologies available commercially 7. Describe the different assistive listening devices that can benefit hearing- impaired people 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. Page 135 of 146

2. adopt appropriate communication and interpersonal behaviour, to promote effective clinical interaction 3. demonstrate flexibility in planning implementing clinical strategies 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. Paediatric Assessment MEDL07003 1. Demonstrate the range of methods of hearing assessment used with children and to evaluate the impact of hearing impairment in children. Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 5. Exhibit achievement of competencies required to perform as an audiologist Introduction to Health Promotion HEAL H1026 4. Describe the major theories and techniques for changing lifestyle health behaviours. Sign language with an Introduction to Lip Reading LANG H1023 1. Outline the role of the sign language and lip reading interpreter 5. Explain lip reading as a form of communication Disability and Deafness MEDL 06002 3.Discuss the cultural issues related to deafness Human Psychology PSYC H2010 4. Identify how human perception and cognitive processes impact on behaviour & personality types. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 7. Recognise how clinical assessment and treatment strategies may have to be adjusted for patients with learning disabilities, depression and dementia Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 5. Exhibit achievement of competencies required to perform as an audiologist Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 4. Combine relevant information obtained about each individual patient and with reference to the evidence base, recognise and select appropriate techniques for successful assessment, management planning, verification and evaluation of the intervention. 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and Page 136 of 146

modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 6. Assist in paediatric assessment and rehabilitation appointments 7. Assist in vestibular assessment and rehabilitation appointments Evaluation and research The award holder should be able to: 1. recognise the potential clinical application of research findings 2. use current literature and appreciate its application to clinical practice 3. demonstrate a knowledge of different service delivery options 4. understand the limitations of assessments in relation to current research ILO is contained within Module code Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. Integrated Capstone Project (Research) MEDL 08001 2. Demonstrate a holistic understanding of a subject area Learning and Development for Higher Education LEAR H1028 3. Identify and utilise appropriate scientific nomenclature, convention and notation. Disability and Deafness MEDL 06002 5. Critically evaluate and analyse relevant scientific literature. Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. Physiological and Psychophysical Measurement MEDL07005 4. Review methods for measuring electrophysiological and psychophysical parameters in hearing research Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 6. Plan a customised rehabilitation programme including appropriate consideration of earmould type and modification, hearing aid type, prescription fitting rules and real ear measurement techniques in order to fit hearing aids, verification and evaluation of the intervention. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 3. Clinically assess patient groups including consideration of audiological, physical and psychosocial aspects. 5. Exhibit achievement of competencies required to perform as an audiologist 6. Assist in paediatric assessment and rehabilitation appointments 7. Assist in vestibular assessment and rehabilitation appointments Page 137 of 146

C. Knowledge, understanding and skills Knowledge, understanding and skills The award holder should be able to: 1. evaluate and apply, with evidence of critical thinking, knowledge and understanding in the core discipline of audiology 2. evaluate and apply, with evidence of critical thinking, knowledge and understanding in the disciplines of human biological sciences, physical sciences and psychology 3. demonstrate knowledge of research methods as related to audiology ILO is contained within Module code Auditory Assessment with Development AUDG H2001 1. Evaluate a range of common audiological assessment techniques and when they would be used; including subjective, electro- physiological and other objective tests Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist Physics PHYS H1014 1. Demonstrate knowledge of the basic principles of physics 2. Apply principles of physics to specific applications in chemistry and biology 4. Employ problem- solving skills Auditory Assessment with Development AUDG H2001 2. Perform full assessment appointments in the weekly in- house AIT practice clinics under direct supervision; history taking (audio- vestibular, medical, social, work), routine audiological assessment techniques to a standard of competency, interpret results from the techniques employed and discuss the implications to the subjects and refer if required Human Psychology PSYC H2010 4. Identify how human perception and cognitive processes impact on behaviour & personality types. Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. Mathematics for Scientists MATH H1035 6. Apply mathematical models to solve problems Audiology Research Methods RES H2005 1. Evaluate research literature in relation to published work and existing theories, to identify and justify a research question to be answered 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. 6. Use SPSS and perform simple statistical tests Page 138 of 146

4. appreciate the relevance of the ethical issues in relation to audiology practice Physiological and Psychophysical Measurement MEDL07005 4. Review methods for measuring electrophysiological and psychophysical parameters in hearing research Preparation for Clinical Practice MEDL07006 5. Construct an outline for research proposal Integrated Capstone Project (Research) MEDL 08001 1. Complete a focused critical literature review 2. Demonstrate a holistic understanding of a subject area 5. Relate research to best discipline practice 8. Plan and conduct a mini- research project Audiology Research Methods RES H2005 3. Identify ethical issues and circumstances demanding integrity, and be able to manage such situations. Hearing Aid Technology AUDG H2002 1. Perform an accurate aural impression & select an appropriate earmould with appropriate modifications. 2. Select an appropriate HSE hearing aid for a patient on the basis of audiometric and other relevant information. 4. Integrate IT in audiological diagnosis and management; Measure and evaluate technical performance, and other functional aspects both in a coupler and real ear 8. Apply and interpret outcome measures with hearing aids Rehabilitation and Management of Adults with Hearing Difficulties MEDL07001 5. Perform a detailed and appropriate history; assess impairment, disability and handicap using appropriate measures. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 5. Exhibit achievement of competencies required to perform as an audiologist 8. Plan and conduct a mini- research project Generic skills The award holder should be able to: 1. identify key issues and begin to create effective solutions, necessary for effective practice 2. demonstrate competence in record keeping, with knowledge of legal, ethical and other considerations related to such practices ILO is contained within Module code Audiology Research Methods RES H2005 2. Evaluate alternative research strategies and select appropriately within constraints of resources available. 8. Plan and conduct a mini- research project Preparation for Clinical Practice MEDL07006 2. Demonstrate appropriate behaviour when dealing with patients Biology BIOL H1018 8. Maintain basic records of laboratory activities and present scientific results Professional Practice Management MGMT H2045 1. Produce effective professional presentations - design layout, presentation and referencing skills, creating effective oral and written presentations, reports, essays assignments and promotional documentation. Auditory Assessment with Development AUDG H2001 Page 139 of 146

Page 140 of 146 5. Outline methods used to obtain genuine thresholds in medico- legal cases Medical Emergencies MEDL H2202 2. Apply risk assessment and risk management in the practice workplace Preparation for Clinical Practice MEDL07006 4. Display an effectively working knowledge of appropriate note taking and patient data systems 1. Practice in an effective, rational and organised manner, both independently and as part of a team, in a supervised work- type environment. 2. Express consistent and appropriate communication with colleagues, superiors, and placement supervisor(s), and adherence to health and safety, legal and ethical obligations. 3. Perform effectively in a multidisciplinary team. 4. Evaluate critically her/his performance, abilities and achievements in the work- place. 8. Plan and conduct a mini- research project

Appendix D British Academy Audiology Scope of Practice [website] Key role at commencement of career: Undertakes additional patient contact, e.g. telephone reviews/questionnaires Undertakes routine, basic but important work procedures e.g. repair clinics May assist in basic training of new staff Undertakes impression taking Undertakes screening Undertakes limited adult hearing aid work: direct referral within strict criteria and fitting of hearing aids to patients aged 18+ with no complex needs Undertakes ENT clinic work: patients aged 7+ Undertakes reviews of patients aged 12+ with no complex needs Provides an entry level for graduates to start role development Is accountable for his/her own actions Undertakes hearing aid work within a wider remit than the Associate Healthcare Scientist: direct referral for any presenting complaint Undertakes non-routine work Develops and implements Individual Management Plans (IMPs) for a wider range of patients than Career Stages 1-4 Undertakes a range of diagnostic assessments Eligibility for the Higher Training Scheme commences Healthcare Scientist Practitioner A Healthcare Scientist Practitioner in Audiology performs a range of complex clinical or technical procedures and is accountable for his/her own actions and for the actions of those they direct and/or supervise. Within the role of the Practitioner, further skill development is possible and expected with a view to further advancement. Knowledge, training and experience Qualified Healthcare Scientist Practitioners in Audiology will operate with a knowledge base at honours degree level (B.Sc. Audiology) or equivalent. The Practitioner takes responsibility for the maintenance and updating of his/her knowledge and skills. Registration with the Health Professions Council (HPC) or Registration Council for Clinical Physiologists (RCCP) is required. Responsibilities for policy and service development The Healthcare Scientist Practitioner will undertake audits and consequent service development to improve the quality of service provided. Responsibilities for research and development The Healthcare Scientist Practitioner must be aware of relevant advances in knowledge and practice, interpreting research and applying it to practice. Page 141 of 146

Freedom to act Healthcare Scientist Practitioner jobs will involve working independently, following agreed policies and procedures for their area. They will plan, organize and prioritise their own work activities, practices and tasks. Overall Responsibilities The Healthcare Scientist Practitioner in Audiology in NHS takes responsibility for the investigation and management of patients referred to the Audiology department, within defined structures of supervision and governance. As part of an integrated team, the Practitioner may perform investigations and contribute to the management of patients who are under the clinical responsibility of another member of the team. The Practitioner takes responsibility for the quality assurance and audit of outcomes of his/her own work and work carried out under his/her supervision. The Practitioner is also expected to be able to undertake the tasks of the Associate Healthcare Scientist and the Senior Assistant Healthcare Scientist (outlined above). Specific roles will include: Individual Management Plan (IMP) Development The development of the IMP should include a range of investigations, procedures or processes in consultation with patients and relevant others, based on individual patient needs and wishes and accepted good practice. Diagnostic Assessments A range of clinical investigations, procedures or processes can be performed to deliver patient care according to the agreed IMP. These investigations, procedures or processes must also be interpreted and reported to the patient and others involved in his/her care. The following may be undertaken: diagnostic tympanometry; diagnostic reflexes; reflex decay; diagnostic OAEs; speech audiometry. Communication Clinical advice and information must be provided to healthcare and other professionals, patients and their carers to support effective assessment, diagnosis, management and treatment of patients. Direct Referral Presenting complaint can be of any complaint of hearing loss and may be associated with mild/moderate bilateral tinnitus. ENT Clinics Patients must be aged 7 and over and procedures must be carried out to BSA Standards. Multi-Agency Working The need for referral to other agencies or specialists must be recognised and referral, as appropriate, made. Referral should be made in line with local protocols and the IMP (see above). Page 142 of 146

Fitting Hearing Aids to Patients Patients must be aged 18 and over and aids (including bone conduction aids) may be fitted to patients with complex needs (at the discretion of the supervising Specialist/Advanced Healthcare Scientist). In paediatric-only departments, the Healthcare Scientist Practitioner can assist in hearing aid fittings as appropriate. Hearing Aid Verification Patients must be aged 18 and over. Hearing Aid Reviews Reviews can be undertaken on patients aged 12 and over without complex needs. Recognised outcome measures must be used as appropriate. Hearing Aid Adjustments Patients must be aged 18 and over. In paediatric-only departments, children of any age can be seen by the Healthcare Scientist Practitioner with supervision. Auditory Rehabilitation Basic listening and questioning skills, information giving and signposting In addition, the Healthcare Scientist Practitioner undertakes goal setting with the patient and provides orientation to any rehabilitation information. Repair Clinics Associates can undertake adjustment of hearing aids (with the exception of paediatric hearing aids). Patients aged 7 and over can be seen by a Senior Assistant Healthcare Scientist within the repair clinic setting All tasks must be related to the patient s current hearing aid and hearing status, including like-for-like replacement, use of hearing aid test box, impression taking and tubing Impression Taking Patients must be aged 7 and over and any contraindications must be referred onwards In paediatric-only departments, patients must be aged 5 and over and be established users. Earmould Fittings Patients must be aged 7 and over and any contraindications must be referred to a Specialist Practitioner. Administration Appointment making, Stock control, Letters, Postal repairs, Reception cover, Room set up and stocking Page 143 of 146

Department hygiene Telephone Reviews (pre or post appointment) Patients must be aged 18 and over and local training is required Screening Training is required to the recognised professional standard as an Associate HCS. Best Practice: Ø Practitioners must refer on as appropriate or manage patient care with the support of a senior colleague. Ø Referral to a Specialist Healthcare Scientist is required in the following circumstances: sudden hearing loss; onset of tinnitus/dizziness; infection; sudden change in hearing status. Ø A basic Individual Management Plans (IMPs) can be developed in consultation with patients and relevant others, based on individual patient needs and wishes and accepted good practice. Ø Assisting the Advanced/Specialist Healthcare Scientist in undertaking Advanced Audiological Assessments; local training is required and there is no minimum age limit. Page 144 of 146

Appendix E SUGGESTED SCOPE OF PRACTICE - GRADUATE LEVEL AUDIOLOGIST Reference Republic of Ireland National Audiology Report [April 2011] General A graduate audiologist will have the necessary expertise in applied scientific techniques within a discipline or related disciplines and will work in a range of healthcare settings: Ø With a defined role in the delivery and reporting of quality assured tests, investigations and interventions on patients, samples or equipment Ø Will provide therapeutic interventions, some of which may be specialist. Specific Ø As a regulated professional, take responsibility for the assessment and management of assigned patients/clients referred to the department within which he/she operates, within defined structures of governance Ø Additionally, as a member of a team, perform investigations and contribute to management of patients/clients who are under the clinical responsibility of another member of the team Ø Take responsibility for quality assurance and audit of outcomes of own work and work carried out under their supervision Ø Take responsibility for maintenance and updating of own knowledge and skills Ø Prioritise referrals and case work according to local departmental policy Ø Develop individual care plans to include a range of investigations, procedures or processes in consultation with patients and relevant others, based on individual patient needs/wishes and accepted good practice Ø Perform a range of scientific/clinical investigations, procedures or processes to deliver patient care according to agreed individual care plan, making contingent changes to the plan as appropriate Ø Interpret and report results of investigations; procedures or processes to patient and others involved in care of the patient Ø Monitor and report on progress of the patient according to care plan, reviewing the need for further intervention as appropriate Ø Recognise the need for referral to other agencies or specialists, making appropriate referrals Ø Apply, maintain and be capable of setting quality standards, control and assurance techniques, including restorative action Ø Provide clinical or scientific advice and information to healthcare and other professionals, patients and their carers to support effective assessment, diagnosis, management and treatment of patients or patient services Ø Communicate clinical and scientific knowledge to a range of audiences, including professionals and patients Ø Plan, organise and prioritise own work activities; practices and tasks Ø Be aware of relevant advances in scientific knowledge and practice, interpreting scientific research and applying to practice Ø Using knowledge management techniques, including critical appraisal, undertake audits and service development to improve quality of service provided. Page 145 of 146

Examples of Graduate Level Activities [In addition to activities that may also be performed by an Assistant] Independent Activities Ø Otoscopy Ø Pure Tone Audiometry, including masking as required Ø Tympanometry and Reflexes Ø Loudness Discomfort Levels Ø Transient Evoked Otoacoustic Emissions Ø Adult hearing aid work, including selection and fitting, habilitation/imps Ø Hearing aid work for children of 10 years of age or older (following a period of post qualification training), including selection and fitting, habilitation/imps Ø Developing and delivering care plans for adults and children with non-routine hearing loss or related disorders e.g. providing a rehabilitation package to adults and children and to others involved in their care, including fitting hearing aids to children of 10 years of age or older, according to agreed good practice Ø Non-routine hearing aid repairs Ø Impressions for cooperative children over 3 years of age (following a period of post qualification training) Ø Behavioural assessments (e.g. Performance/Play Audiometry, Automated Toy Test) for children that are developmentally over 3 years of age (following a period of post qualification training) Ø Other than when VRA is required, behavioural assessment of adults with disabilities Ø Supervising audiology assistants Ø Participating in teaching and learning of health and social care staff Ø Participating in research, audit, innovation and service improvement. Working under supervision (Direct or indirect) Ø Children with complex needs Ø Impressions for children under 3 years of age Ø VRA assessments Ø Vestibular assessments Ø ABR assessments Ø Hearing aid work under supervision for children under 10 years of age, including selection and fitting, habilitation / IMP s: assisting with hearing aid work for children under three years of age. Page 146 of 146