Sheffield dysphagia course
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Information for supervisors

As a supervisor you will: 

  • Be an experienced professional who works with adults with dysphagia and has acquired specialist expertise over time. The supervisor must be working at enhanced level (RCSLT Professional framework) The supervisor must agree to sign up to the “Commitment” statement in the Pre-course Questionnaire. Provide the opportunity for observation, assessment and management of dysphagia within an adult population. To provide the opportunity for regular discussion and evaluation of assessment and management regimes. 
  • Provide the opportunity for observation, assessment and management of dysphagia within an adult population. To provide the opportunity for regular discussion and evaluation of assessment and management regimes. To complete the supervisor's clinical practice assessment form by a specified date and to confirm or otherwise the competency of the student to work with an adult dysphagic caseload to a proficient standard on the RCSLT EDS competencies framework. 
  • Attend the supervisors training session. This is a 2 hour session to provide advice and guidance to assist you in your supervisory role 
  • Attend the 4x 1 hour virtual drop-in sessions throughout the supervisory period. 

Your role is key in supporting students to gain the exposure they require to a range of disorders and to get the best experience of learning from you as a competent dysphagia practitioner.

Your role includes: 

  • Creating development opportunities needed to apply the concepts of the course into work practice. 
  • Providing and co-ordinating 80 hours of clinical supervision. 
  • Providing direct supervision at least initially.  The organisation of time can be decided between the student and the supervisor. 
  • Meeting regularly with the student to discuss general progress, assignments and to help the student to identify their particular strengths and development areas. 

You may feel that the student would benefit from spending time with another dysphagia practitioner in different setting or within the same setting. This is not a problem and can actually be advantageous to the student in gaining different perspectives. It is important however, to ensure that you maintain oversight and awareness of the students developing skills to enable you to complete the assessment form.

Your assessment of the student forms part of task 2 on the course structure. 

This questionnaire asks you to consider the students' knowledge and skills that you have directly observed, comment on the student’s ability to demonstrate critical analysis, interpretation and synthesis of knowledge including the student's ability to work as an independent reflective practitioner. The questions are based on the RCSLT EDS framework competencies. 

The questionnaire is an MST form, you will need to complete in 1 sitting so please allow time to complete this assessment.  

If you have concerns about your student's competence it would be advisable to contact the course lead to discuss what options are available to support them. 

Please use the link here to complete your assessment

 

There is rarely a perfect case study patient. Waiting for one can place pressure on your as the supervisor and your student. It may be easier to consider timing of when to look for a case study rather than finding the patient first. 

You will know your student is ready to find a case study to demonstrate their technical skills and knowledge when independently: 

  • They can complete a thorough case history 
  • Gather all pertinent information 
  • Set up for and complete a full and thorough assessment, including oro-motor examination and incremental trials 
  • They formulate hypothesis based on amalgamation of oro-motor examination and incremental trials 
  • They formulate a statement of severity using outcome measures 
  • They formulate an evidence-based management plan including recommendations, strategies / manoeuvres, therapeutic interventions 
  • They provide timescales for review and prognosis 
  • They provide appropriate written and verbal  feedback and documentation 
  • They can weigh up risk / benefit appropriately  

It is at this stage they are then ready to take on a case study for written submission. Students who have successfully passed competencies to proficient  are able to independently manage a caseload composed of classical cases. As a supervisor it is important that you consider this when helping them to identify suitable patients.

A classical case is where the patient is: 

  • Medically stable in respiratory and cardiac functioning 
  • Non-acute 
  • In hospital, at home, in a nursing home 
  • Requiring 
  • Case history 
  • Clinical assessment- reflexes, oral structures, swallow ability 
  • Provision of feedback to patient and referral source 
  • Requiring management-dietary modification 
  • Feeding environment 
  • Therapy strategies 
  • Writing report in line with policies and procedures 
  • Liaison with other professionals, Drs, PT, OT 
  • Review of alternative feeding 

Classical cases become complex if any of the following factors occur singularly or in multiple. 

  • Rare aetiology 
  • Patient is in intensive care/ high dependency unit 
  • Presence of tracheostomy tube 
  • Patient is Oxygen dependent 
  • Medico-legal issues 
  • Medically unstable - respiratory or cardiac functioning 
  • Requiring unfamiliar treatments/ techniques e.g. feeding lying down - spinal injuries, dysphagia after burns 
  • Requires complex problem solving with regard to ethical dilemmas, quality of life issues, cultural issues, environmental factors, levels of distress.