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All of these sessions must be supervised by an appropriate staff member who meets all the requirements as required in the HTS regulations, and should be recorded in the table below. Additional sessions which do not meet the supervision requirements as outlined in the regulations cannot be counted towards the total number of minimum sessions for this module, and should not be include in this table.
Please note, these are sessions of approximately 3.5 hours, not individual patients.
Time spent on session
Completion certificates award should be submitted with this portfolio insert when requesting examination.
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1. Preparation for appointment to include preparation of clinical facilities & equipment, to include real ear measurement systems and hearing aid test boxes, and room set up
2. Formulating a plan for the session taking into account the priorities for the individual child within the time available and attention span of the child, but adapting this as necessary dependent on findings
3. Independently and succinctly obtains a relevant case history in a logical but flexible progression to assess progress and concerns, showing sensitivity to any concerns and involving the child as appropriate, to include:a. Applying person centred skills including asking for child and family perspectives and exploring the impact of the hearing loss on the child’s lifeb. Presence of any parental/child concernsc. Presence of any concerns from the teacher of the deaf, educational audiologist or schoold. Presence of any concerns from other health professionals, such as speech and language therapy or paediatrics.e. Hearing aid comfortf. Hearing aid reliability / functioningg. Earmould fit / feedback issuesh. Hearing aid use with reference to specific situations at home and at schooli. Hearing aid benefit with reference to specific situations at home and at school (this may be done using questionnaires such as PEACH)j. Progress with hearing aid managementk. Progress with particular listening situations e.g. TV, telephone, doorbell etc to ascertain need for assistive listening devicesl. Progress at school, acoustic environment at schoolm. Support at school, do they have any additional support, is an FM system used or being consideredn. Other recent otological history – ear infections etc.
4. Paediatric Impression taking, demonstrating:a. Appropriate adherence to BSA Recommended Procedure.b. Clear instructions/explanation to parents and child.c. Appropriate modifications of techniques for child e.g. correct choice of tamp size/modifications to tamp.
5. Paediatric Hearing Aid Selection and programming, demonstrating:a. Appropriate choice of hearing aid and features to match needs of child.b. Ability to access required features of hearing aid software.c. Manipulation of hearing aid output as required.d. Awareness of compression characteristics.e. Choice of prescription formula.f. Programming and saving changes to hearing aid.
6. New hearing aid fitting demonstrating:a. Introducing the hearing aids to the child and family in a considerate mannerb. Hearing aid orientation carried out with parent/child ensuring full understanding of information to include advice on use.c. Select and program appropriate hearing aids to child taking age, development and amplification needs into account
7. Real Ear Measures, demonstrating:a. Use of BSA recommended procedure.b. Application of appropriate modifications of technique for children (e.g. probe tube insertion depth).c. Differences between REM and RECD and when appropriate to use.d. Modifications for open fit devices.e. Understanding of Speech Intelligibility Index (SII).
8. Simulated Real Ear Measures, demonstrating:a. Use of BSA recommended procedure.b. Measurement of RECD including appropriate probe tube placement and insertion depths.c. Identification of RECD anomalies and actions to address these.d. Coupler verification measures.e. Understanding of Speech Intelligibility Index (SII).
9. Electro-acoustic Testing of Hearing Aids, demonstrating:a. Appropriate choice of electro acoustic test and understanding of its purpose. Use of appropriate coupler.b. Correct positioning of hearing aid in test box.c. Accurate recording of hearing aid response.d. Correct interpretation of results.
10. Subjective Evaluation Measuresa. Interpretation of reports and age appropriate questionnaires received from education and the multidisciplinary team.b. Administer developmentally age appropriate questionnaires as appropriate and interpret results in clinic. E.g. PEACH, LittlEars.c. Be able to explain purpose to parents and utilise results in conjunction with other measures to evaluate the hearing aid fitting.d. Evaluation of hearing aid in situ to ensure comfort and check tolerance to loud sounds.
11. Objective Evaluation Measuresa. Use of datalogging and discussions with parents, including GDPR implications.b. SII interpretation and normative ranges.c. Use of aided speech discrimination testing using age appropriate materials and understanding of results.
12. Ability to make necessary adjustments based on both subjective and objective measures.
13. Debrief to child / parents / carers to include:a. Explaining findings, implications and proposed management using appropriate languageb. Responding to questions from the child, parents/carers in an appropriate way, showing sensitivity and rephrasing /re-explaining as necessary to ensure understandingc. Backing up information given with information materials for parent/child where possibled. Using appropriate methods to break difficult news to parents /carers (using role play if situation does not arise in practice)e. Involving child in debrief, as appropriate
14. Keep appropriate clinical records: record findings and interventions delivered clearly, in a consistent format, all of which must be dated and named.
15. Write reports on assessment sessions, recommended treatment plans and / or outcome of treatment as required, suitable for the intended audience, to include a range of professionals.
Please leave blank if not applicable
Competency 1:Prepare test facilities & equipment, to include daily calibration checks and room set up
Competency 2:Formulate review and management plans, liaising with the relevant professionals to co-ordinate assessments & care, as appropriate
Competency 5:Keep parent/carers and child fully informed during all aspects of the appointment, obtaining consent for procedures as appropriate
Competency 6:Carry out assessment / verification in a safe and effective manner adapting as required to ensure assessment / verification is appropriate for the developmental age of the child, and information gained is maximised within the time available, to include the use of:a. Electroacoustic function testsb. Real ear measuresc. Validated questionnairesd. Speech testinge. Subjective assessment
Competency 9:Develop individual management plans, ensuring that children and parents / carers are part of the decision making with use of person-centred care, to include transition plans at the appropriate stage to ensure a managed transition into adult services. Uses shared decision making to explore the range of treatment options available in a collaborative way.
Competency 10:Give advice on assistive listening devices, FM systems and apps, as appropriate, and ways these may be obtained, making referrals as needed
Competency 11:Communicate effectively with parents and children giving clear information on the plan for the session, hearing aid orientation, results, recommendations and management plan to children and families using appropriate language and communication strategies
Competency 12:Keep appropriate clinical records
Competency 13:Write reports on findings and recommendations suitable for the intended audience, to include a range of professionals and parents/carers, with the appropriate level of detail
Competency 14: Demonstrate the ability to, and articulate clearly through presentation and constructive discussion with colleagues: a. Relate their own practice to a supporting knowledge base – including reference to evidence based and/or recognised good practice b. Clearly justify any of their own clinical decisions made in the assessment or management of patients c. Critically appraise the context of individual cases within national and local structures/processes for the management of hearing impairment d. Critically evaluate and reflect on their own actions e. Show independent thought through evaluation and presentation of alternative (and justified) approaches to existing local practice
0: Does not currently meet examination requirements
1: Meets examination requirements
2: Exceeds examination requirements
Area below only for use when applying to resit the practical examination.