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  • Hybrid/blended courses (30–79 percent of coursework is delivered online.)
  • Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
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If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.

Dysphagia: Evaluation And Management (SPH-636)

Semester: Spring 2021
Number: 0878-636-200
Instructor: Eric Blicker
Days: Wednesday 2:00 pm - 3:50 pm
Note: Online, Synchronous
Location: Online
Credits: 3

For majors only

Course Materials: View Text Books
Learning Goals:   EXPECTED STUDENT OUTCOMES: Upon completion of this course the student will be able to: 1. Describe normal anatomy and physiology of the swallow in adults including the phases of swallowing, and the muscles and cranial nerves involved at each phase; 2. Describe the differences between neurologically-based and mechanically-based disorders of swallowing in adults; 3. Describe in detail the Clinical Bedside Examination; 4. Identify appropriate evaluation methods used to assess swallowing in adults; 5. Demonstrate knowledge of feeding/swallowing assessment including history and clinical/bedside examination;6. Demonstrate knowledge of instrumental swallowing assessment measurements including identifying structures via Videofluoroscopic Swallow Studies; 7. Select and describe appropriate treatment strategies based on evaluation results; 8. Describe the impact of dysphagia on patient/family quality of life, and psychosocial functioning; 9. Describe ways to implement family/caregiver and nursing education;

*The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.


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