Overview
This unit will advance your competency in the assessment, analysis, planning and treatment of swallowing disorders across the lifespan. You will consider the aetiology, diagnosis and treatment of swallowing in the context of the International Classification of Functioning, Disability and Health (ICF) framework. Evidence based practice will provide the foundation for your learning in all stages of diagnosis and treatment.
Details
Pre-requisites or Co-requisites
Pre-requisites: ALLH11009 Research Methods for Health Professionals OR ALLH12007 Research Methods for Health ProfessionalsALLH12006 Evidence Based Practice for Health ProfessionalsSPCH12007 Speech Pathology Work-Integrated Learning 2SPCH13004 Communication Disorders Across the School YearsSPCH12003 Functional Anatomy of the Head, Neck and ThoraxCo-requisitesSPCH13001 Speech Pathology Work-Integrated Learning 1SPCH13003 Neurogenic Communication Disorders 1
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2022
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say Casual conversation In class
The changed focus in this unit was really beneficial as students found this practical approach to learning helped them put theory into practice.
It is recommended that the lecturer continue to weave in practical activities with theoretical application to enhance and deepen students' understanding and knowledge of the practice area.
Feedback from Have Your Say
The paediatric component of this unit would benefit from some adjustment to the PowerPoints in order to gain better flow of information.
It is recommended that the lecturer review the PowerPoint content material for paediatric dysphagia to reduce repetition and ensure information is building on previously covered material.
- Describe the mechanism of a safe swallow and its variation across the lifespan
- Analyse swallowing behaviour using both formal and informal assessment techniques, and make appropriate recommendations for the management and rehabilitation of a swallowing disorder
- Provide information and counselling to clients and others, as appropriate, about the swallowing disorder and its implications for safety, nutrition, and hydration
- Work ethically, making independent decisions within an interprofessional team.
Range of Practice Areas:
-
Adult - swallowing
-
Paediatric - swallowing
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Practical Assessment - 50% | ||||
| 2 - Practical Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical Assessment - 50% | ||||||||||
| 2 - Practical Assessment - 50% | ||||||||||
Textbooks
Clinical Management of Swallowing Disorders
Edition: 5th (2021)
Authors: Murry, Carrau & Chan
Plural
San Diego San Diego , CA , USA
ISBN: 9781635502282
Binding: Hardcover
Dysphagia Following Stroke
Edition: 3rd (2019)
Authors: Daniels, Huckabee & Gozdzikowska
PLural
San Diego San Diego , CA , USA
Binding: Paperback
Pre-Feeding Skills
Edition: 2nd (2000)
Authors: Evans Morris & Dunn Klein
Pro-ed
Austin Austin , Texas , USA
ISBN: 9781416406679
Binding: Paperback
Additional Textbook Information
The two more recent dysphagia books are available online through the library. The older paediatric textbook is excellent but is not available online and is for loan only.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.rees2@cqu.edu.au
Module/Topic
How to prepare for the adult component of this unit:
This is an intensive unit with steep learning objectives and aims for you to be at entry-level by the end of each component. It is highly recommended that you engage in early preparation and revision to facilitate full immersion as soon as possible.
Suggestions for reading and preparation are included in this section of the unit profile schedule and will be replicated in Moodle for easy access and reference.
- Complete the readings listed in this section.
- Complete the quiz posted in Moodle to review your anatomy and swallowing knowledge.
- Read the SPCH13010 unit assessment descriptions and requirements carefully and note any questions you wish to discuss with your lecturer in class.
Chapter
Reading
Cichero, J.A.Y & Murdoch, B.E. (2006). Dysphagia: Foundation, Theory and Practice. John Wiley & Sons.
Chap 2. Swallowing from Infancy to Old Age.
Murry, T., Carrau, R.L., & Chan, K. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural.
Chap 1. Introduction to and Epidemiology of Swallowing Disorders.
Chap 2. Anatomy and Function of the Swallowing Mechanism.
Seikel, J.A., Drumright, D.G., & Hudock, D.J. (2021). Anatomy & Physiology for Speech, Language and Hearing. (6th ed.). Cengage Learning.
Chap 8. Physiology of Mastication and Deglutition.
Chap 11. Neuroanatomy.
Events and Submissions/Topic
For this unit you will need a stethoscope with a neonate or paediatric sized diaphragm and penlite torch or ThroatScope. Please contact your lecturer for clarification if unsure.
Module/Topic
Introduction to Dysphagia
-
The typical swallow - practical listening to swallow
- Facts about dysphagia
Assessment of Dysphagia in Adults
- Case history taking
-
Oromotor examination techniques
-
Introduction to the dysphagia screening & the clinical swallow assessment
- Instrumental Assessment i.e., Video Fluoroscopic Swallow Study (VFSS), Flexible Endoscopic Evaluation of Swallowing (FEES) & High Resolution Manometry - Pharyngeal & Oesophageal (HRM)
Chapter
Reading
Murry, T., Carrau, R.L., & Chan, K. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural.
Chap 5. Clinical Evaluation of Swallowing Disorders pp. 116-126
Events and Submissions/Topic
Module/Topic
Clinical Swallow Assessment
-
The oromotor examination (OMEx)
-
The clinical swallow assessment
-
Instrumental assessment - VFSS/FEES
Introduction to swallowing treatment
-
Texture modified diet/fluids
-
Compensatory swallowing strategies
-
Documentation of the dysphagic adult
Chapter
Reading
Murry, T., Carrau, R.L., & Chan, K. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural.
Chap. 6. Instrumental Evaluation of Swallowing. pp.134-137 (VFFS), pp. 129-134 (FEES)
Chap 7. Treatment of swallowing disorders pp.152-159
Chap 8. Nutrition and Diets pp. 181-189
Cichero, J. & Murdoch B.E. (2006) Dysphagia: Foundation, theory and practice. Wiley & Sons.
Chap 11. Improving Swallowing Function: Compensation pp. 319-334
Events and Submissions/Topic
Module/Topic
Investigation of treatment strategies
- Free water protocol
-
Swallowing compensatory strategies
-
Texture modified diets/fluids
-
Swallowing rehabilitation
-
Respiratory Muscle Strength Training (RMST) for swallowing rehabilitation
-
Biofeedback in swallowing therapy - using sEMG
-
Oral hygiene
-
Xerostomia & sialorrhea
Chapter
Reading
Murry, T., Carrau, R.L., & Chan, K. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural.
Chap 7. Treatment of swallowing disorders. pp.152-159
Chap 8. Nutrition and diets. pp. 189-196
For a different perspective:
Cichero, J. & Murdoch B.E. (2006). Dysphagia: Foundation, theory and practice. Wiley & Sons.
Chap 12. Swallowing rehabilitation
Events and Submissions/Topic
Module/Topic
Review of entry level clinical competence skills
- The oromotor examination
-
Clinical swallow assessment
-
Case study examples reflecting a variety of clinical presentations
-
Adults and palliative care
-
Overview of impact of laryngectomy and tracheostomy on swallowing
Chapter
Reading
Murry, T., Carrau, R.L., & Chan, K. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural.
Chap 7. Treatment of swallowing disorders pp.159-168
Chap 9. Swallowing in the Aging Population pp. 200-206
Chap 12. Surgical treatment and prosthetic management of swallowing disorders (overview only)
Review relevant chapters on compensatory and rehabilitative swallowing techniques.
Events and Submissions/Topic
Module/Topic
Review of entry level clinical competence skills
- The oromotor examination
-
Clinical swallow assessment
-
Case study examples reflecting a variety of clinical presentations
-
Documentation requirements
Chapter
Reading
Murry, T., Carrau, R.L., & Chan, K. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural.
Review relevant chapters and handouts on compensatory and rehabilitative swallowing techniques
Events and Submissions/Topic
Module/Topic
Chapter
Review readings and handouts.
Events and Submissions/Topic
Module/Topic
Practical session
-
Case study examples reflecting a variety of clinical presentations in acute, sub-acute, aged care and community settings
-
Documentation
This week, you will use case examples to hone your clinical swallow assessment skills. These cases will be set in different settings e..g acute, sub-acute, palliative, aged care etc so you can compare different approaches that might be utilised depending on the setting.
We will also look at a format for documenting the findings of the assessment. You will be role playing each case example with as much reality as possible. Bring your stethoscope and penlite torch or Throat Scope.
Chapter
Reading
You should be reviewing your readings and conducting independent research to deepen your knowledge and understanding of the topics covered in preparation for the clinical practice you’ll be participating in and to help you prepare for your swallow simulation assessment.
Events and Submissions/Topic
You will be asked to complete a quiz before class this week (takes approx 30 mins) on compensatory & rehabilitative swallowing treatment techniques.
This will help to consolidate your knowledge & prepare you for your simulation assessment.
Module/Topic
Practical session
-
Case study examples reflecting a variety of clinical presentations in acute, sub-acute, aged care and community settings
Chapter
Review texts and handouts in preparation for the Adult Simulation Assessment.
Preparation for the Paediatric component of this unit:
Queensland Health has free online training modules in their Paediatric Feeding Learning Framework. Access is available at: https://ilearn.health.qld.gov.au/d2l/le/content/66875/Home
To access the foundation learning module you will need to create an account with iLearn and then register as a student for the course.
Completion of this training module is highly recommended to provide background information that will be discussed and built on during tutorials. This course contains excellent examples relating to the development of swallowing in paediatrics.
Cichero, J.A.Y. & Murdoch, B.E. (2006), Dysphagia: Foundation, Theory and Practice. John Wiley & Sons.
Chap 2. Swallowing from infancy to old age pp. 26-38
L.M. Justice & E.E. Redle (2014), Communication sciences and disorders. (3rd ed.). Pearson Education. Feeding and swallowing disorders. pp. 511-521.
Moore, Keith L., Persaud, T.V.N., Torchia, Mark G. (2015). Before We Are Born: Essentials of Embryology and Birth Defects (9th ed.). Saunders.
Chapter 10. Pharyngeal apparatus, face and neck. pp. 101-126.
Murry et al. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural..
Chap 10. Paediatric Dysphagia: Assessment of disorders of swallowing and feeding. pp. 212-222 (read up to Diagnosis).
Events and Submissions/Topic
(50%) Adult Clinical Swallow Assessment Simulation and Written Recommendations Due: Week 7 Friday (29 Apr 2022) 9:00 am AEST
Module/Topic
Paediatric component of this unit begins.
Foundation Knowledge in Paediatrics
-
Prevalence & causes of dysphagia
-
The dysphagia team
-
Review of paediatric anatomy and physiology (typical and atypical development)
Commencing assessment
-
Anatomy & physiology dysfunction & impact on mealtimes
-
Mealtime behaviour observation
-
Identifying symptoms of dysphagia in infants
-
Assessing the infants
-
Recognising risk factors
Chapter
Reading
Groher, M.E. & Crary, M.A. (2015). Dysphagia: Clinical management in adults and children. (2nd ed.). Elsevier.
Chap 14. Evaluating feeding and swallowing in infants and children. pp. 305-322.
Cichero, J.A.Y & Murdoch, B.E. (2006). Dysphagia: Foundation, theory and practice. John Wiley & Sons.
Chap 13. Clinical signs, aetiologies and characteristics of paediatric dysphagia. pp. 391-405.
Events and Submissions/Topic
Module/Topic
Paediatric Assessment continued
-
Assessing young children
-
Considerations in acute care
-
Considerations in community settings
-
Transitional feeding and sensory issues
-
Role of alternative nutrition options
-
Setting goals with family and carers
-
Instrumental assessment
Chapter
Reading
Cichero, J.A.Y & Murdoch, B.E. (2006). Dysphagia: Foundation, Theory and Practice. John Wiley & Sons.
Chap 13. Clinical Signs, Aetiologies,& Characteristics of Paediatric Dysphagia. pp 405-447.
Chap 14. Assessment techniques for babies, infants and children. pp. 466-471.
Murry, T., Carrau, R.L., & Chan, K. (2022). Clinical Management of Swallowing Disorders. (5th ed.). Plural.
Chap 10. Pediatric Dysphagia: Assessment of Disorders of Swallowing and Feeding. pp. 224-232
Events and Submissions/Topic
Module/Topic
Treatment Strategies
-
Identifying the key concerns
-
Oral facial techniques
-
Alternative feeding techniques
-
Transitional feeding techniques
-
Equipment used in paediatric treatment
-
Optimal positioning of the infant and child
Chapter
Reading
Groher, M.E. & Crary, M.A. (2015). Dysphagia: Clinical management in adults and children. (2nd ed.). Elsevier.
Chap. 15 Treatment of feeding and swallowing difficulties in infants and children. pp. 325-348.
Murray, T., Carrau, R.L. & Chan, K. (2022). Clinical Management in Swallowing Disorders. (5th ed.). Plural.
Chapter 11, Paediatric Dysphagia: Treatment of Feeding and Swallowing Disorders in Infants and Children. pp 236-237.
Cichero, J.A.Y. & Murdoch B.E. (2006). Dysphagia: Foundation, theory and practice. John Wiley & Sons.
Chap 15: Management of paediatric feeding problems. pp. 487-537
Events and Submissions/Topic
Module/Topic
Integrating strategies for children with specific needs
- Considerations for specific populations
-
Consideration of school delivered mealtimes
-
Development of meal management plans
-
Working with families and schools
-
To eat or not to eat?
-
Advocacy and safety in school settings
-
Saliva management
-
Consumer decision making - introduction to ethical issues
-
Interprofessional collaboration with infants with swallowing difficulties.
Chapter
Reading
Groher, M.E. & Crary, M.A. (2015). Dysphagia: Clinical management in adults and children. (2nd ed.). Elsevier.
Chap. 15 Treatment of feeding and swallowing difficulties in infants and children. pp. 325-348.
Murray, T., Carrau, R.L. & Chan, K. (2022). Clinical Management in Swallowing Disorders. (5th ed.). Plural.
Chapter 10, Paediatric Dysphagia: Treatment of Feeding and Swallowing Disorders in Infants and Children. pp 238.-249.
Arvedson, J.C. (2013) Feeding children with cerebral palsy and swallowing difficulties. European Journal of Clinical Nutrition. 67, 509-512.
Events and Submissions/Topic
Module/Topic
Review of material
Practical session
-
Case study examples reflecting children of different ages
-
Documentation
Chapter
Reading
You should be reviewing your readings and conducting independent research to deepen your knowledge and understanding of the topics covered in preparation for the clinical practice you’ll be participating in and to help you prepare for your swallow simulation assessment.
Events and Submissions/Topic
You will use case examples to hone your clinical swallow assessment skills. These cases will feature children of different ages, so that you can identify what skills are expected and the next skills for the child to learn.
We will also look at a format for documenting the findings of the assessment. You will be set up in small groups and take turns role playing each case example with as much reality as possible.
Bring your stethoscope and penlite torch or Throat Scope.
Module/Topic
Chapter
Events and Submissions/Topic
(50%) Paediatric Feeding Simulation Assessment and Treatment Due: Review/Exam Week Friday (10 June 2022) 9:00 am AEST
1 Practical Assessment
Full criteria will be posted on Moodle in the Assessment section.
You will be required to :
1. INTERVIEW CLIENT AND/OR CARER AND PREPARE CLINICAL SWALLOW ASSESSMENT
You will be given a brief written case history of an adult with a swallowing disorder. You will be required to interview the client and/or carer and take relevant notes, and identify any missing information required to conduct the assessment and develop recommendations and management plan. You will be required to discuss with the examiner what you might expect to find with your client and why, how you might need to modify your approach, and indicate what you might need to consider when doing a swallow assessment for this client.
2. CONDUCT AN OROMOTOR EXAMINATION AND CLINICAL SWALLOW ASSESSMENT
You will conduct an oromotor examination and clinical swallow assessment using appropriate food/fluid textures for the situation/client. This will be conducted on a family member who has agreed to act as the client/carer for your simulation.
3. EDUCATE THE CLIENT/CARER AND NEGOITATE A SWALLOWING MANAGEMENT PLAN
You will explain your findings from the swallow assessment to the client/carer (played by a family member) demonstrating clear clinical reasoning & problem solving skills and negotiate an EBP therapy plan with the simulated client and then implement it, demonstrating two compensatory and two rehabilitative therapy techniques in a live simulated environment with an actor/s. The most suitable treatment options for the presenting issues should be demonstrated. You will need to facilitate active participation by the client/caregiver and provide feedback on their responses. You will be required to respond to any clinical questions that the client/carer has regarding their dysphagia.
4. DOCUMENT IMPRESSION FROM ASSESSMENT AND RECOMMENDATIONS/PLANS
You will produce written documentation in the form of progress notes that include an impression / summary of your findings, and the recommendations/plans for future therapy (includes rationales for your choice).
You can bring the following items to your assessment:
- Blank note paper
- Black pen
- Own stethoscope and penlight torch or Throat Scope
- Oromotor/swallow checklist
- Documentation checklist.
All checklists brought into the assessment must be approved by the assessor at the beginning of the simulation assessment. All written information provided at the beginning of the assessment, notes made during the simulation assessment and approved checklists must be submitted to the assessor prior to leaving the examination room.
Friday 29 April 8am. Location will be put on Moodle in the Assessment section and in the Week 7 section.
Week 7 Friday (29 Apr 2022) 9:00 am AEST
Individual adult simulation assessment sessions will occur Week 7 - schedule TBA.
Week 9 Friday (13 May 2022)
Results and feedback will be posted via Moodle gradebook at the end of week 9.
Each student will be assessed individually using different case studies.
A marking rubric for the simulation assessment will be available on Moodle. The following criteria will form the rubric:
ADULT SIMULATION:
Structure and Organisation
-
Clearly and logically explain the purpose and intent of the assessment based on the presenting information with a clear hypothesis of expected findings that are contextual and holistic
-
Clarity of expression, succinctness, logical sequences; cohesion during verbal and written reporting
-
Independently able to manage the client/carer, equipment and clinical environment.
Content
-
Identification of pertinent information from the interview including: physical, behavioural, motor, oral-motor, sensory, environmental and key risk factors
-
Independent interpretation of information gained from the case history and clinical assessment, and ability to critically appraise and draw appropriate and accurate conclusions about the client's presenting dysphagia
-
Demonstrate understanding of anatomical and physiological factors impacting on client's presentation.
Summary and Recommendations
-
Highlights the most important information, in all relevant areas ( e.g. communication and feeding) succinctly and clearly links this information to feed back to the client demonstrating evidence based recommendations which are holistic, client-centered, appropriate and practical
-
Evidence of self learning during reporting using an evidence-based practice approach and reflective practice to all aspects of own clinical performance and client care
-
Use of well ordered, clear, logical, grammatical and professional verbal and written language following clinical documentation guidelines.
You MUST PASS each section of the rubric in order to pass this assessment.
Late Arrivals:
You should aim to arrive at least 15 minutes prior to the official assessment commencement time. In the extraordinary circumstance you are late you will be permitted late entry to your assessment of up to 10 minutes after the official commencement time. The period of lateness will be deducted from you overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving beyond the permitted late entry period), you should make an online application for deferred assessment (which may or may not be granted in line with CQU policy). If your application for deferred assessment is denied, you will receive a score of zero percent (0%) for your assessment item but may be eligible for a supplementary assessment in line with CQU policy.
- Describe the mechanism of a safe swallow and its variation across the lifespan
- Analyse swallowing behaviour using both formal and informal assessment techniques, and make appropriate recommendations for the management and rehabilitation of a swallowing disorder
- Provide information and counselling to clients and others, as appropriate, about the swallowing disorder and its implications for safety, nutrition, and hydration
- Work ethically, making independent decisions within an interprofessional team.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
You will be required to:
1. INTERVIEW CLIENT AND/OR CARER AND PREPARE CLINICAL SWALLOW ASSESSMENT
You will be given a brief written referral/case history of a child with a swallowing disorder. You will be required to interview the client and/or carer (in a simulated environment with an actor playing the role of the parent) and take relevant notes, and identify any missing information required to conduct the assessment and develop recommendations and management plan. You will be required to discuss with the examiner what you might expect to find with your client and why, how you might need to modify your approach and indicate what you might need to consider when doing a swallow assessment for this client.
2. CONDUCT AN OROMOTOR EXAMINATION AND CLINICAL SWALLOW ASSESSMENT
You will be required to watch a video of the child’s mealtimes, as brought in by their caregiver and analyse this information as part of your oromotor and clinical swallowing assessment. You will then conduct any additional components of the oromotor examination (if appropriate) on the simulated client (doll) and then conduct any additional elements of the clinical swallowing assessment by supporting the carer to feed their child, and demonstrating techniques on the simulated child when appropriate. You should use suitable food/fluid textures for the situation/client. The caregiver will let you know how the child responds.
3. EDUCATE THE CLIENT/CARER, NEGOTIATE & DEMONSTRATE A SWALLOWING MANAGEMENT PLAN & REFLECT ON CLINICAL SESSION
You will explain your findings from the swallow assessment to the client/carer (played by an actor) demonstrating clear clinical reasoning & problem solving skills and negotiate an EBP therapy plan with the simulated client and then implement it, demonstrating at least two compensatory and two rehabilitative therapy techniques in a live simulated environment with an actor/s. The most suitable treatment options for the presenting issues should be demonstrated. You will need to facilitate active participation by the client/caregiver and provide feedback on their responses. You will be required to respond to any clinical questions that the client/carer has regarding their dysphagia. You will be required to reflect on the clinical session with the assessor using critical reasoning as you discuss your performance and thoughts for ongoing management of the client.
4. DOCUMENT IMPRESSION FROM ASSESSMENT AND RECOMMENDATIONS/PLANS
You will produce written documentation in the form of progress notes that includes an impression / summary of your findings, and the recommendations/plans for future therapy (includes rationales for your choice).
You will be assessed individually utilising different clinical situations.
The Paediatric Simulation Assessments will occur Wednesday 9 June 2021 (review/exam week). Schedule and location to be posted on Moodle in the Assessment section and in the Review/Exam Week section.
You can bring the following items to your assessment:
-
Blank note paper
-
Black pen
-
Own stethoscope and penlight torch or Throat Scope Oral peripheral and swallowing checklists Developmental checklists
-
Documentation checklist
All checklists brought into the assessment must be approved by the assessor at the beginning of the simulation assessment.
All written information provided at the beginning of the assessment, notes made during the simulation assessment and approved checklists must be submitted to the assessor prior to leaving the examination room.
Review/Exam Week Friday (10 June 2022) 9:00 am AEST
Simulations commence at 8am. Location will be posted on Moodle in the Assessment section.
Student results and feedback will be posted through Moodle at a date compliant with CQUniversity guidelines for assessment result returns.
Each student will be assessed individually using different case studies. Sim babies, toddlers or children (i.e. mannequins/dolls) are used to simulate the role of the paediatric client.
A marking rubric for the simulation assessment will be available on Moodle. The following criteria will form the rubric:
PAEDIATRIC SIMULATION:
Structure and Organisation
-
Clearly and logically explain the purpose and intent of the assessment based on the presenting information with a clear hypothesis of expected findings that are contextual and holistic
-
Clarity of expression, succinctness, logical sequences; cohesion during verbal and written reporting Independently able to manage the client/carer, equipment and clinical environment.
Content
-
Identification of pertinent information from the interview including: physical, behavioural, motor, oral-motor, sensory, environmental and key risk factors
-
Independent interpretation of information gained from the case history and clinical assessment, and ability to critically appraise and draw appropriate and accurate conclusions about the client's presenting dysphagia
-
Demonstrate understanding of anatomical and physiological factors impacting on client's presentation
Summary and Recommendations
-
Highlights the most important information, in all relevant areas ( e.g. communication and feeding) succinctly and clearly links this information to feed back to the client demonstrating evidence based recommendations which are holistic, client-centered, appropriate and practical
-
Evidence of self learning during reporting using an evidence-based practice approach and reflective practice to all aspects of own clinical performance and client care
-
Use of well ordered, clear, logical, grammatical and professional verbal and written language following clinical documentation guidelines
You MUST PASS each section of the rubric in order to pass this assessment.
Late Arrivals:
You should aim to arrive at least 15 minutes prior to the official assessment commencement time. In the extraordinary circumstance you are late you will be permitted late entry to your assessment of up to 10 minutes after the official commencement time. The period of lateness will be deducted from you overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving beyond the permitted late entry period), you should make an online application for deferred assessment (which may or may not be granted in line with CQU policy). If your application for deferred assessment is denied, you will receive a score of zero percent (0%) for your assessment item but may be eligible for a supplementary assessment in line with CQU policy.
- Describe the mechanism of a safe swallow and its variation across the lifespan
- Analyse swallowing behaviour using both formal and informal assessment techniques, and make appropriate recommendations for the management and rehabilitation of a swallowing disorder
- Provide information and counselling to clients and others, as appropriate, about the swallowing disorder and its implications for safety, nutrition, and hydration
- Work ethically, making independent decisions within an interprofessional team.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
