Overview
In this unit, you will explore issues that impact on professional practice, and apply prior learning of paediatric and adult clinical practice to complex contexts. You will integrate theoretical and empirical research in the field of speech pathology and debate ethical dilemmas. Professional and inter-professional competencies will be investigated in the context of speech pathology practice.
Details
Pre-requisites or Co-requisites
Pre-Requisites: SPCH13006 Speech Pathology Work-Integrated Learning 4SPCH13008 Neurogenic Communication Disorders 2SPCH13009 Hearing and Multimodal CommunicationSPCH13010 Dysphagia Across the LifespanSPCH13012 Voice Disorders and Clinical PracticeSPCH13011 Fluency Disorders and Clinical Practice
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 - 2021
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 Student Survey
Students felt they were not prepared for the viva and were not clear about the expectations for this task.
It is recommended that the viva expectations be thoroughly reviewed with students in class, including emphasis on reviewing unit content from prior units on paediatric and adult clinical practice.
Feedback from Have Your Say Student Survey
Students enjoyed the guest lectures that were implemented into the unit.
It is recommended that the lecturer continue to source guest lecturers to support the content in this unit where appropriate.
Feedback from Have Your Say Student Survey
The students appreciated having a lecturer with current and relevant clinical experience who could provide authentic examples through the lectures.
Given that this unit is focused on the current clinical practice in speech pathology, it is recommended that the course continue to include an industry speech pathologist in its delivery in as much as possible.
- Debate ethical reasoning in clinical decision making
- Justify assessment and intervention decisions for children and adults with communication and/or swallowing needs
- Appraise the role and scope of practice of speech pathologists and other professionals involved in the interprofessional care of people with multiple intervention needs
- Apply clinical reasoning and evidence-based practice within the context of paediatric and adult speech pathology practice.
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's Professional standards.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Objective Structured Clinical Examinations (OSCEs) - 50% | ||||
| 2 - Oral Examination - 50% | ||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||
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 - Objective Structured Clinical Examinations (OSCEs) - 50% | ||||||||||
| 2 - Oral Examination - 50% | ||||||||||
| 3 - Electronic Focused Interactive Learning (eFIL) - 0% | ||||||||||
Textbooks
There are no required textbooks.
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.
b.zupan@cqu.edu.au
Module/Topic
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Speech Pathology with Culturally and Linguistically Diverse Clients and Aboriginal and Torres Strait Islander Peoples
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Integrated Speech Pathology Practice in the Context of Mental Health
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Speech Pathology in Youth Justice
NOTE: Your tutorial for this week will be 3 hours. Further information will be provided via Moodle.
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
There are no Lectures this week.
During this week, you will be scheduled to attend a 75 minute session to complete your paediatric viva assessment.
Chapter
Events and Submissions/Topic
Module/Topic
Speech Pathology in Head and Neck Cancer
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Speech Pathology in Critical Care
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Speech Pathology in Palliative Care
Counselling in Speech Pathology
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Speech Pathology in NDIS
Private Practice in Speech Pathology
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
Rural and Remote Interprofessional Practice
Chapter
Information re: required reading is posted on Moodle.
Events and Submissions/Topic
Module/Topic
There are no lectures this week.
During this week, you will be scheduled to attend a 1.5 hour session to complete your adult OSCE assessment.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
For each topic covered this term, you will have a series of short recorded lectures and interactive online activities that provide you with the foundation information on that topic. You will need to engage with this content and complete the learning activities before attending your face-to-face tutorial. The focus of your face-to-face tutorial will be to discuss and apply the content presented in the recorded lectures and the interactive activities. Some of your tutorials will be delivered by speech pathologists with expertise on that week's topic. Details regarding each tutorial will be provided on Moodle. For Week 4, rather than a series of recorded lectures, you will need to engage in some pre-readings and one activity prior to your tutorial. Instead of recorded lecture material, your tutorial will be increased to three hours that week. Further information will be provided on Moodle.
To further support your learning and assist you in revising content to prepare for your viva and OSCE assessment tasks and for your clinical block placements in Term 2, this unit also includes two learning modules - one focused on paediatric clinical practice and one focused on adult clinical practice. These modules are available on Moodle next to the assessment tile. It is recommended that you take time each week to progress through the content in these modules.
1 Oral Examination
For this assessment task, you will be required to complete a viva (an oral assessment in the form of a dynamic interview) based on a paediatric clinical scenario. At the start of your viva, you will be provided with basic written case information about a child who is presenting with communication difficulties, as well as a number of social/psychosocial issues. You will then have 10 minutes to review and consider this written information prior to commencing your viva.
After the 10 minutes of review time has passed, you will sit down with your assessor/s (this may involve a panel of up to three people) in an interview-type scenario that will require you to respond to a range of questions related to assessment and intervention for the client described in the case. Throughout this viva, you will be provided with additional information and asked to indicate if/how that information affects your decision-making process and recommendations.
During the viva, you must independently demonstrate your skills, knowledge, and competence in paediatric clinical practice across the new professional standards. Overall, this viva requires you to independently integrate information, to problem-solve in real-time, and to make decisions regarding assessment and intervention and the overall management of a client, with reference to the ICF and within the ethical guidelines of the speech pathology profession. You must also demonstrate your use of effective thinking, reasoning and reflective skills and provide clear and appropriate rationales for decisions that carefully consider evidence-based practice.
Your oral viva will be video recorded for assessment purposes.
Week 6 Monday (19 Apr 2021) 12:00 am AEST
Your viva will be scheduled for Week 6. You will be provided a specific date and time at least two weeks prior.
Week 8 Friday (7 May 2021)
Feedback will be provided to you via Moodle.
You will be assessed using criteria outlined in CBOS (Units 1 to 3) and the new Professional Standards. This includes your reasoning, professional conduct and reflective practice skills.
To pass this task, you need to demonstrate that you are at, or very near (i.e., approaching) entry-level competency in paediatric clinical practice. Therefore, you need to achieve a mark of 50% in each section of the rubric. A mark below 50% in any section of the rubric indicates that you have not met this approaching/entry level for that area of competency, which equates to a fail grade on the assessment task. Each criterion on the rubric is graded as follows:
- 5 marks (HD) – Advanced competency level
- 4 marks (D) – Just above entry-level
- 3.5 marks (C) – Meeting entry-level
- 2.5 marks (P) – Approaching entry-level
- (F) – Below entry-level (intermediate or lower)
There are four sections in the rubric, each with a minimum required mark. A brief description of these sections, including the minimum required mark, is as follows:
Section 1: Independently review background information and develop an assessment plan (10 minutes) and describe and justify your assessment plan with the assessor (10 minutes). Students must achieve a grade of 12.5/25 on this section.
Section 2: Review assessment results (15 minutes) and discuss your analysis and interpretation of those results with the assessor, being sure to identify gaps in information and discuss likely outcomes for the client (10 minutes). Students must achieve a grade of 10/20 on this section.
Section 3: Review a summary of the child's diagnosis and develop a holistic assessment intervention plan (10 minutes) then outline and justify that plan with the assessor (10 minutes). Students must achieve a grade of 12.5/25 on this section.
Section 4: Reflect on the case and the decisions you made, respond to feedback from the assessor, and discuss learning goals (10 minutes). Students must achieve a grade of 12.5/25 on this section.
Late arrivals: You should aim to arrive/log in at least 15 minutes prior to the assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry to your assessment of up at 10 minutes after the assessment commencement time. The period of lateness will be deducted from your overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving/logging in beyond the permitted late entry period), you should make an online application for a 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 and you may be eligible for a supplementary assessment in line with CQU policy.
No submission method provided.
- Justify assessment and intervention decisions for children and adults with communication and/or swallowing needs
- Appraise the role and scope of practice of speech pathologists and other professionals involved in the interprofessional care of people with multiple intervention needs
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Ethical practice
2 Objective Structured Clinical Examinations (OSCEs)
For this assessment task, you will be required to complete an objective structured clinical examination (OSCE) based on an adult-focused clinical scenario. The OSCE includes 12 stations in total, 8 of which will be overtly assessed. Of the 8 stations that are assessed, 4 will include working with a simulated client. A description of each station is provided on Moodle.
At the start of your OSCE, you will be provided with basic written case information about an adult who is presenting with communication and/or swallowing difficulties, as well as a number of social/psychosocial issues. You will then have 10 minutes to review and consider this written information prior to commencing your OSCE. After the 10 minutes of review time has passed, you will begin to cycle through the OSCE stations. Some of these stations will require you to demonstrate clinical competencies while working with a simulated client and others will require you to respond to a range of questions related to assessment and intervention for the client described in the case.
During the OSCE, you must independently demonstrate your skills, knowledge, and competence in the practice areas of adult clinical practice across the new professional standards. Overall, this OSCE requires you to independently integrate information, to problem-solve in real-time, and to make decisions regarding assessment and intervention and the overall management of a client, with reference to the ICF and within the ethical guidelines of the speech pathology profession. You must also demonstrate your use of effective thinking, reasoning and reflective skills and provide clear and appropriate rationales for decisions that carefully consider evidence-based practice.
Parts of your OSCE will be video recorded for assessment purposes.
Week 12 Monday (31 May 2021) 12:00 am AEST
Your OSCE will be scheduled for Week 12. You will be provided a specific date, time and location/format at least two weeks prior.
Exam Week Friday (18 June 2021)
Feedback will be provided to you via Moodle.
You will be assessed using criteria outlined in CBOS (Units 1 to 4) and the new professional standards. This includes your reasoning, professional conduct and reflective practice skills.
To pass this task, you need to demonstrate that you are at, or very near (i.e., approaching) entry-level competency in adult clinical practice. Therefore, you need to achieve a mark of 50% in each graded section of the rubric. A mark below 50% in any section of the rubric indicates that you have not met this approaching/entry level for that area of competency, which equates to a fail grade on the assessment task. Each criterion on the rubric is graded as follows:
- 5 marks (HD) – Advanced competency level
- 4 marks (D) – Just above entry-level
- 3.5 marks (C) – Meeting entry-level
- 2.5 marks (P) – Approaching entry-level
- (F) – Below entry-level (intermediate or lower)
There are 8 graded sections in the rubric, each with a minimum required mark. A brief description of the assessed stations, including the minimum required mark, is as follows:
Station 1: Not assessed. Review background information.
Station 2: After independently reviewing background information for an adult client, you will be required to conduct a case history interview with a simulated client. You will be assessed on the type of questions asked as well as how you interact with the client as you gather information in this interview. Students must achieve a grade of 7.5/15 on this section.
Station 3: Not assessed. Assessment planning.
Station 4: You will be provided with a completed case history form and required to develop an assessment plan relevant to the client. At Station 4, you will be assessed on your explanation and justification of that assessment plan. Students must achieve a grade of 7.5/15 on this section.
Station 5: At this station, you will be required to conduct part of your planned assessment with a simulated client. Students must achieve a grade of 7.5/15 on this section.
Station 6: Not assessed. Review assessment results.
Station 7: You will be given 15 minutes to review assessment results for the client. You will then need to discuss your analysis and interpretation of those results with the assessor, being sure to identify gaps in information. Students must achieve a grade of 10/20 on this section.
Station 8: You will need to provide the client with feedback regarding the assessment results. Students must achieve a grade of 2.5/5 on this section.
Station 9: Not assessed. Plan speech pathology intervention.
Station 10: You will need to develop a holistic assessment intervention plan for your client (10 minutes) and then outline and justify that plan with the assessor. Students must achieve a grade of 5/10 on this section.
Station 11: You will need to implement your intervention plan with the client. Students must achieve a grade of 10/20 on this section.
Station 12: You will need to justify the decisions you made within the context of an ethical issue and also reflect on your performance throughout the OSCE. Students must achieve a grade of 12.5/25 on this section.
Late arrivals: You should aim to arrive/log in at least 15 minutes prior to the assessment commencement time. In the extraordinary circumstance that you are late, you will be permitted late entry to your assessment of up at 10 minutes after the assessment commencement time. The period of lateness will be deducted from your overall assessment time. If you are denied access to the assessment due to lateness (i.e. arriving/logging in beyond the permitted late entry period), you should make an online application for a 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 and you may be eligible for a supplementary assessment in line with CQU policy.
No submission method provided.
- Debate ethical reasoning in clinical decision making
- Justify assessment and intervention decisions for children and adults with communication and/or swallowing needs
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Electronic Focused Interactive Learning (eFIL)
As part of this unit, you are required to engage with interactive, online content to support your learning. This content is referred to as eFIL. eFIL refers to any activities included on your Moodle page in relation to course content. This may include (but is not limited to):
- Recorded lectures.
- H5P interactive learning activities.
- Discussion forums.
- Tasks set by your lecturer requiring you to email or upload content including work samples or videos.
- Surveys.
- Formative (i.e., non-graded) Moodle Quizzes.
- Paediatric and Adult Learning modules
Review/Exam Week Monday (7 June 2021) 8:00 am AEST
It is recommended that you complete activities on a weekly basis, but the lecture will grade this task for completion on Monday, 7 June 2021.
Exam Week Friday (18 June 2021)
Some online activities provide immediate feedback. For other eFIL activities (e.g., discussion forums), you will be provided feedback in the form of 1-2 comments by your lecturer, provided the activities are completed by 11:59pm on Sunday of the week the activity was set. For example, if an activity is set for Week 3, the activity needs to be completed by Sunday 11:59pm of Week 3 in order for you to receive feedback.
There are two requirements to pass this assessment task:
1. You must complete a minimum of 80% of the eFIL activities. An activity will be considered ‘complete’, when it has met the task requirements set for the individual activity (e.g., completion of an H5P activity, meeting activity instructions and guidelines such as posting a reflection in the discussion forum).
2. You must complete 100% of the formative Moodle Quizzes and must receive a mark of 100% on each quiz. You may re-attempt each quiz as many times as you need to achieve the minimum grade of 100%. Your Moodle quiz will appear on your Moodle page for each associated week.
This is a must pass assessment task (i.e., you must pass each of these two requirements to pass this assessment task and therefore the unit).
- Apply clinical reasoning and evidence-based practice within the context of paediatric and adult speech pathology practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Technology Competence
- 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?
