Overview
In this unit you will have the opportunity to work with children and/or adults with a wide range of communication and/or swallowing difficulties in sessional placements. A focus will be placed on the application of your clinical skills within the International Classification of Functioning, Disability and Health (ICF) framework, through a combination of tutorials, and sessional clinical placement/s. During the regular tutorials for this unit, you will further develop your reflective practice skills through group discussions and share your knowledge and experiences with peers. This unit also requires you to complete learning plans for your placement/s. Your sessional placement/s will provide you with work-integrated learning experiences which will enable you to develop and demonstrate entry-level competence across the majority of the Competency-based Occupational Standards (CBOS, 2011) and the generic professional competencies described in the Competency Assessment in Speech Pathology (COMPASS®). From these clinical experiences, you will develop a clinical portfolio that contains emerging evidence of these skills across different range of practice areas and further develop your reflective practice skills. Prior to the commencement of the unit, you must complete all pre-clinical requirements, as outlined in the Speech Pathology Clinical Education Handbook, and maintain these requirements throughout the unit.
Details
Pre-requisites or Co-requisites
Pre-requisites:SPCH12005 SPCH13006 SPCH13008
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 - 2019
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.
- Demonstrate competence across the majority of the seven Competency-based Occupational Standards (CBOS) and the four generic professional competency units, as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool
- Provide evidence of competence across different range of practice areas as well as the four generic professional competencies and the seven Competency-based Occupational Standards (CBOS) as described by the Competency Assessment in Speech Pathology (COMPASS) tool
- Develop reflective practice skills and demonstrate an understanding of their importance when working as a student clinician
The range of practice areas covered within this unit will depend largely on the nature of each student's clinical placements. However, each placement will allow students to have the opportunity to demonstrate entry-level competence with an adult and/or paediatric population across one or more of the following range of practice areas:
Voice, Swallowing, Speech, Language, Multi-Modal Communication, Fluency
Students will be assessed across each of the following four generic professional competencies (GPCs) described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool:
Unit 1: Reasoning
Unit 2: Communication
Unit 3: Learning
Unit 4: Professionalism
Students will also be assessed across each of the following seven Competency-Based Occupational standards (CBOS) units:
CBOS Unit 1: Assessment
CBOS Unit 2: Analysis and interpretation
CBOS Unit 3: Planning evidence-based speech pathology practice
CBOS Unit 4: Implementation of speech pathology practice
CBOS Unit 5: Planning, providing and managing speech pathology services
CBOS Unit 6: Professional and supervisory practice
CBOS Unit 7: Lifelong learning and reflective practice
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Professional Practice Placement - 0% | |||
| 2 - Reflective Practice Assignment - 80% | |||
| 3 - Portfolio - 0% | |||
| 4 - Professional Practice Plans (learning plans) - 20% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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 - Professional Practice Placement - 0% | ||||||||||
| 2 - Reflective Practice Assignment - 80% | ||||||||||
| 3 - Portfolio - 0% | ||||||||||
| 4 - Professional Practice Plans (learning plans) - 20% | ||||||||||
Textbooks
Counselling and Interviewing In speech-Language Pathology and Audiology
Edition: First (2018)
Authors: Cari M. Tellis and Orlando R. Barone
Jones & Bartlett Learning
Burlington Burlington , MA , USA
ISBN: 9781284112870
Binding: Paperback
Assessment in Speech-Language Pathology: A Resource Manual
Edition: Fifth (2016)
Authors: Kenneth G. Shipley & Julie G. McAfee
Cengage Learning
Boston Boston , MA , USA
ISBN: 9781285198057
Binding: Spiral
Communication; Core Interpersonal skills for Health Professionals
Edition: Third (2016)
Authors: Gjyn O'Toole
Elsevier
Chatswood Chatswood , NSW , Australia
ISBN: 9781285198057
Binding: Paperback
Professional Communication in Speech-Language Pathology: How to Write, Talk, and Act Like a Clinician
Edition: Third (2017)
Authors: A. Embry Burrus & Laura B. Willis
Plural Publishing
San Diego San Diego , CA , USA
ISBN: 9781597567244
Binding: Paperback
Treatment Resource Manual for Speech-Language Pathology
Edition: Fifth (2015)
Authors: Froma P. Roth and Colleen K. Worthington
Cengage Learning
Canada
ISBN: 978-1-63550-134-6
Binding: Paperback
Additional Textbook Information
The prescribed textbook (Tellis & Barrone, 2018) is the same as that which was prescribed for your WIL units in third year (i.e. in 2018). You are therefore not required to purchase the prescribed textbook for this unit if you already have a copy. If however you do need to purchase this textbook, you may need source it yourself, as the CQU bookshop may not have additional copies available.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.skinner@cqu.edu.au
Module/Topic
ORIENTATION TO WIL 5
This week you will have the expectations and structure for the term explained to you. This will include discussions regarding:
- assessment tasks and pass criteria
- placement details
- textbooks
- pre-clinical requirements (mandatory checks) and SONIA database
- recording clinical hours and experiences
- WIL policy
- reflections in 4th year
- the Clinical Education Handbook
- how to get the most out of your placements this term
- a review of the debriefing process
In addition, clinical placements will commence this week (details will be confirmed by your Unit Coordinator and/or Clinical Educator (CE)).
Chapter
Resources:
- Burrus, A. & Willis, L. (2017). Professional Communication in Speech-Language Pathology: How to Write, Talk and Act Like a Clinician (3rd ed.). San Diego, CA, USA: Plural Publishing.
- ClinEdAus website - http://www.clinedaus.org.au/topics/8?tsearch=student+resources
- CQUniversity Speech Pathology Clinical Education Handbook
- La Trobe University (2017). Reflective Practice in Health. Retrieved from: https://latrobe.libguides.com/reflectivepractice/example
- Lewis, A. V. (2013). Reflective practice: what is it and how do I do it. Journal of Clinical Practice in Speech-Language Pathology, 15(2), 70-74.
- O'Toole, G. (2016). Communication: Core Interpersonal Skills for Health Professionals (3rd ed.). Chatswood, NSW, Australia: Elsevier.
- Roth, F.P. & Worthington, C.K. (2018). Treatment Resource Manual for Speech-Language Pathology (6th ed.). Clifton Park, NY: Cengage Learning.
- Shipley, K. & McAfee, J. (2016). Assessment in Speech-Language Pathology: A Resource Manual (5th ed.). Boston, MA, USA: Cengage Learning.
- Tellis, C. & Barone, O. (2018). Counselling and Interviewing in Speech-Language Pathology and Audiology. Burlington, MA, USA: Jones & Bartlett Learning.
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
UNDERSTANDING AND DEVELOPING SELF AS A CLINICIAN 1
This week you will focus on further developing insight into your learning style, strengths and areas for improvement, and reflective skills. This will assist you to develop individual goals and learning plans for the term.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- Burrus, A. & Willis, L. (2017). Professional Communication in Speech-Language Pathology: How to Write, Talk and Act Like a Clinician (3rd ed.). San Diego, CA, USA: Plural Publishing.
- ClinEdAus website - http://www.clinedaus.org.au/topics/8?tsearch=student+resources
- National Rural Health Student Network (NRHSN) (n.d.). When the cowpat hits the windmill - A guide to staying mentally fit. Melbourne: NRHSN.
- O'Toole, G. (2016). Communication: Core Interpersonal Skills for Health Professionals (3rd ed.). Chatswood, NSW, Australia: Elsevier.
- Schumann, J.H. & Alfandre, D. ((2008) Clinical Ethical Decision Making: The Four Topics Approach. Seminars in Medical Practice, 11¸ 36-42.
- Tellis, C. & Barone, O. (2018). Counselling and Interviewing in Speech-Language Pathology and Audiology. Burlington, MA, USA: Jones & Bartlett Learning.
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
UNDERSTANDING AND DEVELOPING SELF AS A CLINICIAN 2
This week you will further explore a range of skills that are needed to be an effective clinician, such as those relating to time management, organisation and resilience.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- Burrus, A. & Willis, L. (2017). Professional Communication in Speech-Language Pathology: How to Write, Talk and Act Like a Clinician (3rd ed.). San Diego, CA, USA: Plural Publishing.
- ClinEdAus website - http://www.clinedaus.org.au/topics/8?tsearch=student+resources
- National Rural Health Student Network (NRHSN) (n.d.). When the cowpat hits the windmill - A guide to staying mentally fit. Melbourne: NRHSN.
- O'Toole, G. (2016). Communication: Core Interpersonal Skills for Health Professionals (3rd ed.). Chatswood, NSW, Australia: Elsevier.
- Tellis, C. & Barone, O. (2018). Counselling and Interviewing in Speech-Language Pathology and Audiology. Burlington, MA, USA: Jones & Bartlett Learning.
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- Burrus, A. & Willis, L. (2017). Professional Communication in Speech-Language Pathology: How to Write, Talk and Act Like a Clinician (3rd ed.). San Diego, CA, USA: Plural Publishing.
- ClinEdAus website - http://www.clinedaus.org.au/topics/8?tsearch=student+resources
- Molyneux, J. (2001). Interprofessional teamworking: what makes teams work well. Journal of Interprofessional Care, 15(1), 29-35.
- National Rural Health Student Network (NRHSN) (n.d.). When the cowpat hits the windmill - A guide to staying mentally fit. Melbourne: NRHSN.
- O'Toole, G. (2016). Communication: Core Interpersonal Skills for Health Professionals (3rd ed.). Chatswood, NSW, Australia: Elsevier.
- Tellis, C. & Barone, O. (2018). Counselling and Interviewing in Speech-Language Pathology and Audiology. Burlington, MA, USA: Jones & Bartlett Learning.
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
REASONING, DECISION-MAKING AND REFLECTING
This week you will explore professional reasoning, decision making and reflective practice.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- ClinEdAus website - http://www.clinedaus.org.au/topics/8?tsearch=student+resources
- La Trobe University (2017). Reflective Practice in Health. Retrieved from: https://latrobe.libguides.com/reflectivepractice/example
- Lewis, A. V. (2013). Reflective practice: what is it and how do I do it. Journal of Clinical Practice in Speech-Language Pathology, 15(2), 70-74.
- O'Toole, G. (2016). Communication: Core Interpersonal Skills for Health Professionals (3rd ed.). Chatswood, NSW, Australia: Elsevier.
- Schumann, J.H. & Alfandre, D. ((2008) Clinical Ethical Decision Making: The Four Topics Approach. Seminars in Medical Practice, 11¸ 36-42.
- Tellis, C. & Barone, O. (2018). Counselling and Interviewing in Speech-Language Pathology and Audiology. Burlington, MA, USA: Jones & Bartlett Learning
- Vinson, B. P. Workplace Skills and Professional Issues in Speech-Language Pathology. San Diego, CA: Plural Publishing.
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
There are no classes scheduled for Recess Week.
You may be required to attend placement/s this week, depending on a range of factors. This is to be negotiated with individual CEs and/or the Unit Coordinator.
Chapter
There are no specific reading tasks set during Recess Week.
Events and Submissions/Topic
Module/Topic
CARING FOR SELF
This week you will have a guest speaker facilitate a session that is designed to assist you to take care of yourself and others whilst working as a clinician.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Reading tasks may be set by your guest speaker.
Events and Submissions/Topic
Module/Topic
CULTURALLY SAFE AND RESPONSIVE PRACTICE
This week you will reflect on and further develop your ability to practise in a culturally safe and responsive manner.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- Hersh, D., Armstrong, E., Panak, V. & Coombes, J. (2015). Speech-language pathology practices with Indigenous Australians with acquired communication disorders. International Journal of Speech-Language Pathology, 17(1), 74-85).
- Indigenous Allied Health Australia (IAHA). (n.d.). Indigenous Allied Health Australia (IAHA) Submission to the Senate inquiry into the prevalence of different types of speech, language and communication disorders and speech pathology services in Australia. Deakin West, ACT: IAHA.
- Marrone, S. (2007). Understanding barriers to health caere: a review of disparities in health care services among indigenous populations. International Journal of Circumpolar Health, 66(3), 188-198.
- Speech Pathology Australia (2016). Working in a Culturally and Linguistically Diverse Society – Position Statement.
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
RURAL AND REMOTE PRACTICE
This week you will look closely at the differences between working in rural/remote versus regional and metropolitan areas.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- SARRAH website - https://sarrah.org.au/
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
AUSTRALIAN HEALTHCARE
This week you will explore the Australian health care system and a range of contexts in which Speech Pathologists work.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- The Australian Health System website: https://beta.health.gov.au/about-us/the-australian-health-system
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
CLINICAL REASONING IN PRACTICE
This week you will practise applying your clinical reasoning skills in structured activities with your peers.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
There are no specific reading tasks set for this week.
Events and Submissions/Topic
Module/Topic
SPEECH PATHOLOGY AUSTRALIA
This week you will explore the website of your professional association, Speech Pathology Australia, and the range of policies, procedures, position statements, and resources they have in place and on offer.
This is in addition to your clinical placements that will continue for the duration of the term.
Chapter
Resources:
- Speech Pathology Australia website - https://www.speechpathologyaustralia.org.au/
Note: Specific details regarding chapters / pages to be read from the resources listed above, as well as additional recommended readings from alternative sources, will be provided through Moodle and/or during classes throughout the term.
Events and Submissions/Topic
Module/Topic
PREPARATION FOR BLOCK PLACEMENTS
This week you will prepare for your upcoming block placements and the WIL 6 and WIL 7 units.
This is in addition to your clinical placements, most of which will conclude this week (unless otherwise negotiated with your CE and/or Unit Coordinator).
Chapter
Recommended readings will be provided through Moodle and/or during class.
Events and Submissions/Topic
Module/Topic
There are no classes scheduled this week.
You may however be required to attend placement/s if an extension is required by your CE and/or the Unit Coordinator.
Chapter
There are no specific reading tasks set for this week.
Events and Submissions/Topic
Sessional Placements Due: Review/Exam Week Friday (14 June 2019) 9:00 pm AEST
Record of WIL Hours and Experiences Due: Review/Exam Week Friday (14 June 2019) 9:00 pm AEST
Module/Topic
There are no classes scheduled this week.
You may however be required to attend placement/s if an extension is required by your CE and/or the Unit Coordinator.
Chapter
There are no specific reading tasks set for this week.
Events and Submissions/Topic
1 Professional Practice Plans (learning plans)
Setting personal learning goals is an important step in the process of improving the way in which we learn and achieve, building our capacity to learn, and developing our ability to be independent learners. By being active participants in the learning process, we are more likely to feel empowered and motivated to reach our full potential.
“Previous research into the motivation and efficiency of students has indicated that students who set their own working goals tend to achieve more than when working on goals set for them by the teacher. Students who set their own learning goals have more confidence to take on more challenging tasks, regardless of their ability. Their motivation to improve and master a task is improved and their self-esteem remains strong, even in the case of failure. When students are assisted to delve into their own thinking and learning processes, they are drawn to think about the effectiveness of the strategies they used to achieve the learning goals they set. Planning what to do, monitoring progress towards achieving it and evaluating the outcome can help students take more control over their thinking and learning processes and equip them with learning to learn skills.” (Department of Education and Early Childhood Development, 2006, p.3).
For this assessment task you will therefore be required to develop an individualised learning plan that relates directly to your work-integrated learning experiences (sessional placements) which take place as part of this unit. This learning plan should demonstrate your ability to identify key areas for improvement or future learning, to present these as SMART goals, and to provide clear rationales for your objectives. Goals should be directly linked to at least one CBOS and/or generic professional competency unit. You are also required to identify and explain appropriate strategies and methods designed to assist you to achieve your goals, as well as an evaluation plan that will enable you to determine whether or not you have achieved your goals at the end of the term.
Reference
Department of Education and Early Childhood Development. (2006). Developing, monitoring and reporting on personal learning goals. Melbourne, Victoria: State Government Victoria. Retrieved from http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/personal/devperslearngoal.pdf
Week 3 Wednesday (27 Mar 2019) 9:00 pm AEST
Week 5 Wednesday (10 Apr 2019)
Results and feedback will be provided to students within 14 days of the due date.
A marking rubric which details the specific criteria for this assessment task will be provided to you through the SPCH14003 Moodle page. These criteria will be based upon your ability to:
- clearly and succinctly identify and write 4 key areas for improvement or future learning;
- write clear rationales for each objective;
- demonstrate your reflective and reasoning skills;
- apply an evidence-based practice approach;
- identify a range of appropriate and specific strategies and methods that will help you to achieve your goals;
- describe how you will determine and evaluate the achievement of your objectives;
- use appropriate conventions, including spelling, syntax, and punctuation, and present your written document in a professional manner;
- use APA referencing accurately.
- Provide evidence of competence across different range of practice areas as well as the four generic professional competencies and the seven Competency-based Occupational Standards (CBOS) as described by the Competency Assessment in Speech Pathology (COMPASS) tool
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Reflective Practice Assignment
At the end of term, you will present a portfolio containing a collection of items which effectively communicate the learning that took place whilst completing your sessional placements. This portfolio will comprise of evidence of the knowledge, skills and experience that you gained and/or demonstrated during these placements. This evidence should be in the form of a series of reflections which are supported by tangible evidence where possible (for example, de-identified reports, therapy plans and progress notes, resources that have been developed as part of a placement, learning plans and/or assessment feedback or results). Evidence items should also be clearly linked to one or more of the CBOS and/or generic professional competency units.
The overarching purpose of the reflective portfolio is to encourage professional development and reflective learning, thinking and reasoning. Reflective practice requires a conscious effort to think about events and to develop insights into them, and it is a skill that can be honed with practice. The reflective portfolio will therefore provide you with the opportunity to demonstrate how you can use your reflective skills to learn from your experiences.
Review/Exam Week Wednesday (12 June 2019) 9:00 pm AEST
Reflective portfolios must be submitted via Moodle on Wednesday the 12th of June 2019, following the completion of all placements. In any case where a placement has been extended beyond Week 12 of the term, the due date for this assessment task may be negotiated with the Unit Coordinator.
Exam Week Friday (21 June 2019)
Reflective portfolios are to be returned to students within 14 days of their submission.
A marking rubric containing specific assessment criteria for this task will be made available on the unit Moodle site during term. These criteria will be based on your ability to:
- identify, reflect on and discuss your learning needs, experiences, skills, knowledge and competence in the range of practice areas you work in during your placements this term;
- reflect deeply upon your experiences and make clear links between these experiences and the relevant CBOS and/or generic professional competency units;
- use appropriate writing conventions, including accurate spelling, grammar, punctuation, cohesion, clarity, and organisation;
- present a portfolio that has a professional appearance, contains de-identified information, and accurate use of APA referencing.
- Develop reflective practice skills and demonstrate an understanding of their importance when working as a student clinician
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Cross Cultural Competence
- Ethical practice
3 Professional Practice Placement
This term you will complete a range of sessional clinical placements across the term. These placements will provide you with the opportunity to develop your practical, clinical and professional skills across a range of practice areas, in a variety of settings and with different caseloads, in preparation for your final block placements in Term 2. The practice areas will include adult speech, adult voice, paediatric and adult fluency and multi-modal communication.
At the end of each placement you are expected to demonstrate competence that is approaching entry-level across each of the CBOS Units 1-4 and the four generic professional competency units. You must also complete and submit a record of your clinical experiences/hours, signed by your CE, at the completion of each placement.
Further information regarding the expectations when participating in clinical placements, such as dress code, attendance requirements and mandatory checks (pre-clinical requirements) can be found in the Speech Pathology Clinical Education Handbook, an electronic copy of which will be made available through the SPCH14009 Moodle page. Note that all pre-clinical requirements, as mentioned in the Speech Pathology Clinical Education Handbook (and also stipulated on the online SONIA database), must be completed prior to commencing a placement and must remain current for the duration of the placement. Any student who fails to comply will risk not being permitted to commence their placement, which may therefore affect their ability to complete this assessment task. Further information and instructions regarding all mandatory checks (pre-clinical requirements) can be found on the SONIA database or obtained by contacting the Work-Integrated Learning (WIL) team via email: smas-clinicalplacements@cqu.edu.au.
Review/Exam Week Friday (14 June 2019) 9:00 pm AEST
End dates will vary for each placement (for example, some are due to finish in the final week of term, whilst others may finish in Week 6). In the case of exceptional circumstances, the extension or early completion of a placement may be required and these details are to be negotiated between the CE, the CEC and, in some instances, the student. Within one week of the completion of each placement, students must provide their CE with all required documents for each placement, such as reports, progress notes and reflections. These documents are to be submitted directly to their CE, not via Moodle.
Exam Week Friday (21 June 2019)
Results will be made available to each student within fourteen days of the completion of all final placement assessments conducted by the CEs. This notification will occur via email and/or Moodle. There are no documents that are required to be returned to the students.
For each placement you attend, you will be assessed against specific elements included in each of the four generic professional competencies (GPCs), as well as the seven CBOS units described by Speech Pathology Australia. By the end of each placement, you are required to demonstrate competence that is approaching entry-level across the following competency units:
- Generic Professional Competency Unit 1: Reasoning
- Generic Professional Competency Unit 2: Communication
- Generic Professional Competency Unit 3: Learning
- Generic Professional Competency Unit 4: Professionalism
- CBOS Unit 1: Assessment
- CBOS Unit 2: Analysis and Interpretation
- CBOS Unit 3: Planning Evidence-Based Speech Pathology Practice
- CBOS Unit 4: Implementation of Speech Pathology Practice
Note that you will also be assessed against CBOS Units 5-7, however the pass criteria are not based on competence being demonstrated in these specific areas.
Further information regarding each of the competency units can be found in the COMPASS Assessment Resource Manual, available through COMPASS online: https://compass.speechpathologyaustralia.org.au/compass/portal/portal.jsp
Both the pass and failure criteria that apply to clinical placements, including descriptors of terms such as 'approaching entry-level', are described in detail in the Speech Pathology Clinical Education Handbook. Both CEs and students should familiarise themselves with these criteria, as they will form the basis of the determination as to whether a student has passed or failed this assessment task. As stated in the Clinical Education Handbook, the Clinical Education Coordinator will make the final decision regarding a student's results, based on all available evidence relating to the student's performance whilst completing each placement.
In order to pass this assessment task, students must pass each individual placement they complete as part of this unit.
- Demonstrate competence across the majority of the seven Competency-based Occupational Standards (CBOS) and the four generic professional competency units, as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
4 Portfolio
Following the completion of all placements that occur as part of this unit, you must submit a record of your clinical experiences/hours, signed by your CE. The specific record form that is to be used, and the instructions for completion, will be provided to you by your Unit Coordinator at the beginning of the term.
It should be noted that Speech Pathology Australia (SPA) does not specify the number of clinical hours that students must complete during the course of any Australian university’s Speech Pathology program. SPA instead places the focus on the minimum level of competence, skills and knowledge required for entry into the workforce as a qualified and competent speech pathologist (The Speech Pathology Association of Australia Limited, 2005). CQUniversity’s approach is consistent with SPA’s philosophy and therefore does not have a specific requirement regarding the minimum number of clinical hours each student must complete by the end of the Speech Pathology course. Submission of the record form for this unit is therefore a pass/fail assessment requirement. You should be aware however that you are also expected to track this data and keep copies for your own records, as evidence of clinical hours may be required if you are requested to provide evidence of clinical experience when applying for work as a speech pathologist overseas.
Review/Exam Week Friday (14 June 2019) 9:00 pm AEST
There are no items to return for this assessment task.
In order to pass this assessment task, you must complete and submit a copy of the clinical hours/experiences record form provided to you by your Unit Coordinator, within one week of completing your placements. Each placement will require a separate form to be completed and signed by your individual Clinical Educators. Instructions for completion will be available on the record form that will be provided to you at the beginning of term.
- Provide evidence of competence across different range of practice areas as well as the four generic professional competencies and the seven Competency-based Occupational Standards (CBOS) as described by the Competency Assessment in Speech Pathology (COMPASS) tool
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
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?
