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SPCH13001 - Speech Pathology Work-Integrated Learning 3

General Information

Unit Synopsis

In this unit you will have the opportunity to work with adults and/or children with a wide range of communication and/or swallowing difficulties, through the completion of sessional placement/s. These placements will provide you with work-integrated learning experiences which will enable you to develop novice-intermediate level clinical and professional skills in line with Speech Pathology Australia's competency standards. You will attend regular tutorials, provide an oral presentation on the learning that occurred as part of your placement/s, and further develop your reflective practice skills. A focus will be placed on the application of your clinical skills within the International Classification of Functioning, Disability and Health (ICF) framework. Prior to the commencement of the unit, you must complete all pre-clinical requirements and maintain these requirements throughout the unit.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites:

  • ALLH12006 - Evidence Based Practice for Allied Health
  • SPCH12007 - Speech Pathology Work-Integrated Learning 2
  • SPCH13004 - Communication Development and Disorders Across the School Years

Co-requisites:

  • SPCH13010 - Dysphagia Across the Lifespan
  • SPCH13003 - 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2021

Term 1 - 2021 Profile
Rockhampton
Term 1 - 2022 Profile
Rockhampton
Term 1 - 2023 Profile
Rockhampton
Term 1 - 2024 Profile
Rockhampton

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Presentation 50%
2. Professional Practice Placement 0%
3. Reflective Practice Assignment 50%
4. Learning logs / diaries / Journal / log books 0%

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

Past Exams

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Previous Feedback

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 71.43% response rate.

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.

Source: Student feedback in-class
Feedback
Clinical placement was an effective way to learn how to apply theory to practice.
Recommendation
It is recommended that students continue to engage in a sessional placement as part of this unit.
Action Taken
Students participated in a sessional placement as part of this unit for one day per week, for 12 weeks (or equivalent).
Source: Student feedback and lecturer reflection
Feedback
The Interprofessional Education component of the unit expanded the students' awareness of the roles of other health professionals and how to work effectively within a team.
Recommendation
It is recommended that students continue to engage in the Interprofessional Education component of the unit alongside students from other health disciplines.
Action Taken
Students participated in Interprofessional Education with students from occupational therapy, professional psychology and clinical psychology.
Source: SUTE comments and lecturer reflection
Feedback
Students found that sharing reflections in class supported their peer-learning.
Recommendation
It is recommended that the students continue to be provided with the opportunity to share reflections in class and receive feedback from their peers.
Action Taken
Nil.
Source: SUTE comments
Feedback
Provision of real-life examples from working in the field of speech pathology supported students understanding of the unit content.
Recommendation
It is recommended that students continue to be provided with real-life examples based on field practitioner experiences.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, during work-integrated learning experiences
  2. Apply theory to practice to identify and discuss relevant factors that influence the assessment, treatment and management of clients with communication and/or swallowing disorders in a supervised setting
  3. Develop reflective practice skills and identify and discuss the evidence-base behind their use in allied health professions
  4. Document and track the work-integrated learning experiences gained across Speech Pathology Australia's competency standards and range of practice areas.

The following information describes the range of practice areas and competencies that are linked to this unit's learning outcomes, content and/or assessments:

  • Speech Pathology Range of Practice Areas: Voice, Swallowing, Speech, Language, Multi-Modal Communication, Fluency (the range of practice areas covered within this unit will depend largely on the nature of each student's sessional placement/s, however, each student will have the opportunity to demonstrate an appropriate level (novice-intermediate) of competence with an adult and/or paediatric population across one or more of these range of practice areas)
  • Competencies: 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 - Presentation
2 - Professional Practice Placement
3 - Reflective Practice Assignment
4 - Learning logs / diaries / Journal / log books
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Presentation
2 - Professional Practice Placement
3 - Reflective Practice Assignment
4 - Learning logs / diaries / Journal / log books