SPCH13006 - Speech Pathology Work-Integrated Learning 4

General Information

Unit Synopsis

In this unit you will gain experience working in a clinical setting with adults and/or children who are presenting with a wide range of communication and/or swallowing difficulties. Through the completion of sessional placement/s, you will have the opportunity to develop and demonstrate intermediate-level skills in line with Speech Pathology Australia's competency standards. You will attend regular tutorials, present oral information about a case study, and further develop your reflective practice skills. A focus will be placed on the application of your clinical and professional 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:

  • SPCH13001 - Speech Pathology Work-Integrated Learning 3
  • 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 - 2020

Term 2 - 2020 Profile
Rockhampton
Term 2 - 2021 Profile
Rockhampton
Term 2 - 2022 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 2 - 2020 : The overall satisfaction for students in the last offering of this course was (on a 5 point Likert scale), based on a 75% 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: 'Have Your Say' unit evaluation survey responses, personal communication between students and the unit coordinator, and the unit coordinator's own reflections.
Feedback
Students reported that they enjoyed the 'somewhat informal, conversational tutorials' and the opportunities these provided for students to debrief and learn from their own experiences as well as others'.
Recommendation
Students will continue to be given regular opportunities to debrief, to share their own experiences, and to learn from others through guided peer discussions in a safe and supportive class environment.
Action Taken
Students were given regular opportunities in tutorials over the term to reflect and debrief.
Source: 'Have Your Say' unit evaluation survey responses, personal communication between students and the unit coordinator, and the unit coordinator's own reflections.
Feedback
Students reported that the assessment tasks facilitated their learning in quite different but equally beneficial ways.
Recommendation
The same assessment tasks will be provided to students in 2020, however the specific instructions and requirements will also continue to be reviewed each year to ensure that they are relevant and are designed to facilitate student learning in the best way possible.
Action Taken
The task description and marking rubric provided to students for assessment in this unit were highly detailed to guide students re the assessment requirements and to provide students with comprehensive feedback once the assessments had been completed.
Source: 'Have Your Say' unit evaluation survey responses, personal communication between students and the unit coordinator, and the unit coordinator's own reflections.
Feedback
Students enjoyed the range of activities and lecturers involved in the delivery of this unit, including guest speakers, off-campus excursions, placements and inter-professional education sessions with students from other disciplines.
Recommendation
The unit coordinator will continue to follow a carefully designed teaching plan which includes a range of activities, teaching styles and methods that are intended to facilitate student learning and further develop students' clinical and professional competence.
Action Taken
Teaching plans were reviewed and modified this year to suit the needs of the students and make the content material as relevant as possible.
Source: Have Your Say
Feedback
Students felt that the interprofessional learning education (IPE) experience could be scaffolded up from the 2nd year IPE learning structure through incorporation into their clinical practicum and involving students from other disciplines.
Recommendation
It is recommended that the unit coordinator facilitate discussions between clinical educators and lecturers from different health professions to ascertain how IPE can be more fully embedded into students' clinical practicum experiences for greater authenticity.
Action Taken
Nil.
Source: Have Your Say
Feedback
Students enjoyed and would like even greater opportunity to debrief and self-reflect on their clinical experiences during tutorials.
Recommendation
The unit coordinator will review the allocated time for students to debrief, to share their own plans and experiences, and to learn from others through guided peer discussions in a safe and supportive class environment.
Action Taken
Nil.
Source: Have Your Say
Feedback
The teaching style of the lecturer was relaxed and engaging.
Recommendation
Teaching style is important in helping students to freely express their opinions and feelings regarding their clinical placements and it is recommended this continue to be a major focus of delivery for this unit.
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 when assessing, treating and managing clients with communication and/or swallowing disorders, in a supervised setting
  3. Develop reflective practice skills and explain the importance of these skills when working in a clinical setting
  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 (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
1 - Presentation
2 - Professional Practice Placement
3 - Reflective Practice Assignment
4 - Learning logs / diaries / Journal / log books