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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:
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 2 - 2019
Term 2 - 2019 Profile
Term 2 - 2020 Profile
Term 2 - 2021 Profile
Term 2 - 2022 Profile
Term 2 - 2023 Profile
Term 2 - 2024 Profile
Term 2 - 2025 Profile
Term 2 - 2026 Profile
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.
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
No previous feedback available
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: SUTE comment and self-reflection
The topics and countries selected for the Global Perspectives assessment had too much variability in the availability of research and grey literature.
It is recommended that the unit coordinator review the selection of countries and topics to ensure similarity in type and volume of literature regardless of which country/topic combination students choose.
The country/topic choices were reviewed and changes were made to ensure each combination had similarly available evidence.
Source: SUTE comments and self-reflection
The range and nature of assessments supported student learning.
It is recommended that the unit coordinator retain the Global Perspectives presentation and the Reflective Practice written assessment.
Both assessments were retained.
Source: Self-reflection
The organisation of content had some overlap with content in prior Work Integrated Learning (WIL) units.
It is recommended that the structure and content across all WIL units be reviewed to ensure systematic growth in knowledge across WIL topics in the course.
The distribution of content across the WIL units was reviewed and small changes were made to ensure systematic growth of clinical skills across the course.
Source: Team discussion
Upon discussion with the Practice Education Coordinators, students require teaching on knowledge transfer earlier in Year 3 to better support those doing their first adult placements in Term 1.
It is recommended that the Knowledge Transfer topic in SPCH13006 (Term 2) be moved to SPCH13001 (Term 1).
In Progress
Source: Team discussion
Upon discussion with the other WIL unit coordinators, students need more time consolidating their knowledge of various reflective practice models before building their depth/complexity of reflective analysis.
It is recommended that the Depth of Reflection topic in SPCH13001 (Term 1) be moved to SPCH13006 (Term 2).
In Progress
Source: Informal student feedback
Informal student feedback indicated that the shift to having a full day intensive at the start of term, in order to ease the workload later in the term, had a positive effect on their ability to manage their Year 3 workloads.
It is recommended that the full day intensive at the start of term, followed by shorter tutorials ending earlier in the term, be retained.
In Progress
Source: Informal student feedback
Informal student feedback indicated that changes to the structure of the Interprofessional Education (IPE) modules and templates improved the effectiveness and efficiency of their participation and subsequent learning.
It is recommended that the IPE planning team consider retaining the key features of the updated Moodle structure and the IPE assessment and intervention planning forms.
In Progress
On successful completion of this unit, you will be able to:
- Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, during work-integrated learning experiences
- Apply theory to practice when assessing, treating and managing clients with communication and/or swallowing disorders, in a supervised setting
- Develop reflective practice skills and explain the importance of these skills when working in a clinical setting
- 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.
| 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 | • | |||
| 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 | • | • | • | |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Presentation | • | • | • | • | • | • | • | ||||
| 2 - Professional Practice Placement | • | • | • | • | • | • | • | • | • | ||
| 3 - Reflective Practice Assignment | • | • | • | • | • | • | |||||
| 4 - Learning logs / diaries / Journal / log books | • | • | |||||||||