SPCH13006 - 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 goals and needs through the completion of work integrated learning experiences. You will learn how to adapt your practice in response to individual, family, and community input, strengths, goals, and needs. The domains of professional conduct, and reflection and lifelong learning will be embedded throughout the unit. 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 2
  • SPCH13010 - Swallowing and Feeding Across the Lifespan
  • SPCH13003 - Assessment of Neurogenic Communication Conditions
  • SPCH13012 - Voice Across the Lifespan

 

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 - 2024

Term 2 - 2024 Profile
Rockhampton
Term 2 - 2025 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. Portfolio 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 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 50% 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: Verbal feedback in class.
Feedback
A student commented reviewing pre-prepared written reflection examples was beneficial in developing their reflective practice capability and helped prepare them for the reflective practice assessment in this unit.
Recommendation
It is recommended students continue to to bring to class pre-prepared written reflections for analysis and discussion so students can develop greater accuracy and confidence in writing reflections for clinical practicums and assessments.
Action Taken
The students in the 2023 iteration of this unit did not necessarily have to bring written material into class for reflections, but they were encouraged to use the D-I-O (Description - Interpretation - Outcome model) framework whilst verbally reflecting. Students often find verbal reflections more difficult than written reflections as they are more "on the spot". Hence, it is a valuable learning experience for them to verbally reflect in class. The written reflection component was maintained for their final reflective portfolio assessment task.
Source: SUTE
Feedback
Students reported that the audio on some of the video lectures was difficult to hear.
Recommendation
It is recommended that the lecturer check all video recordings for quality and if necessary make adjustments such as purchasing a different microphone.
Action Taken
In Progress
Source: SUTE
Feedback
Students reported positively on the global context and clinical yarning assessment tasks.
Recommendation
It is recommended that the global context and clinical yarning assessment tasks continue to be a feature of this unit.
Action Taken
In Progress
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. Demonstrate emerging proficiency in the knowledge, skills, and attributes associated with the professional standards outlined by Speech Pathology Australia
  3. Apply person-centred, family-centred, and community-centred approaches in optimising communication and swallowing
  4. Document and track the work-integrated learning experiences gained across areas of communication and swallowing

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Presentation • •
2 - Professional Practice Placement •
3 - Portfolio • •
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 • •
10 - Aboriginal and Torres Strait Islander Cultures •
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