Click Here to view current 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. Your work integrated learning will provide you with experiences that will enable you to develop intermediate level clinical competencies. You will engage in reciprocal learning with peers from speech pathology and other disciplines and advocate for the role of the speech pathology profession in meeting the needs of individuals and communities. You will apply the International Classification of Functioning, Disability and Health (ICF) framework and integrate principles of evidence-based practice, critical reflection, knowledge transfer, and interprofessional practice to reflect the unique needs of individuals and their communities. 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 - 2026
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
To see assessment details from an earlier availability, please search via a previous term.
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.
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 22.22% 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: 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
To see Learning Outcomes from an earlier availability, please search via a previous term.