SPCH13010 - Swallowing and Feeding Across the Lifespan

General Information

Unit Synopsis

In this unit, you will learn about the development of feeding and the progression of swallowing across the lifespan. You will advance your competency in the assessment, analysis, planning and treatment of swallowing and feeding difficulties across the lifespan. You will consider the aetiology, diagnosis and management of swallowing and feeding in the context of the International Classification of Functioning, Disability and Health (ICF) framework. Evidence based practice will provide the foundation for your learning in all stages of diagnosis and management.

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 Health Professionals

SPCH12003 Functional Anatomy of the Head, Neck, and Thorax

SPCH12007 Speech Pathology Work Integrated Learning 2

SPCH13004 Communication Goals and Needs Across the School Years

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 - 2023

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. Objective Structured Clinical Examinations (OSCEs) 50%
2. Objective Structured Clinical Examinations (OSCEs) 50%

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

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: Have Your Say Casual conversation In class
Feedback
The changed focus in this unit was really beneficial as students found this practical approach to learning helped them put theory into practice.
Recommendation
It is recommended that the lecturer continue to weave in practical activities with theoretical application to enhance and deepen students' understanding and knowledge of the practice area.
Action Taken
Experiential learning continues to form the basis of the major part of this unit's curriculum.
Source: Have Your Say
Feedback
The paediatric component of this unit would benefit from some adjustment to the PowerPoints in order to gain better flow of information.
Recommendation
It is recommended that the lecturer review the PowerPoint content material for paediatric dysphagia to reduce repetition and ensure information is building on previously covered material.
Action Taken
The PowerPoint lectures for the paediatric component have all been reviewed and streamlined.
Source: Student verbal feedback in class.
Feedback
Having actors coming into class has been helpful for increasing experiential learning opportunities and developing verbal scripting ability.
Recommendation
It is recommended that opportunities continue to be provided for students to learn from a variety of delivery methods to increase depth of understanding and knowledge regarding the clinical theory of dysphagia and its application in diagnosis, planning and intervention.
Action Taken
Nil.
Source: Lecturer self-reflection
Feedback
Explore adding more time in class dedicated to clinical documentation to improve assessment performance in this area and meet time deadlines.
Recommendation
It is recommended that the allocated teaching time for clinical documentation be reviewed to ensure students are receiving adequate write-up practice post role play scenarios.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe the mechanism of a safe swallow and its variation across the lifespan
  2. Analyse swallowing and feeding behaviour using both formal and informal assessment techniques, and make appropriate recommendations for the management and rehabilitation of swallowing and feeding difficulties
  3. Adapt communication to provide information and counselling to clients and others about swallowing and feeding difficulties and implications for safety, nutrition, and hydration
  4. Demonstrate ethical practice while making independent holistic decisions

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Objective Structured Clinical Examinations (OSCEs) • • • •
2 - Objective Structured Clinical Examinations (OSCEs) • • • •
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 • •
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