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The information below is relevant from 06/03/2023 to 03/03/2024
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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 1 - 2023

Term 1 - 2023 Profile
Rockhampton
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

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 71.43% 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: 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
In 2023 students were provided with approximately 12 hours "hands on" time during scheduled classes to: practise their clinical skills using tailored case studies on tutors and student colleagues, and utilise the resources required for clinical practise in this area.
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
In 2023 the teaching of documentation in the area of swallowing and feeding was removed from the course content. These skills were considered to be a clinical rather than academic skill thus they will be developed on Work Integrated Learning Experiences.
Source: Unit evaluation data and unit coordinator reflection.
Feedback
The assessment task description should continue to contain clear specific instructions to enhance students' understanding of task expectations.
Recommendation
It is recommended that the unit coordinator provides a task description with clear instructions and behavioural expectations, and offers a Q&A session prior to each assessment.
Action Taken
Nil.
Source: Student feedback via SUTE teacher reports
Feedback
The unit coordinator should source high quality video material to share with students in the teaching time.
Recommendation
It is recommended that in 2024 appropriate, high-quality video materials, that enhance student understanding of the content, are utilised.
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