SPCH14001 - Integrated Practice in Speech Pathology

General Information

Unit Synopsis

In this unit, you will explore issues that impact on professional practice, including current theory and practice in social innovation. You will integrate theoretical and empirical research in the field of speech pathology and debate ethical dilemmas. Professional and inter-professional competencies will be investigated in the context of speech pathology practice. Current theory and practice in social innovation will also be discussed.

Details

Level Undergraduate
Unit Level 4
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-Requisites:

  • SPCH13006 Speech Pathology Work-Integrated Learning 4
  • SPCH13008 Neurogenic Communication Disorders 2

Co-Requisites:

  • SPCH14003 Speech Pathology Work-Integrated Learning 5
Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2019

Term 1 - 2019 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. In-class Test(s) 50%
2. Case Study 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 Procedures for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2018 : The overall satisfaction for students in the last offering of this course was 3.3 (on a 5 point Likert scale), based on a 57.14% 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: Have Your Say In class evaluation in week 5.
Feedback
Feedback in relation to having different lecturers for each of the four topics was mixed, but with more positive rather than negative feedback. There was also feedback that the craniofacial component was the least valuable topic.
Recommendation
The structure of the unit is under review for 2018 with student feedback taken into consideration.
Action Taken
The review of the unit included a move away from guest speakers.
Source: Have Your Say
Feedback
There were comments made by the students regarding the fact that they had to complete assessment work whilst on placement. There was the assumption that CQUniversity students are treated unfairly as other universities do not require this. There was also feedback that all theory needed to be covered prior to clinical placement and not whilst on clinical placement.
Recommendation
Workloads and expectations will be clearly discussed with students. A review of the requirements of unit work and work integrated learning is being undertaken by the speech pathology team and student feedback is taken into consideration during this review process.
Action Taken
The workload was reduced and clearly communicated to all students. Further changes in the distribution of workload will occur in 2019 when the unit workload is more evenly distributed over the full term and students will no longer need to balance the completion of assessment tasks while on placement.
Source: Have Your Say
Feedback
The feedback received for assessment tasks rated from a low of 2.9 to a high of 4.0 and clearly needs attention in 2018. The primary concern expressed by students was the completion of a complex case task whilst on clinical placment and the expectations for students having to complete both clinical and unit work. Students expressed that the task was valuable to their learning, but very time consuming whilst on cinical placement.
Recommendation
The structure of this unit and the associated assessment tasks is under review and in the context of also reviewing the structure of work integrated learning (clinical placements). Student feedback and feedback from the 5 year curriculum review panel will be integral in the review process.
Action Taken
The review of this unit was completed. Workload and assessment was reduced to reflect the 6 credit point value of this unit. From 2019, students will not have to complete work for this unit while on work-integrated learning block placements.
Source: Have Your Say feedback. Unit Coordinator reflection.
Feedback
The amount of work, the practical in-class discussions and the clear format of the classes were reported as the best aspects of this unit.
Recommendation
The amount of work, the practical in-class discussions and the clear format of the classes will be maintained.
Action Taken
Nil.
Source: Have Your Say feedback. Unit Coordinator reflection.
Feedback
The rubrics and assessment task accuracy needs improvement.
Recommendation
All rubrics and assessment tasks will be checked by one other academic prior to publication to improve clarity and accuracy. Particular attention will be given to the ensuring there are no errors in the in-class test paper.
Action Taken
Nil.
Source: Have Your Say feedback.
Feedback
Assessment 2: Case Study requires students to select their focus person from their work-integrated learning during the term. Students report that they did not have enough time to familiarise themselves with the work-integrated learning setting and select a focus person, before the due date for notifying the unit coordinator of their choice of focus person.
Recommendation
The unit coordinator will review the due dates for components of Assessment 2: Case Study to ensure students have enough time to select their focus person for this assessment task.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Debate ethical reasoning in clinical decision making.
  2. Justify assessment and intervention decisions for children and adults with communication and/or swallowing needs.
  3. Appraise the role and scope of practice of speech pathologists and other professionals involved in the interprofessional care of people with multiple intervention needs.

Speech Pathology Range of Practice covered:

  • Adult - Speech, Language, Voice, Fluency, Swallowing and Multimodal Communication
  • Child - Speech, Language, Voice, Fluency, Swallowing and Multimodal Communication

Competency-based Occupational Standards for Speech Pathology (CBOS 2011):

  • Unit 1 Assessment: Elements 1.1, 1.2, 1.3 and 1.4 to Entry level
  • Unit 2 Analysis and interpretation: Elements 2.1, 2.2, 2.3, 2.4 and 2.5 to Entry level
  • Unit 3 Planning evidence based speech pathology practices: Elements 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 and 3.7 to Entry level
  • Unit 4 Implementation of speech pathology practice: Elements 4.1, 4.2, 4.3, 4.4, 4.5 and 4.6 to Entry level
  • Unit 5 Planning, providing and managing speech pathology services - Elements 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7 and 5.8 to Entry level
  • Unit 6 Professional and supervisory practice - Elements 6.1, 6.2, 6.3
  • Unit 7 Lifelong learning and reflective practice - Elements .7.1, 7.2, 7.3 and 7.4 to Entry level

Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:

Unit 1 Reasoning: Elements 1.1, 1.2 and 1.3 to Entry level

Unit 2 Communication: Elements 2.1, 2.2 and 2.3 to Entry level

Unit 3 Learning: Elements 3.1, 3.2, 3.3 and 3.4 to Entry level

Unit 4 Professionalism: Elements 4.1, 4.2, 4.4 and 4.5 to Entry level


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - In-class Test(s)
2 - Case Study
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
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
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
1 - In-class Test(s)
2 - Case Study