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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 engage in the discussion of ethical reasoning and be expected to integrate theoretical and empirical research in the field of speech pathology. 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 SCA 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

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 3 - 2018

Term 1 - 2019 Profile
Rockhampton
Term 1 - 2020 Profile
Rockhampton
Term 1 - 2021 Profile
Rockhampton
Term 1 - 2022 Profile
Rockhampton
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. 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 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: SPCH14001 SUTE unit Comment report and Unit Coordinator review of assessment results.
Feedback
Instructions given prior to, and during, both oral assessment tasks (Paediatric viva and Adult OSCE), need refining so that expectations prior to assessments are clear, and expectations during the assessments are clear.
Recommendation
It is recommended that instruction and grading materials related to the Adult OSCE and paediatric viva are reviewed.
Action Taken
Prior to T1 the rubric for SPCH14001 was reviewed and the instructions were refined so as to reduce any ambiguity in the language. Additionally, the verbal instructions given during oral assessments were reviewed and simplified.
Source: Unit Coordinator review of assessment results and self reflection.
Feedback
Increase explicit teaching around ethical issues in case based discussions in SPCH14001 tutorials.
Recommendation
It is recommended that the tutorial case studies are adapted to help students understand and evaluate ethical principles in clinical practice.
Action Taken
In T1 2023 ethics were taught in weeks 1 and 2. Explicit discussion of ethical concepts were embedded into each week's case study.
Source: Unit coordinator reflection and observation.
Feedback
Continue to vary the clinical topics covered in 2024 to reflect current trends in speech pathology practice.
Recommendation
It is recommended that at the curriculum meeting for the CB87 program in late 2023 the Speech Pathology team collaborate to ensure that the topics covered in 2024 are contemporary and relevant.
Action Taken
Nil.
Source: Unit coordinator reflection and observation.
Feedback
The case studies provided for each weekly tutorial should have more explicit instructions regarding the expectations of the students prior to attending the tutorial.
Recommendation
It is recommended that the introduction video for SPCH14001 more clearly explains the expectations for student preparations and contributions during tutorials.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Discuss ethical reasoning in clinical decision making
  2. Apply current models of best practice in assessment and intervention for a client 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 10
1 - In-class Test(s)
2 - Case Study