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SPCH14006 - Speech Pathology Work-Integrated Learning 6

General Information

Unit Synopsis

In this unit you will strengthen your clinical and professional skills by engaging in work-integrated learning experiences through a supervised block placement. This placement will provide you with the opportunity to develop and demonstrate entry-level competence across Speech Pathology Australia's competency standards when working with children with communication and/or swallowing difficulties. You will also further develop your understanding of the importance of working within the International Classification of Functioning, Disability and Health (ICF) framework and will gain experience using your reflective practice skills in an authentic workplace setting. Following the completion of your block placement, you will have the opportunity to demonstrate your critical thinking skills and your knowledge of evidence-based and client-centred practice when working with children, by completing a paediatric-based viva. This unit is designed to assist you to develop and demonstrate the entry-level skills, knowledge and competence required for entry into the workforce. 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 4
Credit Points 12
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.25
Pre-requisites or Co-requisites

Pre-Requisites

  • SPCH14009 Speech Pathology Work-Integrated Learning 5 OR SPCH14003 Speech Pathology Work-Integrated Learning 5
  • SPCH14001 Integrated Practice in Speech Pathology

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 - 2020

Term 2 - 2020 Profile
Rockhampton
Term 2 - 2021 Profile
Rockhampton
Term 2 - 2022 Profile
Rockhampton
Term 2 - 2023 Profile
Rockhampton
Term 2 - 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 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Professional Practice Placement 0%
2. Oral Examination 40%
3. Portfolio 60%
4. Learning logs / diaries / Journal / log books 0%

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: Unit coordinator reflection, student formal and informal feedback, and Speech team consultation.
Feedback
Scheduling of Residential Schools needs to occur in a more streamlined manner to accommodate for: student 'downtime' after Term 1 and increasing variability in start dates for work integrated learning experiences.
Recommendation
It is recommended that the speech team consider that the residential school for SPCH14006 be combined with the residential school for SPCH14007, to be combined into a three day residential school immediately before the start of Term 2.
Action Taken
The residential schools for SPCH14006 and SPCH14007 were combined and shortened. Two days of the residential school ran before the commencement of their work-integrated learning experience, and an additional two half-days of practical activities were scheduled throughout the term.
Source: Student formal and informal feedback, Unit coordinator observations during viva performance
Feedback
Assessment videos that more thoroughly outline requirements for the oral exam (viva) will be created this will include resources for preparation. An optional Q & A session will be scheduled for students at the end of term 1.
Recommendation
It is recommended that assessment videos provided on Moodle clearly explain the marking criteria and what is expected to attain a "pass" and that a "Q and A" session also be scheduled prior to the first viva.
Action Taken
Assessment videos that clearly described and explained the marking criteria on the task description were prepared for Moodle. Additionally, The Academic Learning Centre was invited to speak at the Residential School to provide strategies to approach the assessment task.
Source: Unit coordinator reflection, student informal feedback and Speech team consultation.
Feedback
Scheduling of Residential Schools should continue to occur in Orientation Week of Term 2 with half days to occur over the Term 2. A maximum of two and a half days before the start of term is sufficient for the students to feel prepared to commence their work-integrated learning experiences and prepare for entering the workplace.
Recommendation
It is recommended that the Residential School for SPCH14006 remains combined with the Residential School for SPCH14007. It will remain as, two days before the start of Term 2 and two additional half days scheduled during Term 2.
Action Taken
Nil.
Source: Unit coordinator reflection, student informal feedback and Speech team consultation.
Feedback
Aspects of the Oral Examination (viva), need to be shortened, or removed, to reduce repetition and the overall time required for the assessment task.
Recommendation
It is recommended that the task description for the SPCH14006 Oral Examination (viva) is reviewed to ensure that the time required for the student to engage in the assessment task is reduced.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, with a paediatric caseload during work-integrated learning experiences
  2. Develop appropriate management plans for paediatric clients by evaluating and synthesising case information and applying evidence-based practice within the International Classification of Functioning, Disability and Health (ICF) framework
  3. Reflect on clinical practice and identify future professional development needs related to paediatric practice to ensure competency as a Speech Pathologist
  4. Document and track the work-integrated learning experiences gained across Speech Pathology Australia's competency standards and range of practice areas.

The following information describes the range of practice areas and competencies that are linked to this unit's learning outcomes, content and/or assessments:

  • Speech Pathology Range of Practice Areas: Voice, Swallowing, Speech, Language, Multi-Modal Communication, Fluency (the range of practice areas covered within this unit will depend largely on the nature of each student's block placement, however, each student will have the opportunity to demonstrate an appropriate level of competence (entry-level) with a paediatric population across one or more of these range of practice areas)
  • Competencies: The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Professional Practice Placement • •
2 - Oral Examination •
3 - Portfolio •
4 - Learning logs / diaries / Journal / log books •
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 • • •
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 - Professional Practice Placement • • • • • • • • •
2 - Oral Examination • • • • • • •
3 - Portfolio • • • • • • •
4 - Learning logs / diaries / Journal / log books • •