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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 professional 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
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 |
Compulsory Residential School View Unit Residential School |
Unit Availabilities from Term 2 - 2021
Term 2 - 2021 Profile
Term 2 - 2022 Profile
Term 2 - 2023 Profile
Term 2 - 2024 Profile
Term 2 - 2025 Profile
Term 2 - 2026 Profile
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).
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 | 0% |
| 3. Portfolio | 0% |
| 4. Learning logs / diaries / Journal / log books | 0% |
| 5. On-campus Activity | 0% |
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
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 informal feedback and Speech team consultation.
Residential Schools need to occur to prior to Orientation Week to allow students to be prepared prior to the start of their work integrated learning experiences. Earlier running of the residential schools will also allow students to start their placements earlier than Week 1 of Term (if appropriate).
It is recommended that residential school for SPCH14007 be combined with the residential school for SPCH14006 into a two day residential school that occurs in the vacation period betwen Terms 1 and 2.
Residential Schools were combined and conducted for two full days immediately during the vacation period. Two additional half days were scheduled during Term 2.
Source: Unit coordinator reflection, student informal feedback and Speech team consultation.
Students require information on "Applying for Jobs" earlier in the year in order to prepare for the job application process.
It is recommended that the Unit Coordinator collaborates with CQU Careers to ensure that information on job selection, writing job applications, and preparing for interviews is provided in the first residential school for SPCH14006 students.
Information on "Applying for jobs" was provided by CQU careers in the first Residential School.
Source: Unit coordinator and assessment moderator reflection.
Assessment 2, the oral viva, requires review and revision to ensure that the assessed components accurately reflect students’ clinical knowledge and clinical reasoning, and that the format is clear and easy for students to understand in an oral delivery mode.
It is recommended that Assessment 2, the oral viva, be reviewed to ensure it effectively assesses clinical knowledge and reasoning and is delivered in a clear, accessible format, whilst adhering to the requirements of Speech Pathology Australia’s accreditation standards.
In Progress
Source: Unit coordinator reflection, student informal feedback and success rate on Assessment 2.
Continued engagement with CQU’s Academic Learning Centre, for support with understanding and preparing for Assessment 2.
It is recommended that the unit coordinator continues to collaborate with the Academic Learning Centre in preparation of effective learning support materials that enhance students’ ability to prepare for Assessment 2.
In Progress
On successful completion of this unit, you will be able to:
- Demonstrate clinical and professional competence, as defined by Speech Pathology Australia, with a paediatric caseload during work-integrated learning experiences
- 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
- Reflect on clinical practice and identify future professional development needs related to paediatric practice to ensure competency as a Speech Pathologist
- Document and track the work-integrated learning experiences gained across Speech Pathology Australia's professional standards and range of practice areas.
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's professional standards.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Professional Practice Placement | • | • | ||
| 2 - Oral Examination | • | |||
| 3 - Portfolio | • | |||
| 4 - Learning logs / diaries / Journal / log books | • | |||
| 5 - On-campus Activity | • | |||
| 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 | • | • | • | |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Professional Practice Placement | • | • | • | • | • | • | • | • | • | ||
| 2 - Oral Examination | • | • | • | • | • | • | • | ||||
| 3 - Portfolio | • | • | • | • | • | • | • | ||||
| 5 - On-campus Activity | • | • | • | • | |||||||
| 4 - Learning logs / diaries / Journal / log books | • | • | |||||||||