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The information below is relevant from 06/03/2023 to 03/03/2024
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SPCH14007 - Speech Pathology Work-Integrated Learning 7

General Information

Unit Synopsis

This unit is designed to assist you to develop and demonstrate the knowledge, skills, and attributes required to meet the minimal standards of the profession. In this unit you will complete an adult-focused clinical placement where you will provide safe, ethical, and evidence-based practice. You will apply person-centred, family-centred and community-centred approaches and engage in interprofessional collaborative practice as relevant to your workplace setting. You will further develop your ability to adapt your practice to respond to the needs of individuals and communities and gain experience using critical reflection in an authentic workplace setting. Following the completion of your adult placement, you are required to demonstrate holistic thinking, clinical reasoning, and application of evidence-based practice within the context of an adult case-based viva. Prior to the commencement of the unit, you must complete all pre-clinical requirements and maintain these requirements throughout the unit to engage in your work integrated learning.

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
  • 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 Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 1 - 2023

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 0%
3. Portfolio 0%
4. Learning logs / diaries / Journal / log books 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

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 50.00% 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: 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 residential school for SPCH14007 be combined with the residential school for SPCH14006 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 they primarily ran before the commencement of the work-integrated learning experience. Two half-days were scheduled during Term 2.
Source: Student formal and informal feedback, Unit coordinator observations during viva performance
Feedback
Students require better information in order to prepare for Assessment 2 (oral exam).
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 O week of Term 2 with half days to occur over 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 SPCH14007 remains combined with the residential school for SPCH14006 as a two and a half day residential school immediately before the start of Term 2. Two additional half days will be 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 SPCH14007 oral assessment is reviewed to ensure that only requisite skills are assessed, and 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 the minimal standards required to enter the profession, as outlined by Speech Pathology Australia, in the context of an adult caseload
  2. Develop appropriate management plans for adult clients by evaluating and synthesising case information and applying evidence-based practice within the International Classification of Functioning, Disability and Health (ICF) framework
  3. Demonstrate independent judgment consistent with the professions's knowledge base, scope of practice and Code of Ethics in the context of adult clinical practice
  4. Reflect on your experience within adult clinical practice and describe opportunities for future personal and professional growth
  5. Identify opportunities for professional development to enhance capacity to meet the goals and needs of diverse individuals and communities
  6. Document and track the work-integrated learning experiences gained across areas of communciation and swallowing.

The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's professional standards.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
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 5 6
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 •
10 - Aboriginal and Torres Strait Islander Cultures • • •
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