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Unit Synopsis
In this unit you will have the opportunity to work with children and/or adults with a wide range of communication and/or swallowing difficulties in sessional placements. A focus will be placed on the application of your clinical skills within the International Classification of Functioning, Disability and Health (ICF) framework, through a combination of tutorials, and sessional clinical placement/s. During the regular tutorials for this unit, you will further develop your reflective practice skills through group discussions and share your knowledge and experiences with peers. This unit also requires you to complete learning plans for your placement/s. Your sessional placement/s will provide you with work-integrated learning experiences which will enable you to develop and demonstrate entry-level competence across the majority of the Competency-based Occupational Standards (CBOS, 2011) and the generic professional competencies described in the Competency Assessment in Speech Pathology (COMPASS®). From these clinical experiences, you will develop a clinical portfolio that contains emerging evidence of these skills across different range of practice areas and further develop your reflective practice skills. Prior to the commencement of the unit, you must complete all pre-clinical requirements, as outlined in the Speech Pathology Clinical Education Handbook, and maintain these requirements throughout the unit.
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: SPCH12005 SPCH13006 SPCH13008 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 1 - 2019
Term 1 - 2019 Profile
Term 1 - 2020 Profile
Term 1 - 2021 Profile
Term 1 - 2022 Profile
Term 1 - 2023 Profile
Term 1 - 2024 Profile
Term 1 - 2025 Profile
Term 1 - 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 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. Professional Practice Placement | 0% |
| 2. Reflective Practice Assignment | 80% |
| 3. Portfolio | 0% |
| 4. Professional Practice Plans (learning plans) | 20% |
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%).
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 and student focus groups.
Alter the nature of the Work Integrated Learning (WIL) experience to one placement for 12 days so that students have sufficient time to develop competence and apply skills developed to Assessment 1.
It is recommended that the Work Integrated Learning experience consists of one placement for 12 days.
The work integrated learning experience was altered to consist of 12 placement days.
Source: Staff feedback (teaching team).
Continue to include topics that align with previous WIL units to avoid repetition of content.
It is recommended that all WIL content will be reviewed at the CB87 curriculum meeting in late 2024 to ensure that all topics build upon prior experience.
WIL content was reviewed at the 2024 CB87 curriculum review and amended to suit previous learnings.
Source: Unit coordinator reflection, informal student discussions, Speech Pathology Australia professional standards
Include applications of Generative AI in clinical settings for speech pathologists.
It is recommended that content on the ethical applications of Generative AI in clinical speech pathology practice be incorporated into the unit to align with emerging professional expectations and ensure students are prepared to engage with evolving technologies in contemporary practice.
In Progress
Source: Unit coordinator reflection, SUTE teacher feedback
Learning materials should be organised and structured on Moodle in a clear and accessible way for students.
It is recommended that learning materials be organised and structured on Moodle in a clear, logical, and accessible format to enhance the student learning experience.
In Progress
On successful completion of this unit, you will be able to:
- Demonstrate competence across the majority of the seven Competency-based Occupational Standards (CBOS) and the four generic professional competency units, as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool
- Provide evidence of competence across different range of practice areas as well as the four generic professional competencies and the seven Competency-based Occupational Standards (CBOS) as described by the Competency Assessment in Speech Pathology (COMPASS) tool
- Develop reflective practice skills and demonstrate an understanding of their importance when working as a student clinician
The range of practice areas covered within this unit will depend largely on the nature of each student's clinical placements. However, each placement will allow students to have the opportunity to demonstrate entry-level competence with an adult and/or paediatric population across one or more of the following range of practice areas:
Voice, Swallowing, Speech, Language, Multi-Modal Communication, Fluency
Students will be assessed across each of the following four generic professional competencies (GPCs) described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool:
Unit 1: Reasoning
Unit 2: Communication
Unit 3: Learning
Unit 4: Professionalism
Students will also be assessed across each of the following seven Competency-Based Occupational standards (CBOS) units:
CBOS Unit 1: Assessment
CBOS Unit 2: Analysis and interpretation
CBOS Unit 3: Planning evidence-based speech pathology practice
CBOS Unit 4: Implementation of speech pathology practice
CBOS Unit 5: Planning, providing and managing speech pathology services
CBOS Unit 6: Professional and supervisory practice
CBOS Unit 7: Lifelong learning and reflective practice
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Professional Practice Placement | • | ||
| 2 - Reflective Practice Assignment | • | ||
| 3 - Portfolio | • | ||
| 4 - Professional Practice Plans (learning plans) | • | ||
| 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 | • | • | |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Professional Practice Placement | • | • | • | • | • | • | • | • | • | ||
| 2 - Reflective Practice Assignment | • | • | • | • | • | • | |||||
| 3 - Portfolio | • | • | • | • | • | • | • | • | • | ||
| 4 - Professional Practice Plans (learning plans) | • | • | • | • | • | • | • | • | • | ||