Outline

Overview

Students work with an advanced student and participate in clinical service delivery in the on-campus clinic. Students must demonstrate competence in the context of direct supervision (novice level), in observing, seeking information about, accurately describing and participating in provision of clinical services to their client. They are to seek information relevant to their professional development and client care, and show awareness of their impact on the client. To support their clinical learning, this unit will consider communication and counselling skills involved with working with caregivers and adult clients, and problem solving strategies for identifying and managing ethical issues involved in working with adults and their families.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD2065
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Annie Chan, annie.chan@sydney.edu.au
Lecturer(s)	Kirrie Ballard, kirrie.ballard@sydney.edu.au
	Sophie Brassel, sophie.brassel@sydney.edu.au
	Elise Bogart, elise.bogart@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Clinical paperwork Clinical paperwork	0%	Formal exam period Due date: 26 Nov 2021 at 15:00	n/a
Outcomes assessed:
Placement	Portfolio spreadsheet and reflection Written assignment	0%	Formal exam period Due date: 26 Nov 2021 at 23:00	500 words
Outcomes assessed:
Assignment	Life stages assignment Written assignment, video assignment	0%	Week 12 Due date: 07 Nov 2021 at 23:00	5 minute video, completed worksheet
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Clinical paperwork: Students who do not submit all clinical paperwork or pass the assessment will receive a Failed Requirements (FR) grade. Students will have an opportunity to submit the missing paperwork to achieve an SR grade. For students who have not passed the assessment (achieved satisfactory on the Introductory Clinical Competency Checklist), they will fail the entire unit and receive remediation support.
Life stages assignment: Students will interveiew an older person in pairs. They will conduct a conversational sample. The assignment consists of 2 parts; video (part 1) and completion of a worksheet (part 2). Students who have not passed this assignment are allowed one resubmission.
Portfolio spreadsheet and reflection: This is a 2 part assignment. Part 1 is a portfolio spreadsheet and part 2 is a reflective statement. Students who have not passed this assignment are allowed two resubmissions.

You must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study. Detailed information for each assessment can be found on Canvas.

Assessment criteria

Result name	Mark range	Description
High distinction	N/A
Distinction	N/A
Credit	N/A
Satisfied requirements	SR	This is the overall unit grading awarded when you meet the minimum standards on a placement performance assessment that is a barrier task, and complete other assessment tasks to a satisfactory standard.
Fail	FR	This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a barrier task, regardless of cumulative performance on the other assessment tasks.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Orientation; 2. Health and aged care systems in Australia I	Lecture and tutorial (2 hr)
Week 02	1. Health and aged care systems in Australia II	Lecture and tutorial (2 hr)
Week 03	1. Assessment principles (adults) I	Lecture and tutorial (2 hr)
Week 04	1. Assessment principles (adults) II	Lecture and tutorial (2 hr)
Week 05	1. SimLab I Group A and B	Lecture and tutorial (2 hr)
Week 06	1. SimLab I Group C and D	Lecture and tutorial (2 hr)
Week 07	1. Intervention principles (adults) I	Lecture and tutorial (2 hr)
Week 08	1. Intervention principles (adults) II	Lecture and tutorial (2 hr)
Week 09	1. Simlab II Group A and B	Lecture and tutorial (2 hr)
Week 10	1. SimLab II Group C and D	Lecture and tutorial (2 hr)
Week 11	1. Care and management I	Lecture and tutorial (2 hr)
Week 12	1. Care and management II	Lecture and tutorial (2 hr)
Week 13	1. USS survey 2. Professional expectations 3. Intermediate Prac briefing	Lecture and tutorial (2 hr)

Attendance and class requirements

Attendance: Clinical placements are scheduled from March - November. This unit of study consists of a 2-hour lecture a week and a 13 week placement for at least two hours per week at the CDTRC. Days of attendance at the clinic will be allocated to the student by the clinical educator and advanced mentor. Students are expected to undertake all components of this unit of study to their completion and in their entirety.

Students are supported with information in orientation/ briefing sessions during the year prior to their attendance at the placement and regular meetings during the placement. This is supplemented by the Introductory Practice: Clinic and Community Canvas site. All briefing sessions and meetings are compulsory.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. 1. Depth of disciplinary expertise. Demonstrate novice level* skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013) in clinical contexts.
LO2. 2. Broader Skills: - Critical thinking and problem solving Formulate, prioritise and review clinical solutions at a novice level considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/ cognitive abilities). Think critically to a novice level* about theories, concepts and principles to guide clinical decisions in practice. Is well organised and proficiently completes clinical tasks whilst retaining a client focus. - Oral and written communication Utilise novice level* oral and written professional communication skills in English for a range of purposes. Compose and provide critical/constructive feedback to student peers to facilitate clinical learning. - Information/digital literacy Use technology to locate peer-reviewed research evidence; locate and create clinical resources to facilitate effective speech pathology outcomes for individuals and to represent themselves, their clients, their employer and the profession. Use evidence based practice principles as the basis for clinical decision making. - Inventiveness Create and implement best practice clinical assessment and intervention to a novice level* for clients and other significant personnel (eg. families, professionals or communities).
LO3. 3. Cultural competence Deliver culturally appropriate holistic clinical services for clients from cultural and linguistic diverse backgrounds by consideration of the individual, family & community. Demonstrate respect for different values arising from cultural and linguistic diversity both within Australia (including the Indigenous population) and internationally, and adapts behaviour appropriately.
LO4. 4. Interdisciplinary effectiveness List and understand the roles of the health and education professionals that may be involved in working with children and adults in a variety of clinical and community contexts including early education centres and in aged care. Work within the scope of speech pathology practice with novice level* supervision through recognition and respect of personal and professional boundaries.
LO5. 5. An integrated professional, ethical and personal identity - Self-appraise own conduct in clinical and community contexts with guidance to a novice level* in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2020). - Develop and maintain a collaborative, professional working relationship with clients, families, professional groups and others (e.g. novice/advanced student(s)). - Understand the need for lifelong learning and demonstrates commitment to ensuring continued development of competence as a speech pathologist, is open to learning from others and seeks mentoring and professional supervision. - Act with integrity and authenticity during interactions with others. - Develop a clear identity as a speech pathologist within a variety of team contexts and settings with novice-level* supervision. - Recognise and can assess how personal health and wellbeing influences their capacity to perform their professional role.
LO6. 6. Influence Advocate for clients, their families, speech pathology practices and education, including preschools and aged care.
LO7. 7. Leadership - Demonstrate capacity to play a range of roles in teams (e.g. leader, member). - Examine application of the supervisory process through interactions with the student peers and clinical educator.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4		Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1		Analyse and interpret speech pathology assessment data.
2.2		Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4		Report on analysis and interpretation.
2.5		Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1		Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.3		Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4		Establish goals for intervention in collaboration with the client and significant others.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.1		Establish rapport and facilitate participation in speech pathology intervention.
4.2		Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3		Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4		Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6		Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1		Respond to service provider’s policies.
5.2		Use and maintain an efficient information management system.
5.3		Manage own provision of speech pathology services and workload.
5.4		Update, acquire and/or develop resources.
5.5		Consult and coordinate with professional groups and services.
5.6		Adhere to professionally accepted scientific principles in work practices.
5.7		Collaborate in research initiated and/or supported by others.
5.8		Participate in and collaborate on the evaluation of speech pathology services.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2		Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3		Demonstrate an understanding of the principles and practices of clinical education.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2		Participate in professional development and continually reflect on practice.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.
7.4		Advocate for self, client and the speech pathology profession.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Aged care assignment has been changed due to difficulties with procuring placements

Additional information

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD2066: Introductory Practice 2: Clinical

Semester 2, 2021 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect