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Unit outline_

CSCD3084: Intermediate Clinic 2: Child and Community

Semester 1, 2021 [Professional practice] - Camperdown/Darlington, Sydney

Students will be responsible for the management of clients. on or off­campus clinical settings in a weekly and/or block placement. At the end of this unit of study students will be expected to demonstrate skills growth within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child clients across any of the range of practice areas (CBOS, 2011) of speech, language, voice, fluency and multi­modal communication disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
CSCD3075 and CSCD3078
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Katrina Gott, katrina.gott@sydney.edu.au
Type Description Weight Due Length
Participation hurdle task group assignment Health collaboration challenge (HCC)
Case management plan
0% - 35 minutes, 1 page
Creative assessment / demonstration hurdle task Orientation and clinical meetings
Activities and meeting
0% - n/a
Placement hurdle task Competency assessment in speech pathology: child
Skills assessment
100% Multiple weeks n/a
Skills-based evaluation hurdle task Clinical admin
Documentation
0% Multiple weeks n/a
Skills-based evaluation hurdle task Clinical assessment viva
Oral presentation
0% Multiple weeks 30 minutes
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

  • Orientation and clinical meetings: Orientation activities prior to and at the commencement of block placements. Clinical meetings with clinical educator during placements. 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.
  • Competency assessment in speech pathology: The COMPASS® has been established as an assessment tool for use in evaluating speech pathology students in workplace settings. Students are rated on eleven competency units as well as an overall summary rating of their performance across the placement. Each student’s clinical performance is assessed using the COMPASS® in the middle (for feedback) and at the end of the placement (final result).
  • Health Collaboration Challenge (HCC): You will be working in teams with students from a range of disciplines to develop a management plan for a complex patient/client case. This involves a 30 minute online pre-work module (individual), attendance, 5 mnute video and 1 page abstract (group), completion of teamwork peer feedback form and peer marking of 2 videos from other teams (individual). This task may be replaced by an alternate Inter-Professional Learning task if required.
  • Clinical admin: Students must submit a summary of clinical practice (log) hours, clinical placement evaluation survey, work health and safety form, and a portfolio spreadsheet of all clients seen. 
  • Clinical assessment viva: In week 13, students in their allocated teams will be required to answer questions from a panel of two speech pathologists and to submit their team’s assessment plan.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

Assessment grading

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

This unit is graded as SR- Satisfied Requirements (pass) or FR- Failed requirements only

Result name

Mark range

Description

High distinction

N/A

 

Distinction

N/A

 

Credit

N/A

 

Pass

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.

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.

WK Topic Learning activity Learning outcomes

Attendance and class requirements

Clinical placements are scheduled from January 2021 – February 2022 and hence may commence prior to the official start of semester and/or may extend beyond week 16.

In this unit of study, students will work with multiple clients, in multiple settings. The unit of study encompasses 12 – 16 days of clinical placement, or equivalent, across one or more placements, in the CDTRC and/or another location. Placement may be intensive or spread across weeks. Additional preparation/reading is also expected.

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.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

  • COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013
  • Competency Based Occupational Standards (CBOS) for Speech Pathologists, 2011

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. demonstrate intermediate level skills as described by the COMPASS® Competency Assessment in Speech Pathology (2013)
  • LO2. formulate, prioritise and review clinical solutions at an intermediate level considering best available evidence in the context of all other relevant factors, and think critically to an intermediate level about theories, concepts and principles to guide clinical decisions in practice and completion of clinical tasks whilst retaining a client focus
  • LO3. utilise intermediate level oral and written professional communication skills in English for a range of purposes
  • LO4. use technology judiciously to facilitate effective speech pathology outcomes for individuals and to represent yourself, clients, employer and the profession and use evidence based practice principles as the basis for clinical decision making
  • LO5. create and implement best practice clinical assessment and intervention to an intermediate level competency for clients and other significant personnel (eg. families, professionals or communities)
  • LO6. deliver culturally appropriate holistic clinical services for Aboriginal clients as well as clients from other cultural and linguistic backgrounds by due consideration of the individual, family and community, and demonstrate respect for different values arising from cultural and linguistic diversity both within Australia and internationally, adapting behaviour appropriately
  • LO7. construct or adapt clinical services with intermediate level competency in order to provide holistic clinical services in multi- or inter-disciplinary contexts, as well as work with intermediate level supervision within the scope of speech pathology practice through recognition and respect of personal and professional boundaries
  • LO8. self-appraise own conduct in clinical contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2010) at an intermediate competency level
  • LO9. develop and maintain a collaborative, professional working relationship with clients, families, professional groups and others (e.g. other students)
  • LO10. understand the need for lifelong learning and demonstrate commitment to ensuring continued development of competence as a speech pathologist
  • LO11. act with integrity and authenticity during interactions with others
  • LO12. have a clear identity as a speech pathologist within a variety of team contexts and settings
  • LO13. recognise and assess how personal health and wellbeing influences your capacity to perform your professional role
  • LO14. advocate for clients, their families and speech pathology practices.
  • LO15. demonstrate capacity to play a range of roles in teams (e.g. leader, member)
  • LO16. examine application of the supervisory process through interactions with the student peers and clinical educator
  • LO17. display professional leadership as appropriate for intermediate speech pathology competency in interactions with child clients and their caregivers.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
Competency-based Occupational Standards for Speech Pathologists -
Competency code Taught, Practiced or Assessed Competency standard
1.1 T P A Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2 T P A 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 T P A Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4 T P A Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1 T P A Analyse and interpret speech pathology assessment data.
2.2 T P A Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3 T P A Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4 T P A Report on analysis and interpretation.
2.5 T P A Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1 T P A 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 T P A Seek additional information required to plan evidence-based speech pathology practice.
3.3 T P A 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 T P A Establish goals for intervention in collaboration with the client and significant others.
3.5 T P A Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6 T P A Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7 T P A Document speech pathology intervention plans, goals and outcome measurement.
4.1 T P A Establish rapport and facilitate participation in speech pathology intervention.
4.2 T P A 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 T P A Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4 T P A Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5 T P A Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6 T P A 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 T P A Respond to service provider’s policies.
5.2 T P A Use and maintain an efficient information management system.
5.3 T P A Manage own provision of speech pathology services and workload.
5.4 T P A Update, acquire and/or develop resources.
5.5 T P A Consult and coordinate with professional groups and services.
5.6 T P A Adhere to professionally accepted scientific principles in work practices.
5.7 T P A Collaborate in research initiated and/or supported by others.
5.8 T P A Participate in and collaborate on the evaluation of speech pathology services.
6.1 T P A Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2 T P A Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3 T P A Demonstrate an understanding of the principles and practices of clinical education.
7.1 T P A Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2 T P A Participate in professional development and continually reflect on practice.
7.3 T P A Demonstrate an awareness of formal and informal networks for professional development and support.
7.4 T P A Advocate for self, client and the speech pathology profession.

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

Student feedback is collected on each placement and collated to ensure student experiences and supervision is aligned with learning outcomes.

Please note: Being a good clinical educator (CE) has many similarities to being a good speech pathologist: No one can know all the answers, individuals should routinely reflect on their practice and seek support to ensure optimal care for both students and clients. If a CE is managing a troubling situation or feels a student has additional needs or is at risk of failing, they must discuss the student or the situation with others. These may include other CEs, the UOS coordinator, other UOS coordinators, their Manager and/or the Course Director as appropriate to the situation. CEs are expected to do this in a sensitive way ensuring both student and client care. Where possible, situations are discussed without names, however there are circumstances requiring discussion of named students. 

In summary, students can expect that staff will talk to each other about student performance and that they will do this in a professional manner.

Work, health and safety

Note: In order to commence and continue in this unit student must:

The above documentation must be current in the SONIA placement allocation system.

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.