Outline

Overview

Students will acquire the knowledge and skills to conduct critical evaluation of the literature pertinent to speech pathology practice and apply principles of evidencebased practice. Students will apply principles to service delivery settings in speech pathology. These areas will be chosen to strengthen the student's professional portfolio demonstrating competencies across all areas.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	BACH2143 and CSCD3074 and CSCD3075 and CSCD3076 and CSCD3082 and CSCD3085 and (CSCD2069 or CSCD3086) and (CSCD3083 or CSCD3084)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Students are assumed to be concurrently enrolled in year 4 clinical units and should seek advice from the course director if this is not the case
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Natalie Munro, natalie.munro@sydney.edu.au
Lecturer(s)	Lani Campbell, lani.campbell@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Evidence in Practice Application of evidence to a service setting (child/adult)	50%	STUVAC	5 pages
Outcomes assessed:
Assignment	Evidence brief (incl. Evidence table) Evidence table & brief (child/adult)	50%	Week 09	3 pages
Outcomes assessed:
= hurdle task ?

Assessment summary

Evidence brief: Students will submit an evidence brief (including their evidence table) using a template, including literature search, a detailed literature review, understanding of limitations of the evidence, and recommendations for future practice.
Evidence in Practice: Students will apply evidence to a selected hypothetical speech pathology service.

Students 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

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

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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	Introduction to E3BP; Principles of Evidence	Lecture (2 hr)
Week 01	Cochrane crowd training & choosing evidence brief topic.	Online class (1 hr)
Week 02	E3BP - External evidence; Finding and selecting the evidence - part 1	Lecture (2 hr)
Week 02	Identifying study design & searching - practical	Tutorial (1 hr)
Week 03	E3BP - External evidence; Finding and selecting the evidence - part 2	Lecture (2 hr)
Week 03	Searching and selecting continued - Choose your 4 studies for assessment 1	Tutorial (1 hr)
Week 04	E3BP - External evidence; Quality rating individual papers	Lecture (2 hr)
Week 04	Rating your individual papers for evidence brief	Tutorial (1 hr)
Week 05	E3BP - External evidence; Synthesising evidence	Lecture (2 hr)
Week 05	Synthesising your body of evidence	Tutorial (1 hr)
Week 06	E3BP - External evidence; Writing for different audiences - colleagues, NDIS, parents and clients	Lecture (2 hr)
Week 06	Plain English workshop	Tutorial (1 hr)
Week 07	E3BP - External evidence; Evidence to recommendation	Lecture (2 hr)
Week 07	Applying E3BP to your body of evidence to form recommendations	Tutorial (1 hr)
Week 08	E3BP - Practice based evidence & client perspective overview	Lecture (2 hr)
Week 08	Select your group caseload/practice scenario	Tutorial (1 hr)
Week 09	E3BP - finding, assessing and embedding evidence for caseload management and service delivery	Lecture (2 hr)
Week 09	Group work for assessment 2 - detail to follow	Tutorial (1 hr)
Week 10	Implementing evidence into practice - knowledge translation strategies (what works and what doesn't)	Lecture (2 hr)
Week 10	Group work for assessment 2 - detail to follow	Tutorial (1 hr)
Week 11	Measuring change - individual change; Goal setting and outcome measurement for individuals	Lecture (2 hr)
Week 11	Group work for assessment 2 - detail to follow	Tutorial (1 hr)
Week 12	Measuring the success of knowledge translation strategies	Lecture (2 hr)
Week 12	Group work for assessment 2 - detail to follow	Tutorial (1 hr)
Week 13	Evidence and the NDIS	Lecture (2 hr)
Week 13	Group work for assessment 2 - detail to follow	Tutorial (1 hr)

Attendance and class requirements

Attendance: Students are required to attend all classes.

There are no other requirements for this unit.

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. engage in evidence-based practice by integrating empirical evidence, evidence from clinical practice, and patient preference using clinical expertise as the basis for clinical decision making
LO2. complete an evidence brief and evidence table using a template
LO3. apply E3BP principles to the management of a whole caseload
LO4. think critically and independently about theories, concepts and principles to guide clinical decisions in practice
LO5. demonstrate respect for different values arising from cultural and linguistic diversity in Australia, and adapt planning appropriately
LO6. identify how communication and swallowing function and impairment interact with cultural, social and personal contexts
LO7. communicate competently in written and verbal modes using a range of professionally relevant genres.

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

Alignment with Competency standards

Outcomes	Competency standards
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. 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. 2.4. Report on analysis and interpretation. 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 3.7. Document speech pathology intervention plans, goals and outcome measurement. 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. 5.2. Use and maintain an efficient information management system. 5.4. Update, acquire and/or develop resources. 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. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. 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. 2.4. Report on analysis and interpretation. 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 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. 5.2. Use and maintain an efficient information management system. 5.4. Update, acquire and/or develop resources. 5.6. Adhere to professionally accepted scientific principles in work practices. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 5.1. Respond to service provider’s policies. 5.3. Manage own provision of speech pathology services and workload. 5.6. Adhere to professionally accepted scientific principles in work practices. 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. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 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. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 5.6. Adhere to professionally accepted scientific principles in work practices. 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.
	Competency-based Occupational Standards for Speech Pathologists - 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. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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. 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. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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. 3.3. 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. 4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans. 5.1. Respond to service provider’s policies.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
1.4		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.
2.4		Report on analysis and interpretation.
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.
3.4		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.
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.
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.
5.6		Adhere to professionally accepted scientific principles in work practices.
5.8		Participate in and collaborate on the evaluation of speech pathology services.
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.
7.4		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.

The assessment load was reduced from when this was last offered from 4 assessments to 2 assessments. The final assessment has been tailored to include specific clinical settings that students can select from.

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD4051: Evidence Based Practice for SP

Semester 1, 2021 [Normal day] - Remote

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect