Outline

Overview

Students will acquire the knowledge and skills to critically reflect and evaluate the literature pertinent to speech pathology practice. They will apply principles of evidence-¬based practice at an individual and service level response relevant to speech pathology. These areas will be chosen to strengthen the student's professional portfolio demonstrating competencies planning and critically evaluating service level responses across a range of 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 (CSCD3101 or 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	Rebecca Sutherland, rebecca.sutherland@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Evidence in Practice Recorded presentation + 200 word reflection	50%	STUVAC Due date: 02 Jun 2023 at 23:59 Closing date: 23 Jun 2023	5 mins, 8-10 powerpoint slides
Outcomes assessed:
Assignment	Evidence brief (incl. Evidence table) Evidence table & brief completed in pairs	50%	Week 08 Due date: 21 Apr 2023 at 23:59 Closing date: 05 May 2023	3 pages
Outcomes assessed:

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 and present their ideas in a recorded presentation.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/...

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.	Tutorial (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; Quality ratings	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 and writing in Plain English	Lecture (2 hr)
Week 05	Synthesising your body of evidence	Tutorial (1 hr)
Week 06	E3BP - Qualitative research, writing in Plain English (cont)	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 - Introduction to knowledge translation	Lecture (2 hr)
Week 08	Intro to knowledge translation	Tutorial (1 hr)
Week 09	E3BP - review	Lecture (2 hr)
Week 09	Review	Tutorial (1 hr)
Week 10	Implementing evidence into practice - knowledge translation strategies (what works and what doesn't)	Lecture (2 hr)
Week 10	Knowledge translation in practice	Tutorial (1 hr)
Week 11	Measuring change - individual change; Goal setting and outcome measurement for individuals	Lecture (2 hr)
Week 11	Knowledge translation in practice	Tutorial (1 hr)
Week 12	Review - putting all the elements together	Lecture (2 hr)
Week 12	Review for assignment 2	Tutorial (1 hr)
Week 13	Evidence in practice - autism, literacy and other topics	Lecture (2 hr)
Week 13	Evidence in practice - autism, literacy and other topics	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.

Required readings

Readings are provided to support EBP in each lecture.

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 knowledge base, and patient individual/family preference using clinical expertise as the basis for clinical intervention and service delivery decision
LO2. Apply search and analysis skills to the literature, to create materials that communicate complete an evidence brief the evidence to a range of audiences
LO3. Apply evidence-based practice principles to service level recommendations
LO4. Critically and independently select and explain strategies to support knowledge translation as part of evidence-based practice
LO5. Demonstrate an understanding and respect for of different values arising from cultural and linguistic diversity in Australia, and adapt planning appropriately
LO6. 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
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources 2.7. Contribute to the speech pathology evidence base
	Speech Pathology Australia Professional Standards (2021) - 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.2. Comply with legislation, standards, policies and protocols 1.5. Maintain high standards of communication, information sharing and record keeping

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.1.a		We practise competently within the limits of our scope of practice.
1.1.b		We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.c		We use evidence-based practice principles and processes.
1.1.d		We practise as autonomous professionals, using independent judgement in accordance with the profession’s knowledge base, Code of Ethics and our individual scope of practice.
1.1.e		We provide the individual, substitute decision makers or community with information on service options, their costs, evidence base and potential risks, benefits and outcomes to obtain informed consent.
1.1.f		We substantiate our decisions and take responsibility for our actions.
1.1.g		We monitor and maintain our health and well-being for safe and effective practice.
1.2		Comply with legislation, standards, policies and protocols
1.2.a		We comply with government legislation, regulations and codes of conduct.
1.2.b		We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.2.c		We carry out our roles and manage our workload in accordance with our workplace policies, priorities and protocols and subject to law.
1.3		Provide safe and quality services
1.3.a		We use continuous improvement processes to guide systematic improvements to service safety and quality.
1.3.b		We identify, evaluate and manage risks that may result in damage, harm, liability or loss.
1.3.c		We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks.
1.3.d		We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services.
1.3.e		We contribute to evaluating service provision outcomes against service goals.
1.3.f		We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches.
1.3.g		We demonstrate digital literacy across practice areas and tasks.
1.5		Maintain high standards of communication, information sharing and record keeping
1.5.a		We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances.
1.5.b		We work with interpreters, translators and support workers, including cultural support workers, to facilitate service delivery for individuals and communities in their preferred language and mode of communication.
1.5.c		We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice.
1.5.d		We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law.
1.5.e		We recognise and respond when it is necessary to share information to safeguard individuals and the community in accordance with our professional duties and the law.
1.5.f		We maintain accurate, timely, complete and secure records of practice.
1.6.a		We provide culturally safe and responsive services that acknowledge cultural and linguistic diversity in the communities and of the individuals we serve.
1.6.b		We adapt our practice to respond to the influence of personal history, culture, language and social background on optimising the communication and swallowing goals of individuals and communities.
1.6.c		We are guided by Aboriginal and Torres Strait Islander peoples and communities to respond to their shared identity as well as the differences in history, culture, language and traditions across nations, communities, families and individuals.
1.7		Advocate for optimal communication and swallowing
1.7.a		We advocate for the role of the speech pathology profession and the needs of individuals and communities to employers, the community, legislators, policymakers and funders.
1.7.b		We promote the human right to freedom of opinion and expression as stated in Article 19 of The Universal Declaration of Human Rights4 and Article 21 of The Convention on the Rights of Persons with Disabilities.
1.7.c		We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing.
1.7.d		We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services.
1.7.e		We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being.
2.5		Acquire, critique and integrate knowledge from a range of sources
2.5.a		We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.5.b		We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.7		Contribute to the speech pathology evidence base
2.7.a		We generate possibilities for advancing practice by challenging ideas, asking questions and being open to opportunities.
2.7.b		We share the outcomes of quality evaluations and service benchmarking with stakeholders.
2.7.c		We participate in research that contributes to the evidence base of the profession.
2.7.d		We engage in ethical, inclusive and rigorous research.
2.7.e		We plan and conduct research and share research outcomes in collaboration with individuals, their families and social networks, as well as community leaders, Elders and organisations representing diverse cultural, language and social backgrounds.
2.7.f		We ensure research with Aboriginal and Torres Strait Islander peoples and communities responds to local priorities, is planned with and led by community members, and ensures community access, input and influence over how the results are used.
3.1		Develop shared understanding of speech pathology
3.4		Plan speech pathology intervention or service response
3.4.a		We identify communication and/or swallowing intervention or service response options relevant to the identified goals.
3.4.b		We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations.
3.4.c		We identify how intervention or service response outcomes will be measured.
3.4.d		We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses.

Responding to student feedback

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

Closing the loop - 2021-2022: Students were largely positive about the content and workload, assignment topics have been modified slightly to ensure relevance to the topic and availability of EBP information. A minor change from individual to paired task for assignment 1 has been made in response to student feedback regarding workload across the two assignments. This change makes the tasks more even in workload, as reflected in the 50/50 mark split

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

Required readings

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, 2023 [Normal day] - 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

Required readings

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