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Unit outline_

CSCD4052: Professional Issues

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Students will participate in professional learning experiences that integrate theoretical knowledge with clinical experience to prepare for the professional workplace. Students will cover issues in collaborative professional relationships, ethics, service level response to caseloads, compliance with legalisation, and ongoing personal and professional development. Students complete a group quality improvement project (generally at an external site).

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
None
Corequisites
? 
CSCD4053
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Melissa Brunner, melissa.brunner@sydney.edu.au
Lecturer(s) Anita MY Wong, anitamy.wong@sydney.edu.au
Robyn Johnson, robyn.johnson@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Assignment group assignment QI Group Project Written report
QI Group Project Written Report (child/adult)
40% Formal exam period
Due date: 22 Nov 2024 at 23:59
2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Assignment QI Project Individual reflective statement
QI Project Individual reflection statement (child/adult)
0% Formal exam period
Due date: 22 Nov 2024 at 23:59
200 words
Outcomes assessed: LO3 LO7 LO8
Assignment group assignment QI Group Project Learning contract
QI Group Project Learning contract (child/adult)
0% Week 03
Due date: 16 Aug 2024 at 23:59
2 pages
Outcomes assessed: LO1 LO6 LO5 LO4 LO3
Assignment Mock Job Application & CV
Mock Job application & CV (child/adult)
25% Week 05
Due date: 30 Aug 2024 at 23:59
5 pages
Outcomes assessed: LO1 LO9 LO6 LO3 LO2
Assignment group assignment Critical appraisal and culturally appropriate redesign of a health social media post
Critical appraisal and redesign of a health social media post
20% Week 09
Due date: 27 Sep 2024 at 08:38
5 pages
Outcomes assessed: LO1 LO2 LO3 LO4 LO6 LO7 LO8
Presentation group assignment QI Group Project presentation
QI Group Project Presentation (child/adult)
15% Week 13
Due date: 28 Oct 2024 at 23:59
15 minutes
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
group assignment = group assignment ?

Assessment summary

Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks. 

Detailed information for each assessment can be found on Canvas:

  • Mock Job application & CV assignment: Students will prepare a curriculum vitae and two job application letters for speech pathology positions. One job application is for a standard private practice position and the other application is for a position in the public health sector.
  • Critical appraisal and culturally appropriate redesign of a health social media post (in pairs): Students will identify and describe a health social media post, critically appraise the post, then redesign the post and develop an action plan for dissemination.
  • Quality Improvement Project (in groups):
    • Group Learning contract: In groups, students will submit a project contract, clearly defining the goals of their project, with negotiated time frames and workloads. Students will allocate roles and responsibilities for each group member, and predict and develop strategies for overcoming barriers, work health and safety factors, and ethical issues in order to complete their project.
    • Individual Reflective statement: Students will submit an individual reflective statement, addressing their contribution to the planning of the project, and evaluating their role and group dynamics.
    • Group Project presentation: Students will present the outcomes of their project during lecture and tutorial time in week 13. Each group will provide a presentation, examples of their work, and be prepared to answer questions from the unit of study coordinator and peers on all aspects of the project.
    • Group Written report: Students will present the aims, method, results and recommendations from the quality improvement project in a collaboratively written report. Students are expected to include changes as a result of the feedback from their peers received following their presentations. Completion and submission of the groups learning contract forms a component of the written report's overall mark.
  • Attendance: This is a capstone unit on workplace readiness for final year students. Students must attend at least 80% of lectures. A certificate of attendance is provided, and uploaded as a completed task for CSCD4053 (linking this unit to the student’s penultimate or final placement in CSCD4053). 

 

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 sydney.edu.au/students/guide-to-grades.

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:

Written 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=PDOC2012/267&RendNum=0

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Quality improvement Lecture (2 hr) LO1 LO3 LO5
Week 02 Recruitment Lecture (2 hr) LO2 LO4 LO8 LO9
Quality improvement project Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 03 Finding evidence fast Lecture (2 hr) LO6 LO8
Quality improvement project Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 04 Technology and social media in speech pathology Lecture (2 hr) LO1 LO2 LO4 LO6 LO8
Quality improvement project Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 05 Culturally responsive practice Lecture (2 hr) LO2 LO4 LO8 LO9
Quality improvement project Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 06 Negotiating contracts Lecture (2 hr) LO1 LO2 LO3 LO4 LO6
Quality improvement project Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 07 Who pays for speech pathology? Lecture (2 hr) LO1 LO6
Quality improvement project update and support Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 08 Culturally and Linguistically Diverse (CALD) populations Lecture (2 hr) LO1 LO3 LO6
Quality improvement project Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 10 Culturally and Linguistically Diverse (CALD) populations Lecture (2 hr) LO1 LO3 LO6
Quality improvement project update and support Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 11 Working in private practice; Current professional issues Lecture (2 hr) LO1 LO3 LO8
Quality improvement project update and support Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 12 Ethics in speech pathology Lecture (2 hr) LO7 LO8
Quality improvement project update and support Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Week 13 QI Project Student Group Presentations Presentation (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
QI Project Student Group Presentations continued Presentation (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9

Attendance and class requirements

Students are required to attend scheduled lectures (hybrid or online). During tutorial times, students will have the opportunity to meet with the lecturer to plan, prepare or evaluate quality improvement project activities. The final week of classes will be used for project presentations in class. Students must not organise other clinical or academic activities during scheduled class times.

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

Selected readings will be provided on Canvas.

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 an understanding of the scope and nature of speech pathology in a range of contexts to consider individual and service level outcomes
  • LO2. Reflect and analyse your personal and professional experiences and skills in relation to the Professional Standards (2020) to inform professional development needs, and relevant evidence of skills and experiences to aid completion of a professional portfolio and applications for jobs
  • LO3. Understand and evaluate your role to engage in effective peer and interprofessional collaborative practice to manage service projects
  • LO4. Demonstrate interprofessional written and oral communication skills that are responsive to the needs of individuals and communities
  • LO5. Contribute to safe and quality services by collaborating in the planning or evaluation of a speech pathology service through quality improvement projects
  • LO6. Demonstrate an understanding of the principles of reciprocal learning of speech pathology colleagues’ students, services users, leaders, and elders
  • LO7. Identify strategies for managing ethical issues involved in providing clinical services, consistent with Speech Pathology Australia Code of Ethics (2020)
  • LO8. Reflect on and establish postgraduate methods to facilitate staying abreast of speech pathology, government and legislation changes which impact on practice
  • LO9. Advocate for professional development needs and the speech pathology profession as demonstrated in your project contract negotiations, resultant project outcomes and your job applications

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
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         
LO7         
LO8         
LO9         

Alignment with Competency standards

Outcomes Competency standards
LO1
Speech Pathology Australia Professional Standards (2021) - SPA
3.1. Develop shared understanding of speech pathology
3.4. Plan speech pathology intervention or service response
LO2
Speech Pathology Australia Professional Standards (2021) - SPA
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
3.1. Develop shared understanding of speech pathology
3.6. Support development of the profession
LO3
Speech Pathology Australia Professional Standards (2021) - SPA
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
2.1. Demonstrate self-awareness
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
3.4. Plan speech pathology intervention or service response
LO4
Speech Pathology Australia Professional Standards (2021) - SPA
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
LO5
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
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
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
LO6
Speech Pathology Australia Professional Standards (2021) - SPA
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.6. Engage in learning with colleagues, students and the community
LO7
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
LO8
Speech Pathology Australia Professional Standards (2021) - SPA
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.5. Acquire, critique and integrate knowledge from a range of sources
3.6. Support development of the profession
LO9
Speech Pathology Australia Professional Standards (2021) - SPA
1.7. Advocate for optimal communication and swallowing
Speech Pathology Australia Professional Standards (2021) -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Provide ethical and evidence-based practice
1.2 A Comply with legislation, standards, policies and protocols
1.3 A Provide safe and quality services
1.4 A Collaborate with individuals, their supports, our colleagues and the community
1.5 A Maintain high standards of communication, information sharing and record keeping
1.6 A Consider the needs of individuals and communities in clinical decision-making and practice
1.7 A Advocate for optimal communication and swallowing
2.1 A Demonstrate self-awareness
2.2 A Use critical reflection to inform professional development and practice
2.3 A Plan personal development goals
2.5 A Acquire, critique and integrate knowledge from a range of sources
2.6 A Engage in learning with colleagues, students and the community
3.1 A Develop shared understanding of speech pathology
3.4 A Plan speech pathology intervention or service response
3.5 A Implement and evaluate intervention or service response
3.6 A Support development of the profession

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

Attendance is no longer weighted as an assessment item (e.g. 10%). However, students are required to participate in lectures and tutorials as scheduled to meet graduate entry requirements (attendance at 80% of lectures). Learning content has been revised to improve student learning experiences based on student feedback regarding specific topics, and to address changes in the professional standards.

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.