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Unit outline_

CSCD4054: Advanced Practice A: Community

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

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities in both an on and off campus setting. Students take part in regular supervisory conferences with their clinical educators and other students.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
CSCD3082 and (CSCD3083 or CSCD3084)
Corequisites
? 
CSCD4053
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Nadia Tudberry, nadia.tudberry@sydney.edu.au
Type Description Weight Due Length
Skills-based evaluation First year screening statement of learning
Documentation
0% Formal exam period N/A
Outcomes assessed: LO1
Skills-based evaluation Intake statement of learning
Documentation
0% Formal exam period n/a
Outcomes assessed: LO1
Skills-based evaluation hurdle task COMPASS®
Competency assessment of clinical skills
100% Formal exam period n/a
Outcomes assessed: LO1
Skills-based evaluation Clinical paperwork
Documentation of clinical practice hours and evaluation of unit
0% Formal exam period n/a
Outcomes assessed: LO1
Creative assessment / demonstration Orientation and clinical meetings
Attendance and participation in orientation tasks and throughout semester
0% Ongoing N/A
Outcomes assessed: LO1
hurdle task = hurdle task ?

Assessment summary

  • Clinic orientation and meetings: Orientation activities at the commencement of clinical placements; clinical meetings with supervisor during placements.
  • COMPASS®: Students are rated on their performance at mid placement (for feedback) and at end of placement (for grade).
  • Clinical paperwork: Students will submit a summary of clinical practice hours and complete an online evaluation survey. 
  • Intake statement of learning: Students are responsible for primary contact and the provision of information to members of the community. At the completion of the required monitoring period, students complete the intake statement of learning listing the types of client referrals taken. Students will identify skills or experiences gained or improved during intake. All students are required to document their experiences to ensure they achieve an understanding of this aspect of speech pathology practice. 
  • First year screening statement of learning: Students administer a general communication screener to an adult population. All students are required to reflect on and document their experiences. Students are required to complete a set number of screeners during the semester. This is to be determined and advised by the unit of study coordinator at the beginning of semester.

Students must complete all the assessment tasks to pass the entire unit. More detailed information for each assessment can be found on Canvas.

Assessment criteria

Grades for this unit are either pass (SR) or fail (SR). All assessments must be completed for a pass (SR) to be awarded.

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
- Communication screening of first year speech pathology students Placement (2 hr) LO1
Completion of client intake for the CDTRC Placement (12 hr) LO1
Weekly Engaging in speech pathology practice; including intervention, professional development and/or capacity building; within the community or via community partners/organisations Placement (50 hr) LO1

Attendance and class requirements

Students are expected to undertake all components of this unit of study to their completion and in their entirety. 

Absences from Clinic

There is no such thing as an “excused absence” from clinic (including clinical sessions and any scheduled meetings). In the event of unforeseen or unavoidable circumstances, the following must happen:

  • You must inform your Clinical Educator (CE) before the clinic day starts.
  • You should clarify with the CE whether it is your responsibility to contact the client(s) and cancel any relevant appointment(s).  
  • For absences from one clinical appointment you must reschedule in negotiation your CE. If you are absent from 2 clinic sessions and/or 1 weeks’ worth of clinic requirements, and for absences from non-repeatable clinic activities such as group supervision, meetings and orientation, you must submit an application for Special Consideration online http://sydney.edu.au/current_students/special_consideration/index.shtml
  • You will be required to supply the University’s Professional Practitioner’s Certificate (PPC) or alternate documentation to substantiate the reasons for absences from clinic.
  • The student should notify their Unit of Study coordinator via email detailing the reason for their absence.

In general, you are expected to make up for any absences in negotiation with the Clinical Educator. The amount of client contact correlates closely with the ability of students to demonstrate their level of competency.  As such, clinic evaluations may be affected by reduced client contact.  In the event that absences interfere with progress in the acquisition of clinical skills, you may be required to discontinue the clinical unit of study and repeat it later in the course, when a suitable placement is available. 
 
Withdrawal from Clinical Subjects

There may be instances where students need to withdraw from a clinical subject. This requires the recommendation of the Course Director and will be considered on the merit of individual cases.  

Generally, the clinical placements from which you withdraw are repeated in a placement of similar nature, at a later stage in the course, when a suitable placement is available.  If you have been given permission to terminate a clinic placement partway through the semester the following must occur:

  • you must attend one more clinic days to close off current cases and responsibilities
  • you must complete all written documentation related to the clients, including therapy to date, reports to final stage for signature and all raw data for both therapy and assessment
  • you must provide a summary of the therapy provided for each client
  • Other requirements related to the specific placement may be required to ensure quality of client care. It is your responsibility to fulfill these.
  • It is important for students to be familiar with the University policy and the faculty’s process for applying for special consideration. Visit the Faculty website for more information: http://sydney.edu.au/health-sciences/current-students/student-central/examinationassessments.shtml#_Special_consideration 

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

  • 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 skills within the entry level zone (as described by the COMPASS Competency Assessment in Speech Pathology, 2013) in clinical contexts

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

Alignment with Competency standards

Outcomes Competency standards
LO1
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
2. Analysis and interpretation
3. Planning evidence-based speech pathology practices
4. Implementation of speech pathology practice
5. Planning, providing and managing speech pathology services
6. Professional and supervisory practice
7. Lifelong learning and reflective practice
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 A T P 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 A T P 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 A P 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 A T P Use and maintain an efficient information management system.
5.3 A T P Manage own provision of speech pathology services and workload.
5.4 A T P Update, acquire and/or develop resources.
5.5 A T P Consult and coordinate with professional groups and services.
5.6 A T P 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 A T P Participate in and collaborate on the evaluation of speech pathology services.
6.1 A T P 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 A T P Demonstrate an understanding of the principles and practices of clinical education.
7.1 A T P Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2 A T P Participate in professional development and continually reflect on practice.
7.3 A T P Demonstrate an awareness of formal and informal networks for professional development and support.
7.4 A T P Advocate for self, client and the speech pathology profession.

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

No changes have been made since this unit was last offered

Work, health and safety

In order to commence in this unit student must:

  • Hold a current CPR certificate
  • Hold a current certificate following a National Police Check
  • Be fully verified by NSW Health compliance checking and produce supporting documentation as required on placement as per http://sydney.edu.au/current_students/enrolment/course_check.shtml
  • Comply with the current Working with Children requirements

https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check

Disclaimer

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

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