Outline

Overview

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:
Skills-based evaluation	Intake statement of learning Documentation	0%	Formal exam period	N/A
Outcomes assessed:
Skills-based evaluation	COMPASS® Competency standards assessment completed at mid and end semester	0%	Formal exam period	N/A
Outcomes assessed:
Skills-based evaluation	Clinical Paperwork Completion of clinical paperwork, including practice hours and evaluation	0%	Formal exam period	N/A
Outcomes assessed:
Creative assessment / demonstration	Orientation and clinical meetings Orientation and meetings with supervisor/ peers across placement	0%	Ongoing	N/A
Outcomes assessed:
= hurdle task ?

Assessment summary

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.
Orientation and clinical meetings: Orientation activities at the commencement of clinical placements. Clinical meetings with supervisor and/or peers during placements. This allows students adequate opportunity to ensure they understand the requirements before placement starts, and the learning opportunities provided during placement.
COMPASS®: This is the national assessment tool approved for use by Speech Pathology Australia. Each student’s clinical performance is assessed using the COMPASS® in the middle (for feedback) and at the end of the placement (final result). Students should review the COMPASS® Resources online (compass.speechpathologyaustralia.org.au) to ensure they understand entry-level competence. Students who do not pass this assessment will receive a fail grade for the unit, regardless of their completion of other assessment items.
Clinical paperwork:
- The summary of clinical practice hours provides documentation of the number of hours completed with clients across range of practice areas. This is a web-based form completed by students in Sonia. This allows tracking of clinical skills development and transferability across a broad client group. Students need to log hours twice, once at mid placement and once at end.
- Students provide their clinical educator and UoS coordinator with feedback via an online placement evaluation survey regarding their experiences and learning within this unit of study.

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 awarded in this unit of study are either pass (SR) or fail (FR).

All assessments must be completed for a pass (SR) to be awarded. Failure to complete all assessments will result in a fail grade.

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

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 are no “excused absences” 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 your CE. 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 Program Director Maree Doble (email contact via maree.doble@sydney.edu.au) 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 – https://compass.speechpathologyaustralia.org.au/
Competency Based Occupational Standards (CBOS) for Speech Pathologists, 2011 http://www.speechpathologyaustralia.org.au/library/Core_Assoc_Doc/CBOS_for_Speech_Pathologists_2011.pdf
Lecture and other material related to clinical cases

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. At the completion of this unit, students should demonstrate skills within the entry level zone as described by COMPASS (Competency Assessment in Speech Pathology, 2013) in clinical contexts. That is: • Perform the majority of his/her work independently and competently • Seek support if the situation is new or a number of features about the client or workplace setting combine to create complexity • Identify the meaningful aspects of problems and integrate these to generate a number of logically possible conclusions. Conclusions/actions will be modified with new information • Prioritise appropriately • Be sufficiently automatic and maintain a focus on the client or situation • Carry out his/her work in an efficient and timely manner. Source: McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2013).(2nd Ed) COMPASS® (Competency Assessment in Speech Pathology) assessment booklet and resource manual. Melbourne: Speech Pathology Australia.

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. 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		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.
1.3		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
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.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
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.
3.1		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.
3.3		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.
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.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.1		Establish rapport and facilitate participation in speech pathology intervention.
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.
4.6		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		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.
5.5		Consult and coordinate with professional groups and services.
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.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2		Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3		Demonstrate an understanding of the principles and practices of clinical education.
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.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.
7.4		Advocate for self, client and the speech pathology profession.

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
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.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.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.
1.4.a		We use person-centred, family-centred and community-centred approaches, as relevant to the context.
1.4.b		We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services.
1.4.c		We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
1.4.d		We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner.
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.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.
2.1.a		We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work.
2.1.b		We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts.
2.2.a		We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring.
2.2.b		We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c		We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities.
2.3.a		We establish, review and revise goals for our professional development, informed by insights from self-reflection; feedback from others; current and emerging evidence, policies and community priorities; and workplace practices and priorities.
2.3.b		We develop a plan to progress our professional development goals.
2.3.c		We advocate for our professional development needs.
2.4.a		We participate in professional development, supervision and/or mentoring to develop knowledge and skills relevant to our roles and to maintain currency.
2.4.b		We engage in development opportunities, supervision and mentoring to enable responsive and reflective services that meet the preferences and needs of people from diverse cultural, language and social backgrounds.
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.
2.6.a		We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders.
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.
3.1.a		We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual.
3.2.a		We seek information (within the bounds of informed consent) from a range of sources to understand • the individual’s or community’s strengths and reasons and goals for seeking speech pathology services • the history and current status of communication and/or swallowing needs and concerns.
3.2.b		We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment.
3.2.c		We assess and consider the communication and swallowing goals and needs of the individual and/or community with respect to • body structures and functions, and/or • performance and capacity in activities and participation • opportunities for prevention and promotion strategies and initiatives • facilitators and barriers in the social and physical environment.
3.2.d		We assess the needs of the individual, the individual’s community and/or the community in partnership with colleagues, other services and supports, and/or community members, leaders and Elders.
3.3.a		We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.
3.3.b		We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes.
3.3.c		We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
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.
3.5.a		We implement the agreed intervention or service response that is responsive to the capability and progress of the individual or community.
3.5.b		We collect, record, analyse and share data to evaluate • the fidelity of the intervention or service response • the appropriateness of the goals, plans and approaches being used • the progress towards and acquisition of individual and community goals • the timing of and engagement with other services and supports as needed • when the intervention or service response will be complete.
3.5.c		We continually refine goals and modify the implementation of the intervention or service response to meet the needs of the individual or community.
3.5.d		We provide counselling within the scope of the speech pathology role in relation to communication and swallowing and refer to other professionals as required.
3.6.a		We participate in activities and provide education and/or practice-based learning opportunities to develop and advance the future speech pathology workforce and profession.

Responding to student feedback

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

No changes have been made since this unit was last offered

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/.

The handbook also includes specific Clinical Education information on your course: https://www.sydney.edu.au/handbooks/medicine_health_PG/coursework_sz/speech_pathology.shtml .

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements. When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures.

Work, health and safety

Students must meet all pre-placement requirements as outlined on the University of Sydney Clinical placements checks and clearances Clinical placement checks and clearances - The University of Sydney This includes:

a current CPR certificate
a current certificate following a National Police Check
compliance with the current Working with Children requirements:

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

Students who are not verified will NOT be able to attend placement.

The Public Health (COVID-19 Vaccination of Health Care Workers) Order 2021 directs that a healthcare worker – including students, volunteers and those undertaking administrative duties - must not do work as a healthcare worker unless they have received:

at least one dose of a COVID-19 vaccine before 30 September 2021, and
at least two doses of a COVID-19 vaccine before 30 November 2021

This is a requirement for health care workers within NSW Health and private health facilities, or others so directed by the Chief Health Officer, and the vaccine must be one that is approved by the Therapeutic Goods Administration (TGA).

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette. Failure to meet these requirements may prevent you from being allocated to and/or completing a placement irrespective of enrolment status.

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD4054: Advanced Practice A: Community

Semester 2, 2022 [Professional practice] - 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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect