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Unit outline_

CSCD4057: Advanced Practice B: Paediatric

Intensive February - March, 2022 [Professional practice] - Camperdown/Darlington, Sydney

Students are placed in off-campus paediatric settings for a 6 week (or equivalent) block. During the placement they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Unit details and rules

Academic unit Communication Sciences
Credit points 12
Prerequisites
? 
CSCD3082 and (CSCD3083 or CSCD3084)
Corequisites
? 
CSCD4058
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Amani Bell, amani.bell@sydney.edu.au
Type Description Weight Due Length
Placement hurdle task Orientation and clinical meetings
Orientation
0% - 2 hours
Outcomes assessed: LO1 LO7 LO3
Placement hurdle task COMPASS®
Competency assessment
100% Multiple weeks n/a
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment hurdle task Initial clinical paperwork
Documentation
0% Week 01 n/a
Outcomes assessed: LO1 LO3 LO7
Assignment hurdle task Final clinical paperwork
Documentation and logbook
0% Week 07 n/a
Outcomes assessed: LO1 LO3 LO7
hurdle task = hurdle task ?

Assessment summary

  • Orientation and clinical meetings: Students must attend orientation activities prior to the commencement of block placements and clinical meetings with clinical educator during placements.
  • Initial clinical paperwork: Students must complete a work health and safety checklist and a learning agreement.
  • COMPASS: Students’ clinical performance is assessed using the COMPASS in the middle and at the end of the placement.
  • Final clinical paperwork: At the end of the placement, students must submit a final learning agreement, a summary of clinical practice hours, and an online clinical placement evaluation questionnaire.

Students must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in being awarded a Fail grade, regardless of any cumulative marks in the unit of study. As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply (https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0). An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy.

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.

     

Satisfied requirements

SR

This is the overall unit grading awarded when you meet the minimum standards on a placement performance assessment that is a barrier task, and complete other assessment tasks to a satisfactory standard.

Fail

FR

This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a barrier task, regardless of cumulative performance on the other assessment tasks.

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
Multiple weeks Paediatric placement Placement (228 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8

Attendance and class requirements

  • Attendance: Clinical placements are scheduled from January to December. This unit of study consists of a full time 6 week block placement. At minimum, you must attend the placement site for four days per week (or equivalent to a total of 24 days). The fifth day each week is allocated for preparation and reading and you may be required to attend either on or off site by your clinical educator(s).

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 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit.

  • Stagnitti, K., Schoo, A., & Welch, D. (Eds.). (2013). Clinical and fieldwork placement in the health professions (2nd ed.). Melbourne, Australia: Oxford University Press.
  • Competency Based Occupational Standards (CBOS) for Speech Pathologists: Entry Level, revised 2011, updated 2017
  • COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013 – to be found online https://compass.speechpathologyaustralia.org.au/
  • Off campus Placement information available onWIL Speech Pathology Placements Canvas site https://canvas.sydney.edu.au/courses/38165
  • Academic lecture materials relevant to the caseload(s) at the placement site.

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 approaching entry level skills (as described by the COMPASS competency assessment in speech pathology, 2013) in paediatric clinical contexts
  • LO2. formulate, prioritise and review clinical solutions independently, considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/cognitive abilities); think critically and independently about theories, concepts and principles to guide clinical decisions in practice; be well organised and proficiently complete clinical tasks whilst retaining a client focus
  • LO3. utilise entry level oral and written professional communication skills in english, independently, for a range of purposes
  • LO4. create and implement best practice clinical assessment and intervention independently for clients and other significant personnel (e.g. families, professionals or communities)
  • LO5. select and deliver culturally appropriate clinical services for Aboriginal clients as well as clients from cultural backgrounds different to yours; demonstrate respect for different values arising from cultural and linguistic diversity both within Australia and internationally, and adapt behaviour appropriately
  • LO6. construct or adapt clinical services independently in order to provide holistic clinical services in multi or inter-disciplinary contexts, as well as working interdependently within the scope of speech pathology practice through recognition and respect of personal and professional boundaries
  • LO7. self-appraise your own conduct in all paediatric clinical contexts in accordance with professional ethical standards as described in the speech pathology Australia, code of ethics (2010); develop and maintain a collaborative, professional working relationship with clients, families, professional groups and others (e.g. novice/intermediate student(s)); understand the need for lifelong learning and demonstrates commitment to ensuring continued development of competence as a speech pathologist, and be open to learning from others, and seeks mentoring and professional supervision
  • LO8. advocate for clients, their families and speech pathology practices.

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
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. Analysis and interpretation
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. Planning evidence-based speech pathology practices
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. Implementation of speech pathology practice
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. Planning, providing and managing speech pathology services
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. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.
LO2
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
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. Analysis and interpretation
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. Planning evidence-based speech pathology practices
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. Implementation of speech pathology practice
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. Planning, providing and managing speech pathology services
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. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.
LO3
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
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. Analysis and interpretation
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. Planning evidence-based speech pathology practices
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. Implementation of speech pathology practice
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. Planning, providing and managing speech pathology services
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. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.
LO4
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
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. Analysis and interpretation
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. Planning evidence-based speech pathology practices
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. Implementation of speech pathology practice
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. Planning, providing and managing speech pathology services
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. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.
LO5
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
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. Analysis and interpretation
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. Planning evidence-based speech pathology practices
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. Implementation of speech pathology practice
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. Planning, providing and managing speech pathology services
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. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.
LO6
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
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. Analysis and interpretation
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. Planning evidence-based speech pathology practices
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. Implementation of speech pathology practice
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. Planning, providing and managing speech pathology services
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. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.
LO7
Competency-based Occupational Standards for Speech Pathologists - SPA
1. Assessments
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. Analysis and interpretation
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. Planning evidence-based speech pathology practices
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. Implementation of speech pathology practice
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. Planning, providing and managing speech pathology services
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. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.
LO8
Competency-based Occupational Standards for Speech Pathologists - SPA
6. Professional and supervisory practice
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. Lifelong learning and reflective practice
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. 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.

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

No changes have been made since this unit was last offered

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/coursework/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.

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies.

https://canvas.sydney.edu.au/courses/9121

In particular, students are directed to review the new FMH – Sydney School of Health Sciences Placement Provisions (2020). https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0

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

As you are completing a health-related degree, there are clinical checks and clearances you will need to complete before you can undertake placement. You can find more information at:

https://www.sydney.edu.au/students/clinical-placement-checks.html

You will need to be verified by NSW Health 6 weeks prior to your first placement. Students who are not verified will NOT be able to attend placement.

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 or placement unit of study irrespective of your enrolment status.

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of placement, and if relevant, at any time your placement requires you to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist from Sonia.

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 two doses of a COVID-19 vaccine.

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).

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.