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Unit outline_

CSCD5066: Feeding and Swallowing Across the Lifespan

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Students will acquire the knowledge and skills to conduct assessment and intervention or service response for swallowing needs across the lifespan. This unit of study enables students to describe, analyse and apply their understanding to authentic clinical cases and contexts with emphasis on evidence-based practice.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
CSCD5062
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

Anatomy and neurology of the speech system including head, neck, nervous system and speech motor control

Available to study abroad and exchange students

No

Teaching staff

Coordinator Katrina Blyth, katrina.blyth@sydney.edu.au
Lecturer(s) Emma Wallace, emma.wallace@sydney.edu.au
Katrina Blyth, katrina.blyth@sydney.edu.au
Tutor(s) Katrina Blyth, katrina.blyth@sydney.edu.au
Petra Avramovic, petra.avramovic@sydney.edu.au
Emma Wallace, emma.wallace@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task Assessment of Swallowing Disorders
Case-based swallowing assessment interpretation
20% Week 07
Due date: 12 Sep 2023 at 23:59
1 hour timed Quiz
Outcomes assessed: LO1 LO2 LO3
Skills-based evaluation hurdle task Video Assessment - Paediatric
Video upload Students will work in pairs but marked individually
10% Week 09
Due date: 03 Oct 2023 at 23:59
3-minute video
Outcomes assessed: LO4
Creative assessment / demonstration hurdle task Simulated assessment and interview
Simulated Lab Scenario Students will work in pairs but marked individually
30% Week 11
Due date: 19 Oct 2023 at 11:00

Closing date: 19 Oct 2023
15 minutes per pair
Outcomes assessed: LO5 LO3
Skills-based evaluation hurdle task Video Assessment - Adult
Video upload & 250 word rationale
10% Week 12
Due date: 29 Oct 2023 at 23:59
2-minute video
Outcomes assessed: LO7 LO6
Assignment ISBAR & Progress Notes
Video upload (ISBAR) & submitted case notes
30% Week 13
Due date: 05 Nov 2023 at 23:59
2-min ISBAR video & 1-page case notes
Outcomes assessed: LO2 LO4 LO6
hurdle task = hurdle task ?

Assessment summary

Assignments have a specific due date.  This is to allow marked work to be returned to you in a time frame that allows you to continue to the next assignment.  The faculty specifies the following penalty for late assignment submissions.  

  • If your assignment is submitted after the due date and time it will be considered to have been submitted late.
  • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work.
  • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date.
  • For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work.

You are responsible for ensuring that your assignment is submitted on time. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it.  As long as the version you upload is identical to the one you emailed, a penalty will not be applied.  All assignments must be submitted via the required LMS.  Assignments that are emailed will not be marked.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

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

Standard penalties will be applied.

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
Week 02 1. Introduction; 2. Dysphagia Lecture (2 hr)  
PROMS, Case history Tutorial (1 hr)  
Week 03 Clinical Assessment Lecture (2 hr)  
Clinical bedside assessment including OMA Tutorial (1 hr)  
Week 04 Aspiration pneumonia, 'red flags' Lecture (2 hr)  
Gathering information, ISBAR Tutorial (1 hr)  
Week 05 1. Modified barium swallow; 2. Flexible endoscopic evaluation of swallowing Lecture (2 hr)  
Instrumental assessment Tutorial (1 hr)  
Week 06 Paediatric feeding and swallowing Lecture (2 hr)  
Paediatric feeding Tutorial (1 hr)  
Week 07 Paediatric Feeding Lecture (2 hr)  
Paediatric Feeding Tutorial (1 hr)  
Week 08 Dysphagia management - Compensatory strategies Lecture (2 hr)  
Compensatory strategies Tutorial (1 hr)  
Week 09 Dysphagia management - Texture modification, IDDSI Lecture (2 hr)  
Management - texture modification, free water protocol Tutorial (1 hr)  
Week 10 Management - Rehabilitation exercises, E3BP Lecture (2 hr)  
Principles of therapy, practice exercises Tutorial (1 hr)  
Week 11 Ethics in dysphagia & decision-making Lecture (2 hr)  
Ethics, advocacy & MDT Tutorial (1 hr)  
Week 12 Chronic and progressive dysphagia Lecture (2 hr)  
Applying SMART goals, prioritising goals Tutorial (1 hr)  
Week 13 Dysphagia in head and neck cancer patients Lecture (2 hr)  
Assignment support, Q&A Tutorial (1 hr)  

Attendance and class requirements

Attendance: It is highly recommended that students attend lectures where possible or watch recordings in order to pass this unit. Tutorials are not recorded, so attendance is highly recommended to understand and practice content covered in the lectures.

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

All readings for this unit can be accessed via links provided on Canvas.

 

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Describe the anatomy and physiology of normal swallowing in adults and the developmental stages of swallowing and feeding in infants
  • LO2. Critically analyse appropriate assessment and outcome measures required to assist diagnoses as well as change in a feeding and/or swallowing disorder
  • LO3. Analyse and report critical information from a case history, clinical swallowing evaluation and instrumental assessment to identify the underlying nature of swallowing and/or feeding impairment and make reliable diagnoses
  • LO4. Apply findings from a case history, clinical swallowing evaluation and instrumental swallowing assessment to the ethical management of an individual with dysphagia, considering autonomy, personal preferences, cultural, linguistic, and social contexts
  • LO5. Accurately demonstrate appropriate compensatory and rehabilitation approaches to manage swallowing and/or feeding impairments
  • LO6. Demonstrate awareness of the speech pathologist’s role within multi-disciplinary team/s in order to prevent or manage swallowing and/or feeding impairment
  • LO7. Incorporate the principles of E3BP (Dollaghan, 2007) and ICF (WHO, 2001) to SMART goals when managing a client with swallowing and/or feeding impairment, balancing the evidence from the literature, clinical skills, and individuals’ values and wishes.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         
LO7         

Alignment with Competency standards

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

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

Some assessment weightings have been adjusted to reflect the workload required to complete these tasks. Tutorial time in the simulation studio has been added to formatively support the assessment task in week 10.

More information can be found on Canvas and will be provided in class

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Additional costs

There are no additional costs for this unit

Site visit guidelines

There are no site visit guidelines for this unit

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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