Outline

Overview

Students attend external speech pathology services to consolidate their clinical skills in areas required for competency as an intermediate level speech pathology student.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5064 and CSCD5065 and CSCD5066 and CSCD5067
Corequisites ?	None
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	COMPASS®: competency assessment in speech pathology Placement assessment	100%	Multiple weeks	up to 2 hours
Outcomes assessed:
Skills-based evaluation	Clinical case based viva Assessment of skill	0%	Multiple weeks	15 minutes
Outcomes assessed:
Assignment	Submitted clinical paperwork Written assessment	0%	Multiple weeks	n/a
Outcomes assessed:
Placement	Attendance at briefings and other meetings Attendance	0%	Ongoing	n/a
Outcomes assessed:
= hurdle task ?

Assessment summary

Attendance at briefings and other meetings: Attendance at these meetings before and during placements will allow students adequate opportunity to ensure they understand the requirements before the placement starts, and the learning opportunities provided during the placement.

COMPASS® Rating: COMPASS® is the national assessment tool approved by Speech Pathology Australia, and is used to formatively and summatively assess student competency during placements.

Submit clinical paperwork:

The work health and safety checklist must be completed in the first week of placement.
Learning goals must be developed and submitted in the first week of placement so that students can focus their learning efficiently and make the most of their time.
- Learning goal review and reflection on progress must be submitted at mid-placement.
- New goals should be set as appropriate.
- Learning goal progress and reflection on their completion must be submitted after the placement.
Students must log the hours completed with clients in various range of practice areas in order to track their clinical skills development and transferability across a broad client group.
- students need to log hours twice, once for adult clients and once for child clients

Case-based viva: This is a paired task, marked individually, that will prepare students with work readiness skills and the importance of transferring existing skills to new placement settings to further develop competencies.

Detailed information for each assessment can be found on Canvas

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.

An automatic fail will be awarded if students breach client/patient privacy.

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)

Assessment criteria

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

Result name	Description
Pass (SR)	When you meet the learning outcomes to a satisfactory standard.
Fail (SR)	When you don’t meet the learning outcomes 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.

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	Learning outcomes
Weekly	Total of 30 days of placement in block mode during semester breaks or weekly mode approximately 2 days/week during semester. Students are expected to attend placement each day during working hours (this is what HOURS refers to in this section). Students will keep a separate log of clinical practice hours which will amount to less than 7.5 hours/day.	Placement (7.5 hr)

Attendance and class requirements

Attendance: Students will attend clinical placement including both an adult and child caseload, in block or weekly mode.

Block mode is Monday-Friday with on-site attendance minimum four days/week for seven weeks. This mode will occur outside normal semester weeks.
Weekly mode is on-site attendance two days per week for 14 weeks, occurring during normal semester weeks 1-13 plus break week.

Attendance at simulated placement (on campus or by telehealth) after students have completed at least half of their placement) and at additional orientation/briefing sessions before the placement is also required.

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.

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. demonstrate intermediate skills in adult and paediatric clinical contexts
LO2. formulate, prioritise, and review efficient clinical solutions with support, using principles of evidence-based practice, and focussing on the client's life context
LO3. utilise appropriate oral and written professional clinical communication skills in English, with support, for a range of purposes
LO4. use workplace technology to facilitate speech pathology outcome and professional communication, including maintaining electronic client records as appropriate
LO5. create and implement effective clinical assessment and intervention with support for clients, communities, and other significant personnel
LO6. demonstrate an understanding of the rationales for culturally appropriate clinical services for Aboriginal clients, as well as clients from diverse cultural backgrounds, and provide these with support
LO7. develop and maintain collaborative team relationships with support, within multi- and inter-disciplinary teams, and in a range of contexts
LO8. reflect on, and change performance, using feedback from others to increase the accuracy of self-appraisal in relevant contexts, in accordance with professional ethical standards
LO9. advocate for personal and client needs, and the speech pathology profession with support.

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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice 7.4. Advocate for self, client and the speech pathology profession.

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.

Responding to student feedback

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

Some changes have been made to the simulation experience, in response to student feedback and COVID19

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

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

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

CSCD5070: Clinical Practice 3

Intensive February, 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

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