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Unit outline_

CSCD5070: Clinical Practice 3

Semester 1, 2023 [Professional practice] - Camperdown/Darlington, Sydney

Students attend external and simulated speech pathology services to consolidate their skills in areas required for competency as an intermediate level speech pathology student. Students develop personal learning goals and use critical reflection to improve their speech pathology practice. They also begin engaging in reciprocal learning with colleagues from other professions and the wider community.

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 Robyn Johnson, robyn.johnson@sydney.edu.au
Type Description Weight Due Length
Small continuous assessment hurdle task Submitted clinical paperwork
Written assessment
0% Multiple weeks n/a
Outcomes assessed: LO1 LO9 LO8 LO7 LO4 LO3 LO2
Placement hurdle task COMPASS®: competency assessment in speech pathology
Placement assessment
100% Multiple weeks up to 2 hours
Outcomes assessed: LO1 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Skills-based evaluation hurdle task Clinical case based viva
Assessment of skill
0% Multiple weeks 15 minutes
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9
Placement hurdle task Attendance at briefings and other meetings
Attendance
0% Ongoing n/a
Outcomes assessed: LO2 LO9 LO8 LO7 LO6
hurdle task = 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. Students must demonstrate intermediate level competence at mid-placement and show improvement by the end of placement, with no written or verbal concerns expressed by the placement educator. 

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 collect their practice hours for either
      • one placement with a mixed caseload
      • two placements, once with adult clients and once with child clients
  • At the end of the last placement in this unit (if more than one placement), students must submit a written reflection on their placement learning and performance related to the SPA Professional Standards 

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. Students must demonstrate intermediate level practice skills during the viva.

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 (FR)

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.

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
Weekly Total of 30 days of placement in block mode during semester breaks and/or weekly mode approximately 2 days/week during semester. Placement settings may include health, aged care, disability, simulation, private practice or projects supporting speech pathology practice. 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) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9

Attendance and class requirements

Attendance on placement: 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.
  • Some placements will start prior to the enrolment period and some will extend after
  • In either mode, some practices may require attendance on a Saturday.

Attendance is required at a simulated placement (two days on campus and two days online) after students have completed at least half of their placement, 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.

Required readings

All readings for this unit can be accessed through the Library eReserve, available 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. demonstrate intermediate skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013) and progression throughout placements in adult and paediatric speech pathology contexts
  • LO2. formulate, prioritise, and review efficient speech pathology practice solutions with support, using principles of evidence-based practice, and appropriate to the individual or community context
  • LO3. utilise appropriate oral and written professional communication skills in English, with support, for a range of purposes
  • LO4. use workplace technology to facilitate speech pathology outcomes and professional communication, including maintaining electronic client records as appropriate
  • LO5. create and implement effective assessment and intervention with support for individuals, families and communities
  • LO6. provide culturally safe and responsive speech pathology for clients from diverse backgrounds with support in a range of contexts
  • LO7. develop and maintain collaborative team relationships with support, within multi- and inter-disciplinary teams 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 as described by Speech Pathology Australia
  • LO9. advocate for needs of self, individuals, families and communities with support in a range of contexts

Graduate qualities

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

GQ1 Depth of disciplinary expertise

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

GQ2 Critical thinking and problem solving

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

GQ3 Oral and written communication

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

GQ4 Information and digital literacy

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

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

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

GQ7 Interdisciplinary effectiveness

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

GQ8 Integrated professional, ethical, and personal identity

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

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Speech Pathology Australia Professional Standards (2021) - SPA
1. Professional Conduct
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
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
LO2
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
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
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
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
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
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
LO5
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
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
LO6
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
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
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
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
LO8
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
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
LO9
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
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
2.7. Contribute to the speech pathology evidence base
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
Speech Pathology Australia Professional Standards (2021) -
Competency code Taught, Practiced or Assessed Competency standard
1.1.a T P A We practise competently within the limits of our scope of practice.
1.1.b T P A We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.c T P A We use evidence-based practice principles and processes.
1.1.d T P A 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 T P A 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 T P A We substantiate our decisions and take responsibility for our actions.
1.1.g T P A We monitor and maintain our health and well-being for safe and effective practice.
1.2.a P A T We comply with government legislation, regulations and codes of conduct.
1.2.b P A T We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.2.c P A T 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 P A T We use continuous improvement processes to guide systematic improvements to service safety and quality.
1.3.b P A T We identify, evaluate and manage risks that may result in damage, harm, liability or loss.
1.3.c P A T We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks.
1.3.d P A T We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services.
1.3.e P A T We contribute to evaluating service provision outcomes against service goals.
1.3.f P A T 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 P A T We demonstrate digital literacy across practice areas and tasks.
1.4.a P A T We use person-centred, family-centred and community-centred approaches, as relevant to the context.
1.4.b P A T We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services.
1.4.c P A T We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
1.4.d P A T We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner.
1.5.a P A T We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances.
1.5.b P A T 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 P A T We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice.
1.5.d P A T We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law.
1.5.e P A T 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 P A T We maintain accurate, timely, complete and secure records of practice.
1.6.a T P 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 T P A 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 T P A 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 T P 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 T P A 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 T P A We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing.
1.7.d T P A We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services.
1.7.e T P A 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 P A T We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work.
2.1.b P A T 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 P A T 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 P A T We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c P A T 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 T P 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 T P A We develop a plan to progress our professional development goals.
2.3.c T P A We advocate for our professional development needs.
2.4.a T P 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 T P A 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 P A T 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 P A T We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.6.a P A T 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 T P A We generate possibilities for advancing practice by challenging ideas, asking questions and being open to opportunities.
2.7.b T P A We share the outcomes of quality evaluations and service benchmarking with stakeholders.
2.7.c T P A We participate in research that contributes to the evidence base of the profession.
2.7.d T P A We engage in ethical, inclusive and rigorous research.
2.7.e T P A We plan and conduct research and share research outcomes in collaboration with individuals, their families and social networks, as well as community leaders, Elders and organisations representing diverse cultural, language and social backgrounds.
2.7.f T P A We ensure research with Aboriginal and Torres Strait Islander peoples and communities responds to local priorities, is planned with and led by community members, and ensures community access, input and influence over how the results are used.
3.1.a T P 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 T P 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 T P A We use each contact with the individual and/or community to contribute to ongoing individual assessment or community needs assessment.
3.2.c T P A 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 T P A 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 T P A We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.
3.3.b T P A 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 T P A 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 T P A We identify communication and/or swallowing intervention or service response options relevant to the identified goals.
3.4.b T P A 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 T P A We identify how intervention or service response outcomes will be measured.
3.4.d T P A We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses.
3.5.a T P 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 T P A 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 T P A 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 T P A 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 T P 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.
3.6.b T P A We contribute to building a diverse workforce.

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

Changes have been made to comply with SPA's new Professional Standards.

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 

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

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.htmlStudents who are not verified will NOT be allocated to or able to attend placement. 

Students must comply with the latest public health orders regarding COVID-19, as well as any site specific guidelines.

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 for each placement.

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.