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Unit outline_

CSCD5071: Interdisciplinary Practice: Complex Cases

Semester 1a, 2023 [Normal day] - Camperdown/Darlington, Sydney

Students will learn about the multifaceted communication and swallowing needs that occur for clients with complex impairments across the lifespan. They will also extend their knowledge of interprofessional care and ability to collaborate with individuals, colleagues and services. In these teams they will also consider ethical issues and learn how to advocate for the role of the speech pathologist as well as advance the skills of other professionals to provide safe, high quality and coordinated services for communication and swallowing needs.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
CSCD5068 and CSCD5069 and CSCD5070 and CSCD5075
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Rebecca Sutherland, rebecca.sutherland@sydney.edu.au
Type Description Weight Due Length
Assignment Case Snapshot
Submitted work
50% Week 02
Due date: 03 Mar 2023 at 23:59

Closing date: 24 Mar 2023
1200 words
Outcomes assessed: LO1 LO9 LO8 LO5 LO3 LO2
Online task hurdle task Reflection on a hearing case
500 word reflection on a hearing case, based on in class discuss
0% Week 03
Due date: 10 Mar 2023 at 23:00

Closing date: 31 Mar 2023
500 words
Outcomes assessed: LO1 LO8 LO7 LO5 LO2
Assignment Grand Rounds conference
Oral presentation, slides, peer evaluation
50% Week 04
Due date: 17 Mar 2023 at 13:00

Closing date: 31 Mar 2023
3 minutes, 8-10 slides, 1 page
Outcomes assessed: LO1 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
hurdle task = hurdle task ?

Assessment summary

Assignment 1 – Case snap shot, due March 3, 2023

Assignment 2 – Grand rounds, due March 17, 2023

 

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:

If your assignment is submitted after the due date and time it will be considered a late submission. • 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.

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

Attendance and class requirements

Attendance: This unit is taught in the first four weeks of  semester 2 (early census, weeks 1 – week 4). Each week students will attend 3 hours of lectures and 2 hours of tutorials for 4 weeks, plus 2 hours of tutorial/workshops in weeks 1 and 4 regarding hearing and audiology.

You will also gain experience with regarding audiology to extend your skills in conducting hearing assessments in preparation for 3 hours of practical experience in a hearing diagnostic clinic in the CDTRC on level 5 of the SWHB, Camperdown plus tutorial sessions and discussions
 

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

As these are complex cases specific research articles are provided for each complex case.  

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. identify and synthesise the multifaceted communication (including speech, language, hearing, fluency) and swallowing issues that occur for people with complex impairments (e. g. prenatal genetic disorder, progressive neurological disease, mental health difficulties)
  • LO2. critically reflect on the range of issues facing people with complex communication and swallowing needs and their carers and/or service providers
  • LO3. design an appropriate interdisciplinary team based on the client’s complex needs, demonstrating an understanding of the roles of different professionals
  • LO4. plan appropriate training for interdisciplinary team members relating to speech pathology practices for people with complex needs
  • LO5. use a high standard of oral and written professional communication skills when collaborating with peers, colleagues, and other interdisciplinary professionals
  • LO6. create and deliver new knowledge on the importance of speech pathology practice in optimising communication or swallowing for people with complex needs
  • LO7. collaborate and communicate with culturally safe, professional and ethical conduct in all interactions
  • LO8. advocate for the role of the speech pathology profession with people with complex needs
  • LO9. collaborate with other professionals to plan intervention and engage in reciprocal learning including developing a shared understanding of the role of speech pathology for people with complex needs

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
1.1. Provide ethical and evidence-based practice
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
2.5. 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
3.4. Plan speech pathology 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
1.3. 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
2.5. 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
3.4. Plan speech pathology 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
1.3. 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
2.5. 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
3.4. Plan speech pathology 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
1.3. Provide safe and quality services
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
2.5. 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
3.4. 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
1.3. 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
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.5. 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
3.4. Plan speech pathology 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
1.3. Provide safe and quality services
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
2.5. 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
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO7
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
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
2.5. 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
3.4. Plan speech pathology 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
1.3. 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
2.5. 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
3.4. Plan speech pathology 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
1.3. 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
2.5. 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
3.4. Plan speech pathology 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 A We practise competently within the limits of our scope of practice.
1.1.b A We exercise informed ethical judgement consistent with the Speech Pathology Australia Code of Ethics.
1.1.c A We use evidence-based practice principles and processes.
1.1.d 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 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 A We substantiate our decisions and take responsibility for our actions.
1.1.g A We monitor and maintain our health and well-being for safe and effective practice.
1.3.a A We use continuous improvement processes to guide systematic improvements to service safety and quality.
1.3.b A We identify, evaluate and manage risks that may result in damage, harm, liability or loss.
1.3.c A We use clinical governance frameworks to ensure safe and quality practice when we delegate tasks.
1.3.d A We benchmark our practice, processes and outcomes against practice guidelines and the performance of other services.
1.3.e A We contribute to evaluating service provision outcomes against service goals.
1.3.f A 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 A We demonstrate digital literacy across practice areas and tasks.
1.4.a A We use person-centred, family-centred and community-centred approaches, as relevant to the context.
1.4.b A We engage in interprofessional collaborative practice to achieve respectful partnerships across disciplines and provide safe, high-quality, coordinated services.
1.4.c A We develop partnerships with individuals, communities, leaders and Elders to plan, develop, implement and monitor speech pathology practice.
1.4.d A We address conflict and respond to differences in perspectives in a proactive, respectful and timely manner.
1.5.a A We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances.
1.5.b A 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 A We gain informed consent from individuals, substitute decision-makers, family or extended family for information sharing and practice.
1.5.d A We maintain the confidentiality and privacy of individuals and communities in accordance with our professional duties and the law.
1.5.e A 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 A We maintain accurate, timely, complete and secure records of practice.
1.6.a 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 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 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 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 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 A We partner with individuals and communities to advocate for the rights of all people to optimise their communication and swallowing.
1.7.d A We collaborate with those experiencing vulnerability and disadvantage, individuals and communities to advocate for speech pathology services.
1.7.e 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 A We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work.
2.1.b A 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 A We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring.
2.2.b A We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c A 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.
2.5.a A We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.5.b A We recognise limitations in the speech pathology evidence base relevant to our areas of practice.
2.6.a A We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders.
2.7.a A We generate possibilities for advancing practice by challenging ideas, asking questions and being open to opportunities.
2.7.b A We share the outcomes of quality evaluations and service benchmarking with stakeholders.
2.7.c A We participate in research that contributes to the evidence base of the profession.
2.7.d A We engage in ethical, inclusive and rigorous research.
2.7.e 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 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 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.
3.4.a A We identify communication and/or swallowing intervention or service response options relevant to the identified goals.
3.4.b 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 A We identify how intervention or service response outcomes will be measured.
3.4.d A We adjust plans over time informed by assessments, changing goals, current needs and outcomes of interventions or service responses.
3.6.a 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 A We contribute to building a diverse workforce.

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

The content and assignments remain broadly the same, with adjustments at the lecturer level around communication and minor adjustments to the requirements.

Case-based materials and the Australian Privacy Legislation

In this unit-of-study you will be working with case study materials provided by real life clients and their families. The University has gained permission to use these materials in this unit of study. The Australian Government Privacy Act and Speech Pathology Australia Code of Ethics must be observed for each case and images that are shared with you in this unit. The act prohibits students from providing other people not enrolled in this unit of study, advertently or inadvertently with access to the materials e.g. by copying and sharing on web pages for future students, selling them in student notes, watching lecture recordings in open, public venues, discussing details of the case with friends and/or family members, etc.

Work, health and safety

As you may be working with clients in the Hearing Diagnostic Clinic all NSW Health Compliance requirments will need to have been verified to complete this unit of study. 

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.