Outline

Overview

Students complete a speech pathology placement to further develop and consolidate their skills with adult clients and services in areas required for competency as an entry-level practitioner in speech pathology. Students develop personal learning goals and use critical reflection to improve their speech pathology practice. They also engage in reciprocal learning with colleagues from other professions and the wider community.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5068 and CSCD5069 and CSCD5075 and CSCD5070
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® and reflection Competency assessment	0%	Multiple weeks	Meeting + 500 word reflection
Outcomes assessed:
Skills-based evaluation	Case based viva (after final placement only) Oral examination	0%	Multiple weeks	20 minutes
Outcomes assessed:
Assignment	Beginning placement paperwork Documentation	0%	Multiple weeks	3-5 pages
Outcomes assessed:
Assignment	End placement paperwork Documentation	0%	Multiple weeks	3-5 pages
Outcomes assessed:
Assignment	Professional portfolio (after final placement only) Online or paper based submission	0%	Multiple weeks	5 sections
Outcomes assessed:
Participation	Orientation and clinical meetings Orientation activities, meetings	0%	Ongoing	Approx. 2 hours, onsite as required
Outcomes assessed:
= hurdle task ?

Assessment summary

Orientation and clinical meetings: Orientation activities prior to and at the commencement of block placements. Clinical meetings with clinical educator during placements.

Initial clinical paperwork: Paperwork includes a Work Health and Safety checklist which is a mandatory requirement. The learning agreement which is designed to facilitate discussion of the structure and content of the placement between the clinical educator(s) and student, to maximise the learning opportunities for the student within the clinical context of the site.

COMPASS®: Students’ clinical performance is assessed using the COMPASS® in the middle (formative feedback) and at the end of the placement (final result).

Final clinical paperwork: At the end of the placement, students must submit the following: learning agreement (finalised and signed by educator), summary of clinical practice (log) hours and update practice hours in SONIA, noting client experiences across range-of-practice areas, and a clinical placement evaluation.

Professional portfolio (after final placement only): Students prepare a professional portfolio collating their experiences and skills in order to establish that they are entry-level. It is a strong piece of evidence used by the Discipline of Speech Pathology in order to maintain unit accreditation from Speech Pathology Australia.

Case based viva (after final placement only): Students will complete one viva exam for a complex client presenting with multiple impacted range of practice areas

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.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply.

An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy.

Assessment criteria

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

Result name	Mark range	Description
Pass (SR)		This is the overall unit grading awarded when you meet the minimum standards on a placement performance assessment that is a barrier task, and complete other assessment tasks to a satisfactory standard.
Fail (SR)		This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a barrier task, regardless of cumulative performance on the other assessment tasks.

For more information see guide to grades.

Late submission

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

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

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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
Multiple weeks	Placement with primarily adult clients. The 7.5 hours below refer to the expected daily working hours of the placement. Students must keep a record of clinical practice hours in various categories, which will total less than 7.5 hours each day.	Placement (7.5 hr)

Attendance and class requirements

Attendance: You will attend a clinical placement with an adult caseload, in block mode: full time for six weeks. At minimum, you must attend the placement site for four days per week (or equivalent to a total of 24 days). The fifth day each week is allocated for preparation and reading and you may be required to attend either on or off site by your clinical educator

Attendance at additional orientation/briefing sessions before the placement is also required.

Failure to meet attendance requirements may prevent students from satisfactorily completing this unit of study.

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.

The off campus placement Canvas:https://canvas.sydney.edu.au/courses/47739
COMPASS Competency Assessment in Speech Pathology: Assessment Resource Manual (2013).
Professional Standards for Speech Pathologists in Australia (2021).
Sonia placement database.

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 entry-level skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013) in mainly adult contexts
LO2. independently formulate, prioritise and review service solutions considering best available evidence in the context of all other relevant factors (e.g. ICF framework)
LO3. utilise entry-level oral and written professional communication skills in English independently for a range of purposes
LO4. independently create and implement best practice speech pathology services for individuals and communities
LO5. select and provide culturally safe and responsive speech pathology services for clients from diverse backgrounds independently in a range of contexts
LO6. construct or adapt clinical services independently in order to provide holistic clinical services in multi- or inter-disciplinary contexts
LO7. appraise your own conduct in all adult speech pathology contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2020).

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
	Speech Pathology Australia Professional Standards (2021) - 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) - 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) - 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) - 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) - 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) - 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) - 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		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

Responding to student feedback

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

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook. 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. 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

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.

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

Student Administration Manual on the Faculty of Health Sciences

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 irrespective of their enrolment status.

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.

Consistent with New South Wales WHS legislation, students are required to complete a WHS induction within the first few days of placement, and if relevant, at any time their placement requires them 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 students to ensure they have been inducted appropriately. Similarly, students are responsible for demonstrating they are aware of and know how to manage risk appropriately. Students should complete the WHS Checklist in Sonia to indicate this.

Under NSW Health’s updated policy, all students on placement must have evidence of three TGA approved COVID-19 vaccinations, or an exemption, entered into ClinConnect.

Students will be allowed to start placement if they have had two doses of a TGA approved or recognised COVID-19 vaccine and completed all other vaccination requirements and submitted a written undertaking to complete the COVID-19 vaccination requirements for dose three within six weeks of the dose 3 due date. Students will not be allowed to continue their placement if they have not had their third dose within 32 weeks after their second dose. More information can be found here https://www.sydney.edu.au/students/clinical-placement-checks/vaccinations.html

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

Required readings

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

CSCD5072: Clinical Practice 4 - Adult

Intensive November, 2023 [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

Required readings

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