Outline

Overview

Students complete a speech pathology clinical placement to further develop and consolidate their skills with child clients in areas required for competency as an entry-level practitioner in speech pathology.

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	Michele Fairbrother, michele.fairbrother@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	COMPASS® Competency assessment	0%	-	n/a
Outcomes assessed:
Skills-based evaluation	Case based viva (after final placement only) Online or in person oral examination	0%	-	20 minutes
Outcomes assessed:
Assignment	Initial clinical paperwork Documentation	0%	-	3-5 pages
Outcomes assessed:
Assignment	Final clinical paperwork Documentation	0%	-	n/a
Outcomes assessed:
Assignment	Professional portfolio (after final placement only) Online submission	0%	-	5 sections
Outcomes assessed:
Participation	Orientation and clinical meetings Orientation activities, meetings	0%	Ongoing	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 their entry-level competence (Competency Based Occupational Standards (CBOS) for Speech Pathologists: Entry Level, 2011). 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 practive 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 you being awarded a Fail grade, regardless of your 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	Description
Pass (SR)	When you meet the learning outcomes of the unit to a satisfactory standard
Fail (FR)	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.

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 paediatric clients. Hours below refer to the expected daily working hours of the placement. Students must keep a log of clinical practice hours, which will be less than 7.5 hours each day.	Block teaching (7.5 hr)

Attendance and class requirements

Attendance: Students 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

COMPASS online, including COMPASS Competency Assessment in Speech Pathology: Assessment Resource Manual (2013).
Competency Based Occupational Standards (CBOS) for Speech Pathologists: Entry Level (2011).
Speech Pathology Australia Code of Ethics (2020) – please note Learning Objective 7 relates to this current version not the 2010 version
Academic lecture materials relevant to the caseload(s)
Canvas
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 paediatric clinical contexts
LO2. formulate, prioritise and review clinical solutions independently considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/ cognitive abilities)
LO3. utilise entry-level oral and written professional communication skills in English independently for a range of purposes
LO4. create and implement best practice clinical assessment and intervention independently for clients and other significant personnel (e.g. families, professionals or communities)
LO5. select and deliver culturally appropriate clinical services for Aboriginal clients as well as clients from cultural backgrounds different to yours
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 paediatric clinical contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2010).

Graduate qualities

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

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Competency-based Occupational Standards for Speech Pathologists - 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 2.1. Analyse and interpret speech pathology assessment data. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 2.1. Analyse and interpret speech pathology assessment data. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 2.1. Analyse and interpret speech pathology assessment data. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 2.1. Analyse and interpret speech pathology assessment data. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 2.1. Analyse and interpret speech pathology assessment data. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 2.1. Analyse and interpret speech pathology assessment data. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5.3. Manage own provision of speech pathology services and workload. 5.8. Participate in and collaborate on the evaluation of speech pathology services. 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4		Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1		Analyse and interpret speech pathology assessment data.
2.2		Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4		Report on analysis and interpretation.
2.5		Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1		Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.3		Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4		Establish goals for intervention in collaboration with the client and significant others.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.1		Establish rapport and facilitate participation in speech pathology intervention.
4.2		Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3		Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4		Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6		Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1		Respond to service provider’s policies.
5.2		Use and maintain an efficient information management system.
5.3		Manage own provision of speech pathology services and workload.
5.4		Update, acquire and/or develop resources.
5.5		Consult and coordinate with professional groups and services.
5.6		Adhere to professionally accepted scientific principles in work practices.
5.7		Collaborate in research initiated and/or supported by others.
5.8		Participate in and collaborate on the evaluation of speech pathology services.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2		Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3		Demonstrate an understanding of the principles and practices of clinical education.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2		Participate in professional development and continually reflect on practice.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.
7.4		Advocate for self, client and the speech pathology profession.

Responding to student feedback

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

Placement length may vary due to COVID-19

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.

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121

All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements. When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures

Work, health and safety

Students must complete a work health and safety checklist with their clinical educator during the first week of placement.

Students must be fully verified through NSWHealth and have a valid police check and WWCC.

Students must comply with the latest public health orders regarding COVID-19, as well as any site specific guidelines: https://www.health.nsw.gov.au/Infectious/covid-19/Pages/public-health-orders.aspx

This is a requirement for health care workers within NSW Health and private health facilities, or others so directed by the Chief Health Officer, and the vaccine must be one that is approved by the Therapeutic Goods Administration (TGA).

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

CSCD5073: Clinical Practice 4 - Child

Intensive November, 2022 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

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