| Effective Term: | 2025/02 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Anatomy and Physiology for Speech Pathology 2 |
| Unit ID: | HEASP1021 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (HEASP1011) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (NHPBM1032) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This unit builds on the principles introduced in HEASP1011. It further develops the study of gross anatomical structure and functional anatomy relevant to communication sciences and disorders. It builds on how anatomy and physiology relate to the speech, language, swallowing, voice, fluency and hearing systems. The unit also develops physiological processes and anatomical structure of the cardiovascular, respiratory, gastrointestinal, renal reproductive systems and endocrinology as relevant to the rehabilitation sciences. The emphasis will be on gaining an integrated understanding of the human body through practical sessions including human cadaveric material and functional and clinical case studies to facilitate integration of material and correlation. Some unit modules maybe co-taught with NHPBM1032. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | |  | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify and describe the structure (Anatomy) and function (physiology) of the cardiovascular, respiratory, gastro-intestinal urinary and endocrine systems |
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| K2. | Explain the structures and the effects of pathophysiology related to the processes of speech, hearing and swallowing using appropriate discipline specific terminology |
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| Skills: |
| S1. | Relate the concept of homeostasis to physiological processes to the various body systems |
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| S2. | Collate and evaluate clinical data relevant to the functioning of various body systems |
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| Application of knowledge and skills: |
| A1. | Critically apply anatomical and physiological knowledge to a human bioscience discipline |
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| A2. | Compare and contrast the relevant anatomical processes related to speech, hearing and swallowing for both normal and impaired states |
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| Unit Content: |
•General Lungs and respiration Respiratory physiology Cardiovascular physiology Digestive anatomy and physiology Anatomy of Urogenital system Renal physiology Endocrinology Surface anatomy and clinical applications
•Speech Pathology Specific Respiration Revision and extension of the anatomy of breathing: skeletal and muscular Revision and extension of the mechanics of breathing Concepts of pressure, resistance, flow Phonation The process of phonation and functional anatomy related to phonation Articulation The process of articulation and functional anatomy related to articulation Swallowing The process of swallowing and functional anatomy related to swallowing Hearing The process of hearing and functional anatomy related to hearing Sound and sound perception |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, S1, S2, A1, A2 |
Focus on anatomy and physiology content at end of practical classes |
In Class test |
25-35% |
|
| 2. |
K1, K2, S1, S2, A1, A2 |
Focus on anatomy and physiology content |
OSCE/Practical examination |
25-35% |
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| 3. |
K1, K2, S1, S2, A1, A2 |
Theory examination on class content |
Written Theory Examination |
35-45% |
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