Speech Pathology Clinical Practice 1

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2026/05

Institute / School :

Institute of Health and Wellbeing

Unit Title:

Speech Pathology Clinical Practice 1

Unit ID:

HEASP2013

Credit Points:

15.00

Prerequisite(s):

(EDBSP1013 and EDBSP1023 and HEASP1011 and HEASP1012 and HEASP1015 and HEASP1021 and HEASP1022)

Co-requisite(s):

Nil

Exclusion(s):

(HEASP5013)

ASCED:

061707

Other Change:

Brief description of the Unit

This is the first of six professional experience practice (PEP) units in the Bachelor of Speech Pathology (Hons) course that introduces students to the speech pathology professional practice through learning activities, including exposure to practising clinicians and guest lecturers from a range of practice settings. It presents the foundational speech pathology practice skills in a range of practice areas and settings that speech pathologists work within to provide evidence-based, safe person-centered, family-centered and community-centered practice including specific vulnerable populations.

Students will be introduced to the professional experience practice component of the unit, the practice requirements and the Professional Standards of Practice for Speech Pathologists in Australia (2020) with the key principles underlying these professional standards domains. The achievement and assessment of Professional Standards will be obtained through satisfactory completion of introductory level competencies identified for successful professional practice as a speech pathologist in Australia, achieved through up to 12 days involvement with simulated or observational learning environments. There will be a focus on introductory level practice skills of assessment, analysis, interpretation and planning. Students will participate in activities and experiences that will assist with the development of key domains of Professional Standards of Practice.

Grade Scheme:

Ungraded (S, UN)

Work Experience Indicator:

No work experience

Placement Component:

Yes - 12 days

Supplementary Assessment:No

Supplementary assessment is not available to students who gain a fail in this Unit.

Course Level:

Learning Outcomes:

Knowledge:

K1.	Explore the scope of speech pathology practice in Australia, interprofessional practice, and the professional role of Speech Pathologists in regional, national and global contexts;

K2.	Discuss compliance with relevant legislation, policies and procedures and Speech Pathology Australia Code of Ethics during informed person-centered, family centered community-centered professional experience practice;

Skills:

S1.	Demonstrate professional conduct and ethical expectations by meeting mandatory compliance requirements for professional experience practice;

S2.	Demonstrate effective communication with individual clients, professional and community groups;

Application of knowledge and skills:

A1.	Utilise clinical reasoning and learning to interpret the International Classification of Functioning, Disability, and Health (ICF) framework in speech pathology practice

A2.	Reflect on preferences in communication, learning and personal cultural perspectives as they relate to professional practice;

Unit Content:

Professional Standards for Speech Pathologists in Australia (2020), Speech Pathology Guidelines for Reporting of Aboriginal and Torres Strait Islander Curriculum Development and Inclusions (2018), National Quality and Safeguarding Framework (NQSF, 2018), National Safety and Quality Health Service (NSQHS) Standards (2017-2019) and National Aged Care Quality Standards (2019) have substantially informed the syllabus/content of this unit.

Topics may include:

1. Professional Conduct

• Introduction to ethical and evidence-based practice

• Introduction to legislation, standards, policies and protocols

Scope of Practice for Speech Pathologists in Australia
Professional Standards of Practice for Speech Pathologists
Code of Ethics
National Laws governing health professions
Responsibilities as a student member to Speech Pathology Australia
University work integrated learning policy and procedures

• Introduction to providing safe and quality services

National Safety Quality Health Services Standards
Aged care Quality Safety Standards

• International Classification of Functioning, Disability and Health – Child and Youth version (ICF-CY; WHO, 2007)

2. Maintain high standards of communication, information sharing and record keeping

• Establishing and ending a therapeutic relationship

• Interviewing and Questioning skills

• Active listening and responding using verbal and non-verbal communication

• Inter-professional communication and consultation

• Working with team members towards a common goal

• Responsible speech pathology practice

• Documentation expectations and requirements

• Reporting assessment and treatment data (oral and written)

• Health informatics and Electronic Medical Records EMR

• Building safe and supportive environments working with specific vulnerable populations

3. Introduction to Clinical reasoning

• Clinical reasoning in speech pathology

• Linking clinical reasoning with Evidence-based Practice

• Reflective practice

• Lifelong learning

4. Introduction to the Speech Pathologist and practice

• Taking a case history

• Applying the ICF to case history gathering and the assessment process

• Understanding the case history questions

• Assessment in speech pathology

5. Speech Pathologists in the school system

• Overview of school systems (state, catholic, private)

• Introduction to the school community

• Classroom dynamics and management

• Classroom acoustics

6. Introduction to collaborating with individuals, their supports, our colleagues and the community

• Consider the needs of individuals and communities in clinical decision-making and practice

Introduction to Inter-professional practice

• Models of capacity building

• Community engagement and working with communities

• Principles of community engagement

• Respect for human dignity

• Mutuality and reciprocity

• Forging partnerships for transformation

• Values underpinning volunteerism experience related to

• Relationships between staff, clients and families

• Roles and functions of staff and clients

• Boundaries and roles

• Introduction to working with disadvantaged population groups

• Introduction to working with communities to build goals and capacity

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.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		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	Y - Present
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	Y - Present
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	Y - Present
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	Y - Present
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.	Y - Present

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, S1, S2, A1, A2	Attendance at Practical Intensives	100% attendance at practical intensives	Satisfactory/Unsatisfactory HURDLE
2.	K1, K2, S1, S2, A1, A2	Satisfactory achievement of identified professional standards for speech pathologist during professional experience practice within simulated and/or observational learning environments, demonstrated through compilation of experience-based learning.	Professional Practice Assessment Portfolio	Satisfactory/Unsatisfactory Hurdle
3.	K1, K2, S1, S2, A1, A2	Professional Practice Checklist (Novice)	Successful completion of criterion referenced professional practice skillset.	Satisfactory/Unsatisfactory Hurdle
4.	S1	Completion of Tracking Log	Written record of clinical practice skills	Satisfactory/Unsatisfactory Hurdle

Adopted Reference Style:

APA ()

Professional Standards / Competencies:

Standard / Competency