| Effective Term: | 2026/20 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Case Studies in Speech Pathology |
| Unit ID: | HEASP2022 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (HEASP2012) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (HEASP5024) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
In this unit, students will consolidate and extend learning through the use of case studies. With the support of lectures and workshops, students will explore assessment, analysis, interpretation, planning, and implementation of intervention of various speech pathology related conditions. Inquiry-based learning is a student-centred learning approach that promotes self-directed independent and interdependent lifelong learning.
Students will have the opportunity to work through a vast range of practice areas in both developmental and acquired conditions. Students will be required to draw on their various knowledge bases, evaluate, integrate, and reason in order to provide evidence based, client centred assessment and intervention. Students will also have to consider the social model of health, as well as cultural, moral, ethical, legal, occupational, social/emotional and/or service delivery challenges. The case studies and exam will provide a platform for reflection, discussion, problem solving and decision making. |
| 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 clinical and theoretical gaps in knowledge, and establish a plan to improve current knowledge base about a case. |
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| K2. | Apply evidence based methods for differentially diagnosing, planning and implementing intervention |
|
| Skills: |
| S1. | Integrate knowledge acquired from a variety of sources to make decisions about client care |
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| S2. | Work collaboratively with other students to apply clinical reasoning to case problem-solving |
|
| Application of knowledge and skills: |
| A1. | Demonstrate knowledge of the Speech Pathology Professional Standards. |
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| A2. | Demonstrate the role of a speech pathologist in a range of settings and how working in a multidisciplinary team may improve client outcomes for particular cases. |
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| 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:
- Practice Areas in communication and swallowing
- Speech Pathology Australia Professional Standards
- Speech Pathology Australia Code of Ethics Evidence-Based Practice
- International Classification of Disability, Functioning and Health
- Culturally responsive service provision
- Awareness of the influence of culture, cultural practices, and the importance of cultural safety when engaging with individuals, families, and communities
- Investigation of complexity in clinical context, taking into consideration medical diagnoses speech pathology and other co-occurring diagnoses and environmental factors (e.g. family situation, resources, educational, social or physical environmental factors)
- Consideration of ethical issues related to clients with complexity and their families (e.g. vulnerable children, end of life/palliative care, advocacy and self-advocacy)
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| 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 | 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 |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, S1, S2, A1, A2 |
Case Study |
Group Presentation |
20-30% |
|
| 2. |
K1, S1, A1, A2 |
Reflective learning |
Individual written assignment |
30-40% |
|
| 3. |
K1, K2, S1, A1, A2 |
Examination of unit material and conternt using MCQ and short answers |
Written Examination |
40-60% |
|
| 4. |
K1, K2, S1, S2, A1, A2 |
Attendance at Active Learning Sessions |
80% Attendance at Active Learning Sessions (Problem Based Learning) |
Satisfactory/Unsatisfactory Hurdle |
|
| 5. |
K1, K2, S1, S2, A1, A2 |
Attendance at Intensive Day |
Attandance at Active Learning Session (Intensive Day) |
Satisfactory/Unsatisfactory Hurdle |
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