| Effective Term: | 2026/20 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Speech Pathology Clinical Practice 2 |
| Unit ID: | HEASP2023 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBSP2014 and HEASP2012 and HEASP2013) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (HEASP5013) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This is the second 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: |
| 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. | Plan, implement and evaluate assessment and intervention using the ICF framework, and evidence-based practice principles at a beginning level |
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| K2. | Assess Communication and swallowing needs including interpreting, diagnosing and reporting on client assessment |
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| Skills: |
| S1. | Communicate effectively with clients, groups and/or communities |
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| S2. | Demonstrate clinical reasoning and learning in professional practice |
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| Application of knowledge and skills: |
| A1. | Reflect critically on the professional and ethical behaviours that underpin the relationships, roles, and functions of staff and clients within community organisations and on how these are integrated into your developing professional identity as a Speech Pathologist |
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| A2. | Facilitate individuals’ communication and swallowing goals |
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| Unit Content: |
Professional Standards for Speech Pathologist 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. 1. Planning for evidence based, client- centered Speech Pathology practice
• Application of the ICF framework and collaborative goal setting in partnership with clients;
• Clinical reasoning and evidence-based practice
• Sourcing, integrating and interpreting information
• Communication and swallowing needs including interpreting, diagnosing and reporting on client assessment
• Long-term, short-term, session goals and Goal Attainment Scaling
2. 2. Documenting Speech Pathology planning and practice
• Electronic Medical Records (EMR)
• Session Plans for Intervention
• Evidence-based client/family centered goals and rationales;
• Resources and Procedures for intervention;
• Contingency development;
• Outcome measurement and data collection.
• Group Intervention
• Gathering Portfolio evidence in Speech Pathology planning and implementation
3. 3. Implementation of Speech Pathology Practice
• Progress notes, file management, and Medico-legal considerations
• Discharge planning and documentation
• Behavioural Goals and managing challenging behaviour in practice
• Health Informatics and telehealth
• National Safety and Quality Health Service Standards
• Aged care Quality Standards
• NDIS Services
4. 4. Effective interpersonal skills for Professional Practice
• Teamwork: Giving and Receiving Feedback
• Clinical reflection for advancing your practice
• Communicating with empathy: Talking to parents, carers and older children
• ISBAR – interprofessional communication
5. 5. Community Engagement
• Respect, mutuality and reciprocity
• Forging partnerships in client care
• Framework for critical reflection on:
o professional and ethical behaviour that acknowledges the dignity, culture, values, beliefs and rights of people being supported by community organisations
o the values underpinning the relationships, roles and functions of staff and clients within a community organisation/s
o the degree of transformation that students experience via community engagement experiences |
| Graduate Attributes: |
| | 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 Portfolio Assessment | 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. | S2 | Completion of Tracking Log | Written record of clinical practice skills | Satisfactory/Unsatisfactory Hurdle |
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