| Effective Term: | 2025/02 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Advanced Clinical Reasoning |
| Unit ID: | HEASP4021 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (HEASP3024 and HEASP3025 and HEASP3043) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This unit will equip students with knowledge and skills to support the advancement of their clinical practice. The unit introduces students to several selected areas of specialised speech pathology practice. The areas of practice have been chosen to develop advanced skills or introduce students to areas of specialised practice they may not have encountered during clinical placement. This unit will promote professional development relevant to a variety of specialist and emerging speech pathology practice domains. The learning activities within the unit will extend students' knowledge of clinical decision making, clinical reasoning, and professional judgement by applying it to complex care situations in both contemporary and emerging speech pathology clinical practice. The complexity of the cases may reflect the body structures/functions that are impaired, the activities/participation that are restricted, the environmental (physical/social) barriers that exist, personal factors and/or an integration of one or more of these. Students will incorporate research principles and practices relevant to the assessment and management of communication and/or swallowing, with socio-cultural, ethical and holistic frameworks to justify their clinical practice and reasoning in different contexts. Students will also engage in targeted critical reflection of their capabilities against the Speech Pathology Australia professional standards. This reflective process will form the basis of a personalised development plan to support their future professional growth. |
| 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. | Develop advanced knowledge and skills to support the effective engagement in supervision, mentorship and other professional support processes. |
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| K2. | Synthesise and reframe knowledge of speech pathology philosophy and practice in examining the potential speech pathology role within non-traditional and emerging practice areas in rural and remote contexts. |
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| Skills: |
| S1. | Consolidate sense of professional identity and resilience as required to articulate and negotiate the speech pathology role within evolving health care context. |
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| S2. | Identify and strategise barriers associated with complex speech pathology cases. |
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| Application of knowledge and skills: |
| A1. | Evaluate personal and professional competencies and devise individualised strategies to plan future professional growth |
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| A2. | Critically evaluate and apply advanced speech pathology concepts across a range of professional service delivery sectors |
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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), FedUni STRETCH Reconciliation Action Plan (2019-2022), 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: Engagement in supervision, mentorship and other professional support processes Speech pathology philosophy and practice Speech pathology role within non-traditional and emerging practice areas in rural and remote contexts Case Studies Identify referral information Identify gaps in knowledge Plan and justify assessments using evidence-based practice and holistic frameworks Hypothesise about potential results Apply analysis procedures to interpret results Suggest strategies for management Consolidation of skills and knowledge to facilitate life-long learning and encourage success in future clinical practice. |
| 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 | | 1. | K2, S1, S2, A2 | Portfolio of documentation based on 2 complex cases. Student will be required to explain clinical practices and reasoning relating to given cases | Written assignment | 40-60% | | 2. | K2, S1, S2, A2 | Presentation of one complex case. Student will be required to explain clinical practices and reasoning relating to given cases | Oral presentation | 20-30% | | 3. | K1, S1, A1 | Personalised Development Plan that will support new graduate growth and resilience in their first formative years of speech pathology practice. | Personalised Development Plan | 20-30% |
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