| Effective Term: | 2025/02 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Speech Pathology Clinical Practice 5 |
| Unit ID: | HEASP4053 |
| Credit Points: | 30.00 |
| Prerequisite(s): | (HEASP3043) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This is the fifth of six professional practice unit in the Bachelor of Speech Pathology (Hons) course that consolidates and provides direct evidence of achievement of standards required by Speech Pathology Australia for entry into the profession. This unit provides students with an extended period of professional practice experience across one or more of the Speech Pathology Australia range of practice areas of speech, language, voice, fluency, swallowing, and multimodal communication. Students are expected to demonstrate advanced, entry level competency for the range of practice areas in which direct speech pathology practice occurred on professional practice placement. Additionally, students must demonstrate theoretical knowledge at advanced, entry-level for these same range of practice areas in standardised simulated experiences. Students will participate in supervised practice education based placement at an entry level competency for approximately and not less than 18 days, with flexible support from the university. |
| Grade Scheme: | Ungraded (S, UN) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - 18 days |
| 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 | | | |  | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Summarise the assessment, analysis, planning, implementation and evaluation of delivery of person-centered, evidence based contemporary speech pathology practice at advanced level, utilising the International Classification of Functioning, Disability and Health (ICF) framework |
|
| Skills: |
| S1. | Demonstrate effective communication and collaboration with stakeholders (including consumers, families, groups, communities, other professionals and/or support staff) at advanced level |
|
| S2. | Demonstrate ethical and culturally responsive speech pathology practice at advanced level |
|
| Application of knowledge and skills: |
| A1. | Apply the Professional Standards of professional conduct, reflective practice and life-long learning and speech pathology practice at advanced level or as a beginning level Speech Pathologist |
|
| 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:
1.1. The speech pathologist as an advanced level or near entry level professional:
• Communicating effectively and respectfully with the consumer, family and support members, and other professionals in practice
• Working collaboratively and respectfully in teams
• Engaging in reflective practice and life-long learning to shape practice
• Consolidating identity as a speech pathologist, with points of difference related to individual student and Federation University unit content.
2.2. The speech pathologist and practice at advanced level or near entry level:
• Assimilating and applying previously learnt knowledge and skills to workplace settings.
• Provision of holistic speech pathology services which consider and integrate:
• person- or family- driven care in a partnership model using the ICF
• Speech Pathology Australia Code of Ethics
• evidence based practice
• complex presentations
• Culturally and linguistically diverse populations
• Aboriginal and Torres Strait Islander people
• Allied health work policy
• Working collaboratively and respectfully with the consumer, family and support members, and other professionals in practice
• Experiences which enable demonstration of at least near entry level skills against the Professional Standards of Practice for Speech Pathologists in Australia.
• Reflect on, discuss and/or demonstrate the role of speech pathologists in advocating for consumers and the profession |
| 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 | | 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 |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, S1, S2, A1 |
Completion of Professional Practice Placement including:
Completion of mandatory tasks
an achievement on COMPASS at entry or beginning level healthcare professional. |
Practice Assessment COMPASS |
Satisfactory/Unsatisfactory Hurdle |
|
| 2. |
K1, S1, S2, A1 |
2, Standardised competency-based assessment:
Students will complete oral vivas and/or OSCEs to demonstrate entry-level knowledge and skills across all areas od practice in a standardised setting/format. |
Standardised competency-based assessment:
a. OSCE
b. Oral VIVA |
Satisfactory/Unsatisfactory Hurdle |
|
| 3. |
K1, S1, S2, A1 |
Attendance at Practical Intensives |
100% attendance at practical intensives |
Satisfactory/Unsatisfactory Hurdle |
|
|