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:

2026/20

Institute / School :

Institute of Health and Wellbeing

Unit Title:

Speech Pathology Clinical Practice 1

Unit ID:

HEASP5013

Credit Points:

15.00

Prerequisite(s):

(EDMST6010 and HEASP5011 and HEASP5014 and HEASP5015)

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

061707

Other Change:

Brief description of the Unit

This is first of three professional experience practice (PEP) units in the Master of Speech Pathology course that introduces students to foundational speech pathology professional practice through learning activities in a range of practice areas and 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 all 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;

K3.	Assess communication and swallowing needs including interpreting, diagnosing and reporting on client assessment;

K4.	Plan, implement and evaluate assessment and interventions using the ICF framework, and evidence-based practice principles at a beginning level.

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;

S3.	Demonstrate clinical reasoning and learning and client-centered evidence-based practice in professional practice;

Application of knowledge and skills:

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

A2.	Apply 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;

A3.	Evaluate practice interventions and services established for clients, families and communities;

A4.	Reflect on own preferences in communication, learning and personal cultural perspectives as they relate to professional practice;

A5.	Develop own learning goals and facilitate individual client’s communication and swallowing goals

Other outcomes:

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. Professional Conduct
• Introduction to ethical and evidence-based practice
• Introduction to legislation, standards, policies and protocols
o Scope of Practice for Speech Pathologists in Australia
o Professional Standards of Practice for Speech Pathologists
o Code of Ethics
o National Laws governing health professions
o Responsibilities as a student member to Speech Pathology Australia
o University work integrated learning policy and procedures
• Introduction to providing safe and quality services
o National Safety Quality Health Services Standards
o Aged care Quality Safety Standards
o 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
• Reporting assessment and treatment data (oral and written)
• Building safe and supportive environments working with specific vulnerable populations
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. 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
• Planning for evidence based, client- centered Speech Pathology practice
• Application of the ICF framework and collaborative goal setting in partnership with clients;
• Communication and swallowing needs including interpreting, diagnosing and reporting on client assessment
• Long-term, short-term, session goals and Goal Attainment Scaling
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
• NDIS Services

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
o 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
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
• the degree of transformation that students experience via community engagement experiences
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

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 at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.	Y - Present
FEDTASK 2 Leadership	Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.	Y - Present
FEDTASK 3 Critical Thinking and Creativity	Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.	Y - Present
FEDTASK 4 Digital Literacy	Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.	Y - Present
FEDTASK 5 sustainable and Ethical Mindset	Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life	Y - Present

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting	Professional Standards
1.	K1, K2, K3, K4, S1, S2, S3, A1, A2, A3, A4, A5	Attendance at Practical Intensives	100% attendance at practical intensives	Satisfactory/Unsatisfactory Hurdle
2.	K1, K2, K3, K4, S1, S2, S3, A1, A2, A3, A4, A5	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, K3, K4, S1, S2, S3, A1, A2, A3, A4, A5	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