| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Speech Pathology Clinical Practice 2 |
| Unit ID: | HEASP6023 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMST6113 and HEASP5013 and HEASP5022 and HEASP5024) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This unit is the second of three professional experience practice units in the Master of Speech Pathology course which develops and contextualises the Professional Standards for Speech Pathologists including professional conduct, reflective practice, life-long learning and practice skills.
This unit also provides students with an opportunity to develop, contextualise and assimilate prior learning to demonstrate competency across the lifespan. It focuses on working with adults to assess, diagnose, plan, implement and evaluate person, family and community-centred, evidence-based, culturally safe and responsive services and interventions in professional practice. Specifically, students will explore increasingly complex case scenarios across the lifespan. Students will progress towards being more independent in their intermediate level of professional practice knowledge and its application, as well as further developing their identity and competence as a Speech Pathologist across one or more of the Speech Pathology Australia range of practice areas of speech, language, voice, fluency, swallowing, and multimodal communication. Counselling and interviewing skills will be consolidated to equip students for active and sensitive engagement with all stakeholders. Students will continue to build their professional portfolio as a basis for ongoing reflection and demonstration of evidence against the Professional Standards for Speech Pathologists and will progress their reflective skills to further transform their clinical identity and professional practice. Students will participate in supervised practice education based placement at an intermediate level competency for approximately and not less than 30 days, with flexible support from the university. |
| Grade Scheme: | Ungraded (S, UN) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - 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. | Critically analyse development and progression in achievement of Professional Standards of clinical reasoning, communication and university graduate attributes; |
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| K2. | Investigate how to advocate for people’s rights who have communication and swallowing pathologies to ensure optimal outcomes; |
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| K3. | Explore counselling and interviewing skills employed in professional practice; |
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| K4. | Compare and contrast practice to contextualise and consolidate professional practice learning experience across one or more of the Speech Pathology Australia range of practice areas; |
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| Skills: |
| S1. | Plan person, family and community-centred, ethical, evidence-based, culturally safe and responsive services interventions in speech pathology practice for adult population utilizing the International Classification of Functioning, Disability and Health; |
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| S2. | Implement person, family and community-centred, ethically evidence-based, culturally safe and responsive services and interventions in speech pathology practice for adult population utilizing the International Classification of Functioning, Disability and Health; |
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| S3. | Demonstrate progression of the Speech Pathology Australia Professional Standards domains to intermediate level as rated on the Competency Assessment in Speech Pathology (COMPASS®); |
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| S4. | Demonstrate counselling and interviewing skills to provide ethical client-centered, culturally responsive care; |
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| Application of knowledge and skills: |
| A1. | Evaluate person, family and community-centred, ethical, evidence-based, culturally safe and responsive services and interventions in speech pathology practice for adult population utilizing the International Classification of Functioning, Disability and Health; |
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| A2. | Evaluate safety considerations and quality of care in partnership and collaboration with individuals, families, communities and multidisciplinary healthcare team. |
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| A3. | Apply practice competencies to experience across one or more of the Speech Pathology Australia range of practice areas of speech, language, voice, fluency, swallowing, and multimodal communication; |
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| A4. | Evaluate and self-assess achievement of Professional Standards of Practice for Speech Pathologists in Australia. |
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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:
1. 1. Professional Conduct
• Professional communication skills (extended)
• Clinical reasoning, professionalism and lifelong learning across the adult range of practice areas
• Scope of practice – clarifying the role
• Ethical issues -Code of Ethics
• National Safety and Quality Standards of Health Services
• Aged Care Quality Standards
• ICF framework
• Disadvantaged and vulnerable clients including Aboriginal and Torres Strait Islander people healthcare
2. 2. The Speech Pathologist reflective practice and life-long learning
• Introduction to adult service settings and service models
• Transferability of skills across lifespan focussing on adult professional practice environments
• Application of the ICF to facilitate activity, participation, and quality of life across lifespan range of practice areas
• Introduction to co-morbidity within the adult range of practice areas
• Consideration of client, clinician, and contextual factors in planning and implementing evidence based, culturally appropriate adult client management.
3. 3. Speech Pathology Practice
• Assess, interpret, diagnose client communication and swallowing pathologies
• Plan, implement and evaluate person-centred, culturally responsive care, interventions and services across the lifespan (adults)
• Requirements of intermediate level speech pathology practice
• Reflective practice and COMPASS
• Using the COMPASS behavioural descriptors to guide self-ratings
• Personal goal setting using the COMPASS behavioural descriptors.
4. 4. Working collaboratively and in partnership with clients: families and communities
• Person-centered partnerships
• Relationships
• Attachment
• Transference and countertransference
• Reflective functioning
• Behavioural / therapy contracts
• Advocating for the adult client
• Advocating for the profession within adult service settings
• Inter-professional practice - Triangulation of perspectives (client, clinician, other).
5. 5. Micro-skills of counselling and interviewing
• Attending behaviours e.g.: active listening, positive regard, authenticity
• Questioning
• Observational skills
• Paraphrasing
• Summarising
• Reflection of feeling
• Challenging
• Goal selection / focusing
• Feedback. |
| 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 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. | 1 - Yes | 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. | 1 - Yes | 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. | 1 - Yes | 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. | 1 - Yes | 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 | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3, A4 |
Discuss a client case encountered and cared for during professional practice placement in any area of speech pathology across the lifespan at an intermediate level. |
Case Study discussion |
Satisfactory/Unsatisfactory Hurdle |
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| 2. |
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3, A4 |
Provides enough appropriate and accurate evidence of claimed practice development knowledge, skills and its application across the range of practice areas against Professional Standards for Speech Pathologists in Australia (2020)
Reflections are a mandatory inclusion |
Professional Practice Portfolio: |
Satisfactory/Unsatisfactory Hurdle |
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| 3. |
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3, A4 |
Completion of Professional Practice including;
Completion of mandatory tasks
a Pass grade on COMPASS, showing overall progression towards the intermediate level, and individual COMPASS ratings consistent with the requirements of each Professional Standard rating |
Professional practice assessment COMPASS |
Satisfactory/Unsatisfactory Hurdle |
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| 4. |
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3, A4 |
Attendance at Practical Intensives |
100% attendance at practical intensives |
Satisfactory/Unsatisfactory Hurdle |
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