Speech Pathology Clinical Practice 3

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/02

Institute / School :

Institute of Health and Wellbeing

Unit Title:

Speech Pathology Clinical Practice 3

Unit ID:

HEASP6033

Credit Points:

15.00

Prerequisite(s):

(HEASP6012 and HEASP6023)

Co-requisite(s):

Nil

Exclusion(s):

(HEASP3033)

ASCED:

061707

Other Change:

Brief description of the Unit

This is the third and final of three professional practice units in the Master of Speech Pathology course that consolidates practice and provides direct evidence of achievement of Professional 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 communication and swallowing. Students are expected to demonstrate independent ability to manage complexity, and skills in assessing, interpreting, diagnosing, planning and implementing interventions and services and evaluating professional practice at advanced level competencies during placement. Entry level skills for beginning speech pathologist, knowledge and attitudes are fostered throughout the unit, as students prepare for transition to the workforce Additionally, students must demonstrate theoretical knowledge at entry-level for these same range of practice areas in standardised simulated experiences in accordance with all domains of the Professional Standards of Practice for Speech Pathologists. Students will participate in supervised practice education based placement at entry level competency for approximately and not less than 36 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:

Learning Outcomes:

Knowledge:

K1.	Evaluate achievement of domains of Professional Standards including professional conduct, reflective practice and life-long learning, and speech pathology practice to achieve entry level of professional practice;

K2.	Summarise assessment, analysis, planning, implementation and evaluation in the 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 practice skills in assessment; analysis and interpretation; planning. implementation, and evaluation of person-centered evidence-based speech pathology practices defined in the Professional Standards of Practice for Speech Pathologists in Australia to entry level standard;

S2.	Demonstrate effective communication and collaboration with stakeholders (including consumers, families, groups, communities, other professionals and/or support staff) at advanced level;

S3.	Demonstrate ethical and culturally responsive speech pathology practice at advanced level;

Application of knowledge and skills:

A1.	Apply and transfer speech pathology knowledge, skills and attributes to both workplace learning and simulated environments;

A2.	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. Consolidation of Professional Conduct
• Provide ethical and evidence-based practice
• Comply with legislation, standards, policies and protocols
• Provide safe and quality services
• Collaborate with individuals, their supports, our colleagues and the community
• Maintain high standards of communication, information sharing and record keeping
• Consider the needs of individuals and communities in clinical decision-making and practice
• Advocate for optimal communication and swallowing
• Reflect on, discuss and/or demonstrate the role of speech pathologists in advocating for consumers and the profession.

2. 2. Consolidation of Reflective Practice and life-long learning
• Demonstrate self-awareness
• Use critical reflection to guide professional development and practice
• Plan personal development goals
• Participate in professional development
• Acquire, critique and integrate knowledge from a range of sources
• Engage in learning with colleagues, students and the community
• Contribute to the speech pathology evidence base by research
• 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.

3. 3. Consolidation of speech pathology practice
• Develop shared understanding of speech pathology
• Assess communication and swallowing needs
• Interpret, diagnose and report on assessments
• Plan speech pathology intervention or service response
• Implement and evaluate intervention or service response
• Support development of the profession
• Communicating effectively and respectfully with the consumer, family and support members, and other professionals in practice
• Working collaboratively and respectfully in teams
• Assimilating and applying previously learnt knowledge and skills to workplace settings.
• Provision of client/family/community-centered speech pathology services which consider and integrate:
o person- or family- driven care in a partnership model using the ICF
o Speech Pathology Australia Code of Ethics
o evidence based practice
o complex presentations
o Culturally and linguistically diverse populations
o Aboriginal and Torres Strait Islander people
o 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 advanced level skills against the Professional Standards of Practice for Speech Pathologists in Australia.

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.	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

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting	Professional Standards
1.	K1, K2, S1, S2, S3, A1, A2	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
2.	K1, K2, S1, S2, S3, A1, A2	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.	COMPASS Professional practice assessment,	Satisfactory/Unsatisfactory Hurdle
3.	K1, K2, S1, S2, S3, A1, A2	Standardised competency-based assessment Students will complete oral vivas and/or OSCEs to demonstrate entry-level knowledge and skills across the range of practice areas in a standardised setting/format.	Standardised competency-based assessment OSCE or VIVA	Satisfactory/Unsatisfactory Hurdle
4.	K1, K2, S1, S2, S3, A1, A2	Attendance at Practical Intensives	100% attendance at practical intensives	Satisfactory/Unsatisfactory Hurdle

Adopted Reference Style:

APA ()

Professional Standards / Competencies:

Standard / Competency