SPEECH 4005 - Speech Pathology Clinical Practice E

North Terrace Campus - Semester 2 - 2024

The Speech Pathology Practice Education courses provide students with a broad range of practice placement experiences across seven separate placements commencing from Year 2, Semester 2 of the four-year program. These placements provide opportunities for students to develop relevant speech pathology knowledge and skills in a range of service provision contexts representing speech pathology practice across the lifespan, and to demonstrate the speech pathology practice competencies to the level required to enter the profession. This course is the fourth of seven practice education courses that students must complete, approximately 20 days in duration, and students? placement-based learning and assessment will be facilitated by a practice educator. Assessment for this course is comprised of the COMPASS? assessment, completed in the placement; and students? reflection and mapping of their knowledge, skills and attributes in their progressive Speech Pathology Professional Standards portfolio.

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Course Details

Course Code	SPEECH 4005
Course	Speech Pathology Clinical Practice E
Coordinating Unit	Speech Pathology
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 30 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	SPEECH 4001 and SPEECH 4002
Restrictions	Restricted to Bachelor of Speech Pathology (Honours) students only
Assessment	Continuous clinical assessment

Course Staff

Course Coordinator: Associate Professor Stacie Attrill

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1.	Demonstrate professional knowledge, skills and attributes and sound clinical reasoning to an ‘Approaching Entry Level’ performance level to ensure high quality, evidence-based speech pathology practice.
2.	Apply speech pathology knowledge, skills and attributes in selecting and conducting appropriate swallowing and/or communication assessment in partnership with individuals, families and communities, at an ‘Approaching Entry Level’ performance level.
3.	Construct person-centred communication and/or swallowing goals in collaboration with individuals, families and communities and informed by relevant assessment and contextual information to an ‘Approaching Entry Level’ performance level.
4.	Design and plan ethical, evidenced based communication and/or swallowing interventions in collaboration with individuals, families and communities at an ‘Approaching Entry Level’ performance level.
5.	Communicate effectively with a range of stakeholders, including individuals with communication and/or swallowing difficulties to assess, implement, evaluate and document intervention at an ‘Approaching Entry Level’ performance level.
6.	Use the Speech Pathology Australia Professional Standards (2020) to engage in reflection about speech pathology practice and the development of professional identity.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3, 4, 6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 3, 4, 5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	2, 3, 4, 5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	4, 5, 6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	6
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	5, 6
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 4, 5, 6

Learning Resources

Required Resources

All students should factor in the cost of their own electronic device. Required learning resources and readings will be provided on-line via MyUni. Students may need to access other online resources via the University library.

Recommended Resources

There are no prescribed resources for this practice education course. Recommended readings to support practice education will be provided to students online.

Online Learning

MyUni (Canvas) will be used as the online platform to support the course via the following features:
• Learning modules to deliver content
• Online learning pathways to guide student navigation through the course
• Announcements
• Discussion Boards
• Echo 360 lecture recordings
• Other materials (e.g. bespoke video resources and links to other relevant web resources)
• Formative and Summative quizzes
• Student collaborations and conferences
• ePortfolio
• Students will require access to the COMPASS® tool for assessment purposes
Learning & Teaching Activities

Learning & Teaching Modes

Students will complete an online practice education orientation workshop prior to commencing their Year 4 practice education program. This will include an overview of practice placement expectations, competency development using COMPASS®, and available university supports. Students will complete a monthly one-hour debrief and reflection tutorial to complement their placement experiences. As the placement program is individualised for students, these tutorials are whole-of-cohort learning events that students will engage with regardless of which placement individual students are completing.
Students will complete a placement of approximately 20 days, organised as 2, 3 or 4 days/week, and 7.5 hours/day or in accordance with the requirements of the service provider hosting the placement. On occasion, students may complete placements from different courses concurrently, with assessment requirements as detailed in the Speech Pathology Practice Education Workbook. To support their learning and placement-based service provision, students will be expected to complete session planning, written reflections and other placement based administration, and this may be necessary outside the placement hours.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

Specific Course Requirements

All students must comply with the clinical placement requirements as outlined on the Faculty of Health and Medical Sciences website and the incidental fee schedule (e.g. criminal history check, police clearances, immunisations). Students must wear University of Adelaide uniforms (shirt and name badge) and attire suitable for their placement setting.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type (Formative or Summative)	Assessment Weighting (Summative assessment must add up to 100%)	Hurdle Requirement (Yes or No)	Course Learning Outcomes being assessed
COMPASS® Assessment: Formative mid placement assessment and summative end placement assessment	Formative & Summative	NGP	Yes	1, 2, 3, 4, 5
Professional Standards Portfolio	Formative	NGP	No	1, 6

Assessment Related Requirements

Assessment related requirements (for placement courses): Students must adhere to professional practice conventions, in accordance with the Speech Pathology Practice Education workbook at all times. Students who do not demonstrate professional behaviour in placement settings may be withdrawn from placement, in accordance with the Withdrawal of student from placement procedures documented in the Practice Education workbook.

Pre-requisite rules: Students must have passed the following courses:
Speech Pathology Practice Education D

Assessment Detail

COMPASS® Assessment: COMPASS® is a standardized national assessment tool that is used to assess the development of competency in speech pathology practice. The assessment is completed by both students and practice educators in placement contexts, and is comprised of a mid-placement formative assessment, and end placement summative assessment. Students must pass the COMPASS® Assessment, by achieving an overall COMPASS® Score of ‘Approaching Entry Level’ on the end-placement summative assessment.

Students submit their progressive Speech Pathology Professional Standards Portfolio at the end of each of their Practice Education courses. Formative feedback is progressively provided for all Year 4 Practice Education course submissions.

Submission

Students will complete the COMPASS® Assessment in collaboration with their practice educator via the COMPASS® website using their login.

The Speech Pathology Professional Standards portfolio is a programmatic assessment completed via the students’ Pebblepad account.

All assessment information is detailed in the MyUni Practice Education site.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

GS8 (Coursework Grade Scheme)
Grade	Description
CN	Continuing
FNS	Fail No Submission
NFE	No Formal Examination
F	Fail
NGP	Non Graded Pass
P	Pass
C	Credit
D	Distinction
HD	High Distinction
RP	Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator