SPEECH 2005 - Speech Pathology Clinical Skills and Practice

North Terrace Campus - Semester 2 - 2022

In this course, students are introduced to the speech pathology practice education program, including orientation to Speech Pathology Australia's (SPA) competency-based occupation standards (CBOS) and companion assessment framework, COMPASS, and how these core documents relate to the Speech Pathology Professional Standards This course will place an emphasis on practice placement readiness and fitness to practice through compliance with University and agency requirements, self-evaluation and understanding of competency standards. Students will apply professional communication principles and speech pathology practices involved in information gathering, interviewing, handover, assessment and management of clients and their families. To facilitate students? development of competency, students will participate in a range of integrated pre-practice online learning activities, workshops, guided observation and demonstration. Students will actively participate in scaffolded practice simulations and clinical scenarios with child and adult cases, and. will demonstrate competency in implementing speech pathology interventions

  • General Course Information
    Course Details
    Course Code SPEECH 2005
    Course Speech Pathology Clinical Skills and Practice
    Coordinating Unit Speech Pathology
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange N
    Restrictions Restricted to B. Speech Pathology (Honours) students only
    Course Description In this course, students are introduced to the speech pathology practice education program, including orientation to Speech Pathology Australia's (SPA) competency-based occupation standards (CBOS) and companion assessment framework, COMPASS, and how these core documents relate to the Speech Pathology Professional Standards This course will place an emphasis on practice placement readiness and fitness to practice through compliance with University and agency requirements, self-evaluation and understanding of competency standards. Students will apply professional communication principles and speech pathology practices involved in information gathering, interviewing, handover, assessment and management of clients and their families. To facilitate students? development of competency, students will participate in a range of integrated pre-practice online learning activities, workshops, guided observation and demonstration. Students will actively participate in scaffolded practice simulations and clinical scenarios with child and adult cases, and. will demonstrate competency in implementing speech pathology interventions
    Course Staff

    Course Coordinator: Associate Professor Stacie Attrill

    Couse Coordinator: Prof Stacie Attrill
    Phone: +61 8 8313 3518
    Email: stacie.attrill@adelaide.edu.au
    Location Level 4, Engineering & Maths Sciences Building
    Course Timetable

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

    Timetable information can be found in the MyUni website for this course.
  • Learning Outcomes
    Course Learning Outcomes
    1 Demonstrate the ability to communicate professionally and effectively to a range of audiences.
    2 Integrate and demonstrate knowledge and skills of developmental and acquired communication and swallowing difficulties in a variety of contexts, including implementing speech pathology interventions.
    3 Demonstrate and reflect about emerging skills to interact effectively with individuals with communication difficulties.
    4 Identify and reflect on developing skills and behaviours in relation to professional and culturally responsive practice requirements, with particular reference to working with Aboriginal and Torres Strait Islander people and people from diverse communities.
    5 Discuss factors influencing own emerging professional identity.
    6 Appraise how learning in this course relates to the Speech Pathology Professional Standards and contributes to competency development according to the Competency Based Occupational Standards.
    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, 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.

    2

    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.

    1, 2, 3, 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.

    4, 5, 6

    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.

    4, 5, 6

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 2, 3, 4, 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.

    4, 5, 6
  • Learning Resources
    Required Resources

    Reynolds, L., Willis, E., & Rudge, T. (2019). Understanding the Australian Health Care System (4th ed). Elsevier Health Sciences

    Online Learning
    All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    Learning activities in this course are closely linked to the SPEECH 2004 Clinical Reasoning in Professional Settings course, which is a co-requisite requirement. Course content is delivered via a blended method of weekly workshop classes, online content and practical, skills-based activities and assessments, while the student learning is supported by the case-based learning activities completed within the SPEECH 2004 Clinical Reasoning in Professional Settings course. 

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Workshops: 12 x 2 hours = 24 hours
    Specialist Workshops: 15 hours across the semester
    Examination: 1 x 2 hours = 2 hours
    Preparation for Workshop Sessions: 2 hours per session = 24 hours
    Preparation for Assessment Tasks = 30 hours
    Weekly reading: 2 hours per week = 24 hours
    Online modules: 3 hours per week = 36 hours
    TOTAL = 155 hours
    Learning Activities Summary

    This course also covers key clinical placement preparation content as students will be required to complete their first clinical placement block in the next semester of study. Modules include the following content:

    • Introduction to clinical practice, compliance and fitness for practice; and requirements for community placement
    • Guided paediatric observation
    • Communication skills for children and parents; playing, engaging, asking and assessing.
    • Introduction to clinical interview and case history for paediatric populations
    • Setting the scene for paediatric clinical sessions; room set up, logistics and considerations, including for telepractice contexts
    • Communication skills for adults and significant others; listening, engaging, modifying and assessing.
    • Roleplay and simulation with aging adults.
    • Setting the scene for adult clinical sessions; room set up, logistics and considerations, including for telepractice contexts.
    • Adult clinical settings, working with medically unwell adults and their significant others in acute / hospital environments
    • Navigating and understanding the hospital episode of care and the role of speech pathology in a multidisciplinary / Medial and Allied Health team.
    • Summarising subject learning outcomes and preparing for first placement course.
    Specific Course Requirements

    Students must meet Pre-placement compliance requirements, as detailed on the FHMS Clinical placements website as a hurdle prior to commencing their community placement. Students will source a community work-integrated learning experience in either an Aged Care or a Childcare setting, and will complete 20 hours of community experience during the course.

  • Assessment

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

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

    Assessment Summary
    Assessment Task Task Type Weighting Hurdle Requirement
    (Yes or No)
    Learning Outcome
    Simulation Examinations Summative 40% Yes 1, 2, 3
    Assignment Summative 20% No 2, 3, 4, 5
    Continuous Assessment Summative 40% No 1, 2, 3, 4, 5, 6
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail

    Simulation Examinations (40%): Students will complete 2 simulation examinations:

    • Part 1: Students will complete a simulation of a screening assessment protocol with an adult patient with aphasia (20%).
    • Part 2: Students will develop an intervention plan and accompanying session plan for child based on case history and assessment information. Students will demonstrate features of the intervention in a simulation context (20%).

    Assignment (20%): Students will complete a patient progress note that reports assessment information and intervention goals following their participation in a simulation experience.

    Continuous Assessment (40%): Students will complete continuous reflective assessments across the semester that facilitate their speech pathology professional identity and competency development.

    1. Reflection and pre-placement goal-setting (10%)
    2. Community placement reflection (20%)
    3. Competency portfolio (10%)
    Submission
    Detailed information on assessment task submission can be found in the MyUni website for this course.
    Course Grading

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

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    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
  • 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.

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