SPEECH 4001 - Speech Pathology Clinical Practice C

North Terrace Campus - Winter - 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.

  • General Course Information
    Course Details
    Course Code SPEECH 4001
    Course Speech Pathology Clinical Practice C
    Coordinating Unit Speech Pathology
    Term Winter
    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 3003 and SPEECH 3004
    Restrictions Bachelor of Speech Pathology (Honours)
    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.

  • Learning Outcomes
    Course Learning Outcomes
    1.  Demonstrate professional knowledge, skills and attributes and sound clinical reasoning to an ‘Above Intermediate’ 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 ‘Above Intermediate’ 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 ‘Above Intermediate’ performance level.
    4. Design and plan ethical, evidenced based communication and/or swallowing interventions in collaboration with individuals, families and communities at an ‘Above Intermediate’ 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 ‘Above Intermediate’ 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.

    1, 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, 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

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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
  • 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.