Outline

Overview

Students will be responsible for the management of clients in on and/or off campus clinical settings. At the end of this unit of study students will be expected to demonstrate skills growth within the intermediate zone of COMPASS Competency Assessment in Speech Pathology for all 11 competencies with child and adult clients across any of the range of practice areas (CBOS, 2011) of speech, language, voice, fluency and multimodal communication disorders, unless the complexity of the disorder or specialist clinical setting indicates otherwise.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	(CSCD1035 or CSCD2058) and CSCD2062 and (CSCD2066 or CSCD2067) and (CSCD2069 or CSCD3086)
Corequisites ?	CSCD3075
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Farida Pacey, farida.pacey@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Orientation and clinical meetings Attendance	0%	Multiple weeks	n/a
Outcomes assessed:
Placement	COMPASS® Clinical skills based assessment	100%	Multiple weeks	n/a
Outcomes assessed:
Skills-based evaluation	Child assessment clinic competency checklist Skills based assessment - skills evaluation	0%	Multiple weeks	n/a
Outcomes assessed:
Skills-based evaluation	Clinical administration tasks Skills based assessment	0%	Multiple weeks	n/a
Outcomes assessed:
= hurdle task ?

Assessment summary

Students must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail Requirements grade. Detailed information for each assessment can be found on Canvas.

Orientation and clinical meetings: Orientation activities prior to, and at the commencement of block placements. Clinical meetings with clinical educator during placements.
COMPASS®: Students are rated on eleven competency units as well as an overall summary rating of their performance across the placement. Each student’s clinical performance is assessed using the COMPASS® in the middle (for feedback) and at the end of the placement (final result).
Assessment clinic competency checklist: Students must plan for and complete an assessment of a client in pairs, analyse the results, and write a report summarising these.
Clinical admin: For each placement, students must complete (online) a summary of clinical practice (log) hours, clinical placement evaluation survey, and WHS quiz (or site-specific alternative).

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

This unit is graded as SR- Satisfied Requirements (pass) or FR- Failed requirements only

Result name	Mark range	Description
High distinction	N/A
Distinction	N/A
Credit	N/A
Pass	N/A
Satisfied Requirements	SR	This is the overall unit grading awarded when you meet the minimum standards on a placement performance assessment that is a barrier task, and complete other assessment tasks to a satisfactory standard.
Fail	FR	This is the overall unit grading awarded when you fail to meet the minimum standards on a placement performance assessment that is a barrier task, regardless of cumulative performance on the other assessment tasks.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes

Attendance and class requirements

Clinical placements are scheduled across 12 months of the year and hence may commence prior to the official start of semester and/or may extend beyond week 16.

In this unit of study, students will work with multiple clients. The unit of study encompasses 12 – 16 days of clinical placement, or equivalent, across one or more placements, in the CDTRC and/or another location. Placement may be intensive or spread across weeks. Additional preparation/reading is also expected.

Students are expected to undertake all components of this unit of study to their completion and in their entirety.

Absences from clinic placements

There is no such thing as an “excused absence” from clinic (including clinical sessions and any scheduled meetings). In the event of unforeseen or unavoidable circumstances, the following must happen:

You must inform your Clinical Educator (CE) before the clinic day starts.
You should clarify with the CE whether it is your responsibility to contact the client(s) and cancel any relevant appointment(s). If in doubt, do whatever is necessary to cancel the session.
For absences from one clinical appointment you must reschedule in negotiation your CE. If you are absent from 2 clinic sessions or more, and for absences from non-repeatable clinic activities such as group supervision, meetings and orientation, you must submit an application for Special Consideration online http://sydney.edu.au/current_students/special_consideration/index.shtml You will be required to supply the University’s Professional Practitioner’s Certificate (PPC) or alternate documentation to substantiate the reasons for absences from clinic.

In general, you are expected to make up for any absences in negotiation with the Clinical Educator. The amount of client contact correlates closely with the ability of students to demonstrate their level of competency. As such, clinic evaluations may be affected by reduced client contact.

In the event that absences interfere with progress in the acquisition of clinical skills, you may be required to discontinue the clinical unit of study and repeat it later in the course, when a suitable placement is available.

Withdrawal from Clinical Subjects

There may be instances where students need to withdraw from a clinical subject. This requires the recommendation of the Program Director speech.info@sydney.edu.au and will be considered on the merit of individual cases. Generally, the clinical placements from which you withdraw are repeated in a placement of similar nature, at a later stage in the course, when a suitable placement is available. If you have been given permission to terminate a clinic placement partway through the semester the following must occur:

you must attend one more clinic days to close off current cases and responsibilities
you must complete all written documentation related to the clients, including therapy to date, reports to final stage for signature and all raw data for both therapy and assessment
you must provide a summary of the therapy provided for each client
Other requirements related to the specific placement may be required to ensure quality of client care. It is your responsibility to fulfil these.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013 – found online https://compass.speechpathologyaustralia.org.au/

Competency Based Occupational Standards (CBOS) for Speech Pathologists, 2011 https://www.speechpathologyaustralia.org.au/SPAweb/Resources_For_Speech_Pathologists/CBOS/SPAweb/Resources_for_Speech_Pathologists/CBOS/CBOS.aspx?hkey=c1509605-c754-4aa8-bc10-b099c1211d4d

Academic lecture materials relevant to the caseload(s) at the placement site.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. formulate, prioritise, and review clinical solutions at an intermediate level, considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/cognitive abilities), think critically to an intermediate level about theories, concepts, and principles to guide clinical decisions in practice, and demonstrate organisation and proficiency in completing clinical tasks whilst retaining a client focus
LO2. utilise intermediate level oral and written professional communication skills in English for a range of purposes
LO3. use technology judiciously to facilitate effective speech pathology outcomes for individuals, and to represent yourself, your clients, your employer, and the profession, and use evidence-based practice principles as the basis for clinical decision making
LO4. create and implement best practice clinical assessment and intervention to an intermediate level competency for clients and other significant personnel (e.g. families, professionals, or communities)
LO5. deliver culturally appropriate holistic clinical services for Aboriginal clients, as well as clients from other cultural and linguistic backgrounds by due consideration of the individual, family, and community
LO6. demonstrate respect for different values arising from cultural and linguistic diversity, both within Australia and internationally, and adapt behaviour appropriately
LO7. construct or adapt clinical services with intermediate level competency, in order to provide holistic clinical services in multi- or inter-disciplinary contexts, as well as work with intermediate level supervision within the scope of speech pathology practice through recognition and respect of personal and professional boundaries
LO8. self-appraise personal conduct in clinical contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2020) at an intermediate competency level
LO9. develop and maintain a collaborative, professional working relationship with clients, families, professional groups, and others (e.g. other students)
LO10. understand the need for lifelong learning and demonstrate commitment to ensuring continued development of competence as a speech pathologist
LO11. act with integrity and authenticity during interactions with others
LO12. have a clear identity as a speech pathologist within a variety of team contexts and settings
LO13. recognise and assess how personal health and well-being influences your capacity to perform your professional role
LO14. advocate for clients, their families, and speech pathology practices
LO15. demonstrate the capacity to play a range of roles in teams (e.g. leader, member)
LO16. examine application of the supervisory process through interactions with the student peers and clinical educator
LO17. display professional leadership as appropriate for intermediate speech pathology competency in interactions with child clients and their caregivers.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 2. Analysis and interpretation 3. Planning evidence-based speech pathology practices 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services 6. Professional and supervisory practice 7. Lifelong learning and reflective practice

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4		Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1		Analyse and interpret speech pathology assessment data.
2.2		Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4		Report on analysis and interpretation.
2.5		Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1		Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.3		Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4		Establish goals for intervention in collaboration with the client and significant others.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.1		Establish rapport and facilitate participation in speech pathology intervention.
4.2		Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3		Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4		Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6		Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1		Respond to service provider’s policies.
5.2		Use and maintain an efficient information management system.
5.3		Manage own provision of speech pathology services and workload.
5.4		Update, acquire and/or develop resources.
5.5		Consult and coordinate with professional groups and services.
5.6		Adhere to professionally accepted scientific principles in work practices.
5.7		Collaborate in research initiated and/or supported by others.
5.8		Participate in and collaborate on the evaluation of speech pathology services.
6.1		Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2		Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3		Demonstrate an understanding of the principles and practices of clinical education.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2		Participate in professional development and continually reflect on practice.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.
7.4		Advocate for self, client and the speech pathology profession.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Placement evaluations are routinely collected to ensure the quality of clinical placements and modify as needed.

Additional information

Please note: Being a good clinical educator (CE) has many similarities to being a good speech pathologist: No one can know all the answers, individuals should routinely reflect on their practice and seek support to ensure optimal care for both students and clients. If a CE is managing a troubling situation or feels a student has additional needs or is at risk of failing, they must discuss the student or the situation with others. These may include other CEs, the UOS coordinator, other UOS coordinators, their Manager and/or the Course Director as appropriate to the situation. CEs are expected to do this in a sensitive way ensuring both student and client care. Where possible, situations are discussed without names, however there are circumstances requiring discussion of named students.

In summary, students can expect that staff will talk to each other about student performance and that they will do this in a professional manner.

Site visit guidelines

Site dependent

Work, health and safety

Hold a current CPR certificate
Hold a current certificate following a National Police Check
Be fully verified by NSW Health compliance checking and produce supporting documentation as required on placement as per http://sydney.edu.au/current_students/enrolment/course_check.shtml
Comply with the current Working with Children requirements https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check

The above documentation must be current in the SONIA placement allocation system.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD3078: Intermediate Clinic 1: Adult

Semester 2, 2021 [Professional practice] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect