Outline

Overview

Students will be responsible for the management of clients in on and/or off campus clinical settings in weekly and/or block placements. 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 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

Unit code	CSCD3083
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD3075 and CSCD3077 and CSCD2069
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katrina Gott, katrina.gott@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	Orientation and clinical meetings n/a	0%	-	n/a
Outcomes assessed:
Skills-based evaluation	COMPASS®: Competency assessment in speech pathology n/a	100%	Multiple weeks	n/a
Outcomes assessed:
Skills-based evaluation	Child assessment clinic competency checklist n/a	0%	Multiple weeks	n/a
Outcomes assessed:
Skills-based evaluation	Clinical admin n/a	0%	Multiple weeks	n/a
Outcomes assessed:
Skills-based evaluation	Clinical assessment viva n/a	0%	Multiple weeks	n/a
Outcomes assessed:
Participation	Health Collaboration Challenge (HCC); or alternative interprofessional task if deemed necessary In class assessment - attendance	0%	Week 03	500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Orientation and clinical meetings: Orientation activities prior to and at the commencement of placements, and clinical meetings with clinical educator during placements.
COMPASS®: Competency assessment in speech pathology: The COMPASS® has been established as an assessment tool for use in evaluating speech pathology students in workplace settings. It has been found to be ‘highly reliable’ and to have ‘strong validity characteristics’ when used by speech pathologists in this context. 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).
Child assessment clinic competency checklist: Students must plan for and complete an assessment of a paediatric client in pairs, analyse the results and write a report summarising these.
Health Collaboration Challenge (HCC): You will be working in teams with students from a range of disciplines including medicine, nursing, pharmacy, dentistry, nutrition, occupational
therapy, speech pathology, physiotherapy, diagnostic radiography and exercise physiology to develop a management plan for a complex patient/client case. Approximately 1600 health professional students, working in teams of up to 6 team members will be participating.
Clinical administrative tasks: For each placement, students must submit: Summary of Clinical Practice (Log) Hours, Clinical Placement Evaluation, Work, Health and Safety quiz (or site specific alternative)
Students must also submit an updated: Portfolio Spreadsheet of all clients seen.
Clinical assessment viva: The Clinical Assessment viva allows students to consolidate their clinical experiences and theoretical knowledge in assessment procedures and practice at the end of their intermediate placement. The viva provides students with the opportunity to develop their clinical competencies as outlined in Competency Based Occupational Standards prior to progressing to Advanced Clinic.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

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

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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 from January 2020 – February 2021 and hence may commence prior to the official start of semester and/or may extend beyond week 16. Placement will entail approximately 12 – 16 days of clinical placement, or equivalent, in the CDTRC or at another location. Placement may be intensive or spread across weeks. Additional preparation/reading is also expected.

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

All readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit.

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

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.

Outcomes
Graduate qualities

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

LO1. Depth of disciplinary expertise. Intermediate level skills as described by the COMPASS® Competency Assessment in Speech Pathology (2013)
LO2. - Critical thinking and problem solving 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. Is well organised and proficiently completes clinical tasks whilst retaining a client focus. - Oral and written communication Utilise intermediate level* oral and written professional communication skills in English for a range of purposes. - Information/digital literacy Use technology judiciously to facilitate effective speech pathology outcomes for individuals and to represent themselves, their clients, their employer and the profession. Use evidence based practice principles as the basis for clinical decision making. - Inventiveness Create and implement best practice clinical assessment and intervention to an intermediate level competency* for clients and other significant personnel (eg. families, professionals or communities).
LO3. Cultural competence Delivers 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 & community. Demonstrates respect for different values arising from cultural and linguistic diversity both within Australia and internationally and adapts behaviour appropriately.
LO4. Interdisciplinary effectiveness 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.
LO5. An integrated professional, ethical and personal identity - Self-appraise own conduct in clinical contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2010) at an intermediate competency level*. - Develop and maintain a collaborative, professional working relationship with clients, families, professional groups and others (e.g. other students). - Understand the need for lifelong learning and demonstrates commitment to ensuring continued development of competence as a speech pathologist. - Acts with integrity and authenticity during interactions with others. - Has a clear identity as a speech pathologist within a variety of team contexts and settings*. - Recognises and can assess how personal health and wellbeing influences their capacity to perform their professional role.
LO6. Influence Advocates for clients, their families and speech pathology practices.
LO7. Leadership - Demonstrates capacity to play a range of roles in teams (e.g. leader, member). - Examines application of the supervisory process through interactions with the student peers and clinical educator. - Displays 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

Responding to student feedback

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

Student feedback on clinical placements is routinely collected and used to ensure quality clinical learning experiences across various placements.

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.

Work, health and safety

Note: In order to commence and continue in this unit student must:

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.

When completing placement in the NSW Health system, you will be required to undertake compulsory training modules. You will be sent an email two weeks prior with access details.

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD3083: Intermediate Clinic 2: Adult and Community

Semester 1, 2021 [Professional practice] - Camperdown/Darlington, Sydney

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect