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Unit outline_

CSCD3100: Intermediate Clinic I

Semester 1, 2023 [Professional practice] - Camperdown/Darlington, Sydney

Students are paired in either on-campus or off-campus, and are responsible for the management of children or adults with communication or swallowing needs, under the supervision of a speech pathology clinical educator. Students participate in a range of aspects of the workplace including clinic, group supervision and administration. Students partake in a clinical case conference in which their clinical skills, critical thinking and professionalism are assessed. In addition, students are required to demonstrate early intermediate skills for clinical and professional skills on COMPASS® (Assessment in Speech Pathology)

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
CSCD1035 and CSCD2062 and (CSCD2066 or CSCD2067) and CSCD2069
Corequisites
? 
CSCD3075
Prohibitions
? 
CSCD3077 or CSCD3078 or CSCD3087
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Joy Kassouf, joy.kassouf@sydney.edu.au
Type Description Weight Due Length
Placement hurdle task case-based conference and reflection
skill-based assessment.
0% Multiple weeks 2 -3 weeks.
Outcomes assessed: LO1 LO3 LO2
Assignment hurdle task submitted clinic paperwork and complete evaluation survey
written assessment
0% Multiple weeks n/a
Outcomes assessed: LO1 LO2
Participation hurdle task Attendance at orientation & clinical meetings
attendance at all meetings
0% Ongoing n/a
Outcomes assessed: LO1 LO2
Placement hurdle task COMPASS competency assessment in speech pathology
placement assessment & reflections.
0% Week 13 up to 2 hours
Outcomes assessed: LO1 LO3 LO2
hurdle task = hurdle task ?

Assessment summary

Attendance at orientation and clinical meetings. Attendance at these meetings before and during placements will allow students adequate opportunity to ensure they understand the requirements of the placements.

COMPASS and Reflections. Compass is the national assessment tool approved by Speech Pathology Australia, and, is used to formatively and summatively assess student competency during placeements. Students must demonstrate early intermediate level competency and demonstrate improvement from mid-placement compass to final compass. They need to submit reflections at mid and then at end of placement.

Case conference and reflection. Students will discuss a case or assessment results with team and stakeholders ( parents, teachers, CE, peers). Students will discuss case and answer questions, and will demonstrate intermediate-level clinical understanding and communication skills. Students will submit a written reflection.

Submit clinical paperwork and complete evaluation survey. Students will complete all paperwork as required by their clinical educator and placement site. Students will document professional practice hours and complete checklist of professional practice experiences. They will also complete an evaluation survey. 

Students need to pass all individual assessements to pass the overall unit.

 

Assessment criteria

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

 

Result name   Description
Pass (SR)     When  learning outcomes are met to a satisfactory 
standard
Fail (FR) When  learning outcomes are not met to a satisfactory 
standard.

 

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.

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.

WK Topic Learning activity Learning outcomes

Attendance and class requirements

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

In this unit of study, students will work with multiple clients, intensively or weekly, in one or more placements, in the CDTRC and/or another location, for 12 – 16 days of placement or equivalent. 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.

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 through the Library and are available on Canvas.

  • COMPASS® Competency Assessment in Speech Pathology: Assessment Resource Manual, 2013 
  • Professional Standards for Speech Pathologists ( 2020). Available on Speech Pathology Australia website

You should also access all readings and lecture content from academic speech pathology units of study.

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. Demonstrates professional conduct around evidence-based practice, compliance, collaboration, communication, and record keeping, and advocacy at an early intermediate level.
  • LO2. Demonstrates early intermediate level skills (on COMPASS®) of reflective practice and life-long learning, including self-awareness, learning goals, integration of knowledge, and peer learning
  • LO3. Demonstrates development and progression in early intermediate skills in person/family-centred and culturally safe speech pathology practice between mid and end COMPASS® evaluation), including assessment, diagnostics, reporting, service planning and delivery.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.7. Advocate for optimal communication and swallowing
2.1. Demonstrate self-awareness
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
3.1. Develop shared understanding of speech pathology
3.6. Support development of the profession
LO2
Speech Pathology Australia Professional Standards (2021) - SPA
2.1. Demonstrate self-awareness
2.2. Use critical reflection to inform professional development and practice
2.3. Plan personal development goals
2.4. Participate in professional development
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
3.1. Develop shared understanding of speech pathology
LO3
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
3.6. Support development of the profession
Speech Pathology Australia Professional Standards (2021) -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Provide ethical and evidence-based practice
1.2 A Comply with legislation, standards, policies and protocols
1.3 A Provide safe and quality services
1.4 A Collaborate with individuals, their supports, our colleagues and the community
1.5 A Maintain high standards of communication, information sharing and record keeping
1.6 A Consider the needs of individuals and communities in clinical decision-making and practice
1.7 A Advocate for optimal communication and swallowing
2.1 A Demonstrate self-awareness
2.2 A Use critical reflection to inform professional development and practice
2.3 A Plan personal development goals
2.4 A Participate in professional development
2.5 A Acquire, critique and integrate knowledge from a range of sources
2.6 A Engage in learning with colleagues, students and the community
3.1 A Develop shared understanding of speech pathology
3.2 A Assess communication and swallowing needs
3.3 A Interpret, diagnose and report on assessments
3.4 A Plan speech pathology intervention or service response
3.5 A Implement and evaluate intervention or service response

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

This is the first time this unit is offered.

Work, health and safety

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

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

Additionally, must complete placement specific WHS checklists for each placement site.

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.