Outline

Overview

Students provide an assessment and/or intervention service to clients within the community. They manage a varied client caseload, as well as participate in a variety of clinical management and clinical service activities in both an on and off campus setting. Students take part in regular supervisory conferences with their clinical educators and other students.

Unit details and rules

Unit code	CSCD4054
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD3082 and (CSCD3083 or CSCD3084 or CSCD3089 or CSCD3101)
Corequisites ?	CSCD4053
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Milan Przulj, milan.przulj@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	First year screening statement of learning Documentation	0%	Formal exam period	N/A
Outcomes assessed:
Skills-based evaluation	Intake statement of learning Documentation	0%	Formal exam period	N/A
Outcomes assessed:
Skills-based evaluation	COMPASS® and reflection Competency standards assessment completed at mid and end semester	0%	Formal exam period	N/A
Outcomes assessed:
Skills-based evaluation	Professional Paperwork Completion of profession paperwork, including practice hours and evaluation	0%	Formal exam period	N/A
Outcomes assessed:
Skills-based evaluation	Attendance at orientation and all client/service appointments Orientation and client/service appointments at the community site	0%	Ongoing	N/A
Outcomes assessed:
Skills-based evaluation	Attendance of practice supervision sessions Attendance at all practice supervision sessions on placement	0%	Ongoing	NA
Outcomes assessed:
= hurdle task ?

Assessment summary

Intake statement of learning: Intake is the pathway of referral for clients at the CDTRC. Students are responsible for primary contact and the provision of information to members of the community. At the completion of the required monitoring period, students complete the intake statement of learning listing the types of client referrals taken. Students will identify skills or experiences gained or improved during intake. All students are required to document their experiences to ensure they achieve an understanding of this aspect of speech pathology practice.
First year screening statement of learning: Students administer a set number of general communication screeners to an adult population (I.e. first year BAppSc Speech Pathology students). Students then reflect on and document their experiences
Attendance at orientation and all appointments: Attendance is required at orientation activities at the commencement of clinical placement. This ensures students understand the requirements before placement starts, and maximises learning provided during placement. Attendance and participation at all service appointments is also required for patient care and practice education development.
Attendance at all practice supervision sessions: Attendance at meetings with practice educator and/or peers during placement is required to consolidate clinical skills and support ongoing case-management.
COMPASS® and reflection: COMPASS® is the national assessment tool approved for use by Speech Pathology Australia. Each student’s practice is assessed using the COMPASS in the middle (for feedback) and at the end of the placement (final result). Students also engage in written and/or verbal reflection with their Practice Educator, as well as submit a written reflection (500 words) at the end of placement on CanvasNearing entry level is required for students in their penultimate placement and entry level is required for students in their final clinical placement on COMPASS®. Students who do not pass this assessment will receive a fail grade for the unit, regardless of their completion of other assessment items.
Professional paperwork: At the conclusion of placement, students must complete and submit professional paperwork.
- Practice hours provide documentation of the number of hours spent providing individual and service level assessment and intervention to individuals with communication and swallowing needs. This allows for tracking of practice experiences, in terms of hours, skills, scope of practice, and service type.
- Students provide their practice educator and/or unit coordinator with feedback via an evaluation survey regarding their experiences and learning on placement.

Students must complete all the assessment tasks to pass the entire unit. More detailed information for each assessment can be found on Canvas.

Assessment criteria

Grades awarded in this unit of study are either pass (SR) or fail (FR).

All assessments must be completed for a pass (SR) to be awarded. Failure to complete all assessments will result in a fail grade.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
-	Communication screening of first year speech pathology students	Placement (2 hr)
-	Completion of client intake for the CDTRC	Placement (12 hr)
Weekly	Engage in speech pathology practice; including intervention, professional development and/or service level response; within the community or via community partners/organisations	Placement (12 hr)

Attendance and class requirements

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

Absences from Clinic

There are no “excused absences” 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).
For absences from one clinical appointment you must reschedule in negotiation your CE. If you are absent from 2 clinic sessions and/or 1 weeks’ worth of clinic requirements, 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.
The student should notify their Unit of Study coordinator via email detailing the reason for their absence.

In general, you are expected to make up for any absences in negotiation with your CE. 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 Maree Doble (email contact via maree.doble@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 fulfill these.
It is important for students to be familiar with the University policy and the faculty’s process for applying for special consideration. Visit the Faculty website for more information: http://sydney.edu.au/health-sciences/current-students/student-central/examinationassessments.shtml#_Special_consideration

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

Lecture and other material related to clinical cases

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. Demonstrate nearing entry or entry level* skills and professional conduct around evidence-based practice, compliance, safe practice, collaboration, communication, and record keeping, and advocacy.
LO2. Demonstrate nearing entry or entry level* skills of reflective practice and life-long learning, including self-awareness, learning goals, integration of knowledge, professional development, and peer and collegial learning.
LO3. Demonstrate nearing entry or entry level* skills in person/family/community-centred and culturally safe speech pathology practice, including assessment, diagnostics, reporting, and service planning and delivery. * Nearing entry level is required for students in their penultimate paediatric placement and entry level is required for students in their final clinical placement on COMPASS®.

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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Conduct
1.1		Provide ethical and evidence-based practice
1.1.a		We practise competently within the limits of our scope of practice.
1.1.c		We use evidence-based practice principles and processes.
1.1.g		We monitor and maintain our health and well-being for safe and effective practice.
1.2		Comply with legislation, standards, policies and protocols
1.2.a		We comply with government legislation, regulations and codes of conduct.
1.2.b		We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.3		Provide safe and quality services
1.3.e		We contribute to evaluating service provision outcomes against service goals.
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.4.a		We use person-centred, family-centred and community-centred approaches, as relevant to the context.
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
1.7		Advocate for optimal communication and swallowing
1.7.e		We collaborate with Aboriginal and Torres Strait Islander individuals and communities to advocate for and work towards equitable outcomes and development and delivery of speech pathology services that respond to contemporary needs, recognising community and cultural strengths and the ongoing impacts of colonisation and intergenerational trauma that may affect health and well-being.
2		Reflective practice and life-long learning
2.1		Demonstrate self-awareness
2.1.b		We demonstrate awareness of our personal and professional abilities and limitations and how they develop and change over time and across contexts.
2.2		Use critical reflection to inform professional development and practice
2.2.b		We develop our reasoning and decision-making through critical reflection on our practice at an individual, team, organisational and policy level.
2.2.c		We reflect on and integrate insights into our practice regarding • the social, political, legal, cultural and organisational context of our work • the influence of culture, language and social background on experiences of communication and swallowing goals and needs • the impact of historical and current injustices, culture and language in our practice with Aboriginal and Torres Strait Islander peoples and communities.
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
2.7.b		We share the outcomes of quality evaluations and service benchmarking with stakeholders.
3.1		Develop shared understanding of speech pathology
3.1.a		We work with individuals, communities and professionals to develop knowledge and shared understanding of • the scope of speech pathology practice • the anticipated functional, activity and participation outcomes of speech pathology services • ways to support optimal communication and swallowing for every individual.
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.3.b		We use evidence to inform our understanding of why a need exists and to identify factors that may contribute to possible outcomes.
3.3.c		We integrate the input of the individual, family and community members, leaders and Elders, other colleagues, other disciplines and organisations as needed.
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
3.6.b		We contribute to building a diverse workforce.

Responding to student feedback

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

No significant changes have been made since this unit was last offered

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook: https://www.sydney.edu.au/handbooks/medicine_health/.

The handbook also includes specific Clinical Education information on your course: https://www.sydney.edu.au/handbooks/medicine_health_PG/coursework_sz/speech_pathology.shtml .

All students are required to familiarise themselves with their academic responsibilities, and the academic policies governing their enrolment and progression. This handbook provides a direct link to the University of Sydney’s Coursework policy and Faculty provisions. All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements. When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures.

Work, health and safety

As you are completing a health-related degree, there are clinical checks and clearances you will need to complete before you can undertake placement. You can find more information at: https://www.sydney.edu.au/students/clinical-placement-checks.html

This includes:

a current CPR certificate
a current certificate following a National Police Check
compliance with the current Working with Children requirements:

https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check

Further, students must have an up-to-date declaration (in Sonia) that they have read and understood key documents related to privacy and confidentiality, codes of conduct, NSW Health policies and general communication/ email etiquette.

Failure to meet these requirements may prevent you from being allocated to and/or completing a placement or placement unit of study, students who have a status of Not Compliant will NOT be able to attend placement.

Consistent with New South Wales WHS legislation, you are required to complete a WHS induction within the first few days of placement, and if relevant, at any time your placement requires you to work in another setting. This is an essential legal requirement to ensure that all risks are minimised for you, and others for whom you are responsible. The University has a duty of care to you to ensure you have been inducted appropriately. Similarly, you are responsible for demonstrating that you are aware of and know how to manage risk appropriately. You should complete the WHS Checklist from Sonia.

Under NSW Health’s updated policy, all students on placement must have evidence of three TGA approved COVID-19 vaccinations, or an exemption, entered into ClinConnect.

Students will be allowed to start placement if they have had two doses of a TGA approved or recognised COVID-19 vaccine and completed all other vaccination requirements and submitted a written undertaking to complete the COVID-19 vaccination requirements for dose three within six weeks of the dose 3 due date. Students will not be allowed to continue their placement if they have not had their third dose within 32 weeks after their second dose. More information can be found here https://www.sydney.edu.au/students/clinical-placement-checks/vaccinations.html

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

Support for students

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD4054: Advanced Practice Clinical II

Semester 1, 2024 [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

Support for students

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

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect