Outline

Overview

Students are placed in an off-campus clinic, hospital, or other setting for a 6 week (or equivalent) block. During the placement they manage a varied child caseload, participate in a variety of clinical management, clinical service, and multidisciplinary team activities, and participate in supervisory conferences on a regular basis.

Unit details and rules

Academic unit	Communication Sciences
Credit points	12
Prerequisites ?	CSCD3082 and (CSCD3083 or CSCD3084)
Corequisites ?	CSCD4056
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Amani Bell, amani.bell@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Initial clinical paperwork Documentation	0%	-	5 pages
Outcomes assessed:
Assignment	Final clinical paperwork Documentation	0%	-	4 pages
Outcomes assessed:
Assignment	Professional portfolio Portfolio	0%	-	Online submission
Outcomes assessed:
Creative assessment / demonstration	Orientation and clinical meetings Attendance	0%	Multiple weeks	2 hours
Outcomes assessed:
Placement	COMPASS Clinical skills assessment	100%	Ongoing	n/a
Outcomes assessed:
Skills-based evaluation	Vivas Oral assessment	0%	Week 05	To be conducted via Zoom
Outcomes assessed:
= hurdle task ?

Assessment summary

Orientation and clinical meetings: Students must attend orientation activities prior to and at the commencement of block placements, and clinical meetings with clinical educators during placements.
Initial clinical paperwork: Students will submit a work health and safety checklist and a learning agreement, designed to facilitate discussion of the structure and content of the placement between the clinical educator(s) and student.
COMPASS: Students’ clinical performance is assessed using the COMPASS (competency assessment in speech pathology) tool in the middle and at the end of the placement. It will be completed by the clinical educator and submitted online at mid-placement and within one week of completion of the placement.
Final clinical paperwork: At the end of their placement, students must submit their learning agreement, summary of clinical practice hours and a clinical placement evaluation.
Professional portfolio: Students prepare a professional portfolio collating their experiences and skills. The portfolio folder will include an introduction, adult practice documents, child practice documents, professional documents and graduate development plans.
Vivas: Students with gaps in their portfolio will be required to complete a viva to fulfil portfolio assessment requirements.

Students must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in being awarded a Fail grade, regardless of cumulative marks in the unit of study. 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 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

Attendance: Clinical placements are scheduled from January to December. This unit of study consists of a full time 6 week block placement. At minimum, you must attend the placement site for four days per week (or equivalent to a total of 24 days). The fifth day each week is allocated for preparation and reading and you may be required to attend either on or off site by your clinical educator(s).

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 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

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. demonstrate entry level skills (as described by the COMPASS competency assessment in speech pathology, 2013) in paediatric clinical contexts
LO2. formulate, prioritise and review clinical solutions independently, considering best available evidence in the context of all other relevant factors (e.g. ICF framework or developmental/cognitive abilities)
LO3. think critically and independently about theories, concepts and principles to guide clinical decisions in practice, and be well organised and proficiently complete clinical tasks whilst retaining a client focus
LO4. utilise entry level oral and written professional communication skills in English independently, for a range of purposes
LO5. create and implement best practice clinical assessment and intervention independently for clients and other significant personnel (e.g. families, professionals or communities)
LO6. select and deliver culturally appropriate clinical services for Aboriginal clients as well as clients from cultural backgrounds different to yours
LO7. demonstrate respect for different values arising from cultural and linguistic diversity both within Australia and internationally, and adapt behaviour appropriately
LO8. construct or adapt clinical services independently in order to provide holistic clinical services in multi or inter-disciplinary contexts, as well as work interdependently within the scope of speech pathology practice through recognition and respect of personal and professional boundaries
LO9. independently self-appraise your own conduct in all paediatric clinical contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2010)
LO10. develop and maintain a collaborative, professional working relationship with clients, families, professional groups and others (e.g. novice/intermediate student(s))
LO11. understand the need for lifelong learning and demonstrate commitment to ensuring continued development of competence as a speech pathologist, remaining open to learning from others and seeking mentoring and professional supervision
LO12. advocate for clients, their families and speech pathology practices.

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.

Assessment changes due to COVID-19

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CSCD4055: Advanced Practice A: Paediatric

Intensive February - March, 2020 [Professional practice] - Cumberland, 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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links