Outline

Overview

Students attend a speech pathology placement experience using a range of person-centred, service level and advocacy interventions, as well as complete other tasks to further develop and consolidate their skills required for readiness to practice as a speech pathologist. Students manage a caseload, providing safe and appropriate services in an off-campus setting, with predominantly child or adult clients. The predominant caseload will be dependent on the students' placement in CSCD4055. Students engage in critical reflective practice and reciprocal learning with colleagues from other disciplines and the wider community. Students are expected to demonstrate competency in professional communication skills, cultural responsiveness, as well as transfer of knowledge and skills across environments.

Unit details and rules

Academic unit	Communication Sciences
Credit points	12
Prerequisites ?	CSCD3082 and (CSCD3083 or CSCD3084 or CSCD3089 or CSCD3101)
Corequisites ?	CSCD4055
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sarah Nash, sarah.nash@sydney.edu.au
Lecturer(s)	Elizabeth Bourne, elizabeth.bourne@sydney.edu.au
Lecturer(s)	Sarah Nash, sarah.nash@sydney.edu.au

Assessment

The census date for this unit availability is 7 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	COMPASS® Competency standards assessment completed at mid and end of placement	0%	Multiple weeks	n/a
Outcomes assessed:
Skills-based evaluation	*Reflection Assignment Oral video reflection submitted on Canvas in the penultimate placement	0%	Multiple weeks	3 minutes
Outcomes assessed:
Creative assessment / demonstration	**Portfolio, CaPE attendance and Capstone Interactive Oral Assessment (IOA) Tasks to demonstrate graduate competencies. CaPE to support transition.	0%	Multiple weeks	N/A
Outcomes assessed:
Assignment	Initial placement paperwork Site learning agreement submitted. WHS induction completed.	0%	Multiple weeks	n/a
Outcomes assessed:
Assignment	Final placement paperwork Completed learning agreement, Practice Hours & Placement Evaluation survey	0%	Multiple weeks	N/A
Outcomes assessed:
Placement	Attend placement orientations at university & at site Attendance prior to and at the commencement of the placement	0%	Ongoing	Ongoing
Outcomes assessed:
Placement	Attendance at all placement related activities and appointments Attendance	0%	Ongoing	Ongoing
Outcomes assessed:
= hurdle task ? = AI allowed ?

Assessment summary

Attendance at placement orientations:

Attendance at university placement orientation/briefing prior to the placement, and at on-site orientation at the commencement of the placement to ensure students understand the requirements before placement starts and maximise the learning provided during their practice experience.

Attendance at all placement-related activities and appointments:
Attendance is also required at service appointments as this is directly related to practice skill development. Meetings with practice educator and/or peers during placement help consolidate clinical skills and support ongoing case-management. Attendance and participation in all activities are required.
COMPASS®:
COMPASS is the national assessment tool approved for use by Speech Pathology Australia. Each student’s skills are assessed using the COMPASS in the middle (for feedback) and at the end of the placement (final result). Nearing 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.
*If this is not the student's final placement (i.e. penultimate placement): Reflection Assignment
- Students must complete a 3-minute oral reflection on their placement and submit a recording via Canvas. Please see Canvas for further information.
**If this is a student's final placement: Portfolio, CaPE attendance and Capstone Interactive Oral Assessment
- The Portfolio provides evidence of student’s entry level competence and readiness to enter the profession as described by Speech Pathology Australia. Students submit an ePortfolio within one week of completion of their final placement.
- Each year, Completion and Professional Entry (CaPE) activities and resources are provided to help students make the transition to graduate speech pathologist. Attendance and participation is required for students undertaking their final placements.
- Students in their final placement unit are required to complete a final capstone task, the Interactive Oral Assessment. In this task, students are individually assessed on their readiness to enter the profession, through the examination of capabilities including their evidence-based practice skills, ability to transfer knowledge between practice areas, professionalism, critical thinking, and collaboration with individuals, families, and professionals. The task will be completed after completion of final placements.

Initial placement paperwork: At the commencement of the placement experience students must complete;
- A work health and safety checklist on Sonia following site induction
- A learning agreement, designed to facilitate discussion of the structure and content of the placement between the educator(s) and student.

Final placement paperwork: At the conclusion of the placement experience students must complete and submit;
- Their finalised learning agreement on Canvas
- A professional practice hours log which documents the number of hours completed providing services to individuals and communities on placement. This allows for tracking of experience across the scope of practice throughout the degree. Students log these hours using the Professional Practice Hours Form on Sonia.
- Placement Quality Feedback survey using the assigned form on Sonia.

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.

Detailed information for each assessment can be found on Canvas.

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply (https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0).

An automatic fail will be awarded for any assessment item where a student breaches client/ patient privacy.

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
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 sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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 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. 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	Learning outcomes
Multiple weeks	Adult OR child block placement. Students attend placement for 24 days, configured as a 6 week block. Please note the hours estimated below are the total working time for the placement. Students will keep a log of their practice hours.	Placement (225 hr)

Attendance and class requirements

Attendance: Placements are scheduled from January to December. This unit of study consists of a full time 6 week block placement or equivalent. At minimum, you must attend the placement site for four days per week (or equivalent to a total of 24 days) unless otherwise directed (e.g. if placement components can be completed remotely). 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 practice educator(s).

Failure to meet attendance requirements may prevent students from satisfactorily completing this unit of study.

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.

Required readings

To assist clinical learning, you are expected to refer to:

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

- Professional Standards for Speech Pathologists in Australia 2021 https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Professional-standards/Professional-Standards.aspx

- Off campus Placement information available on the WIL Speech Pathology Placements Canvas site https://canvas.sydney.edu.au/courses/55169

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

- Stagnitti, K., Schoo, A., & Welch, D. (Eds.). (2013). Clinical and fieldwork placement in the health professions (2nd ed.). Melbourne, Australia: Oxford University Press.

Students should also consider the skills and techniques learned on previous placements and apply/build on these to maximise their learning and competence development on this placement (transferable skills).

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. Demonstrates nearing entry or entry level* skills and professional conduct around evidence-based practice, compliance, safe practice, collaboration, communication, and record keeping, and advocacy
LO2. Demonstrates 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. Demonstrates 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 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 3.6. Support development of the profession
	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 3.6. Support development of the profession

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.1.c		We use evidence-based practice principles and processes.
1.2		Comply with legislation, standards, policies and protocols
1.2.b		We adhere to Speech Pathology Australia standards, policies and practice guidelines.
1.3		Provide safe and quality services
1.3.f		We contribute to a learning environment in which our colleagues and students feel safe and supported to develop their skills, innovate and practise new approaches.
1.3.g		We demonstrate digital literacy across practice areas and tasks.
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
1.5.a		We use accurate, accessible communication to respond to the needs of individuals and communities in all circumstances.
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2		Reflective practice and life-long learning
2.1		Demonstrate self-awareness
2.1.a		We can describe our own cultural identity, values, and personal biases and the culture of the system in which we work.
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.a		We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring.
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
2.3.c		We advocate for our professional development needs.
2.4		Participate in professional development
2.4.a		We participate in professional development, supervision and/or mentoring to develop knowledge and skills relevant to our roles and to maintain currency.
2.5		Acquire, critique and integrate knowledge from a range of sources
2.5.a		We acquire, critique and integrate knowledge from different sources to develop and inform our practice, including • contemporary theory • research, practice, evidence, outcomes, knowledges and experiences of individuals and their supports, and community members, leaders and Elders • speech pathology colleagues and colleagues from other disciplines • cultural, ethical, legal, policy and organisational knowledge and requirements.
2.6		Engage in learning with colleagues, students and the community
2.6.a		We participate in reciprocal learning with our speech pathology colleagues, colleagues from other disciplines, students, service users, their families and social networks, and community members, leaders and Elders.
2.7		Contribute to the speech pathology evidence base
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.a		We use clinical reasoning to synthesise assessment findings and formulate a diagnosis or description.
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.
3.4		Plan speech pathology intervention or service response
3.4.a		We identify communication and/or swallowing intervention or service response options relevant to the identified goals.
3.4.b		We design an intervention or service response plan informed by a range of options, such as • delivering individual, community, targeted, and/or universal/systemic intervention or service responses • developing the knowledge and skills of communication and mealtime partners within families, social networks, services and the community • implementing prevention and promotion strategies and initiatives • considering enablers and barriers in the social and/or physical environment • using a multidisciplinary, interdisciplinary, or transdisciplinary practice approach • delegating to and liaising with support workers • providing consultative support to other colleagues and services • providing face-to-face service delivery and synchronous and asynchronous telepractice • advocating for and implementing change in the social and physical environment, including political and systemic advocacy • working with services, community groups and organisations.
3.5		Implement and evaluate intervention or service response
3.6.a		We participate in activities and provide education and/or practice-based learning opportunities to develop and advance the future speech pathology workforce and 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 changes made since last offering

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/coursework/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.

In particular, students are directed to review the FMH – Sydney School of Health Sciences Placement Provisions (2020). https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2019/497&RendNum=0
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.

The Work Integrated Learning Canvas site also provides information specific to Sydney School of Health Sciences placements such as essential preparation, forms and policies. https://canvas.sydney.edu.au/courses/9121

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

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 two TGA approved COVID-19 vaccinations, or an exemption, entered into ClinConnect.

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

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

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

CSCD4056: Advanced Practice Community II

Intensive February - March, 2025 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

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