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Unit outline_

CSCD5067: Clinical Practice 2

Semester 2, 2022 [Professional practice] - Camperdown/Darlington, Sydney

Clinical placement to develop clinical competencies related to client assessment and management, communication skills, report writing, case management and professional development. Students manage a client caseload and participate in a variety of clinical management and service activities within the on-campus clinic. All students participate in supervisory conferences with their clinical educators and peers. Students are expected to demonstrate competency in professional communication skills, teamwork and effective time management, as well as overall client management. Students will be mentored by final year students for part of the semester.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
CSCD5060 and CSCD5061 and CSCD5062 and CSCD5063
Corequisites
? 
CSCD5065 and CSCD5064 and CSCD5066
Prohibitions
? 
None
Assumed knowledge
? 

Demonstrated ability in analysing English grammar and transcription of Australian English (linguistics and phonology). Knowledge of the anatomy, physiology and physics of speech including knowledge of the anatomy of the head and neck and fundamental concepts of nervous system structure and function

Available to study abroad and exchange students

No

Teaching staff

Coordinator Donna Thomas, donna.thomas@sydney.edu.au
Type Description Weight Due Length
Skills-based evaluation hurdle task Clinical assessment viva
Oral examination Prepare and attend as a group. Assessed individually
0% Formal exam period 30 minutes
Outcomes assessed: LO1 LO2 LO3 LO5 LO6 LO7 LO8
Skills-based evaluation hurdle task COMPASS
Skills based evaluation
100% Multiple weeks n/a
Outcomes assessed: LO1 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Creative assessment / demonstration hurdle task Orientation and clinical meetings
Attendance
0% Ongoing n/a
Outcomes assessed: LO1 LO9 LO8 LO2
Skills-based evaluation hurdle task Clinical paperwork
Skills based evaluation
0% STUVAC n/a
Outcomes assessed: LO4
hurdle task = hurdle task ?

Assessment summary

  • Orientation and clinical meetings: Orientation activities prior to and at the commencement of block placements and clinical meetings with clinical educator during placements.
  • COMPASS: Students are rated on eleven competency units as well as an overall summary rating of their performance across the placement.
  • Clinical paperwork: Students must complete and submit the following: summary of clinical practice (log) hours, clinical placement evaluation survey, CBOS spreadsheet of clients and WHS quiz.
  • Clinical case-based viva: The clinical case-based viva evaluates students’ ability to generalise their clinical skills to a new case study client without the support and feedback provided by their clinical educator. This assessment provides the opportunity for students to consolidate their clinical experiences and theoretical knowledge at the end of their clinical placement.

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).

Result name

Description

 Pass (SR)

 When you meet the learning outcomes to a satisfactory standard.

 Fail (FR)

 When you don’t meet the learning outcomes 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
Multiple weeks Clinical management of 2 or more paediatric clients and related professional activities. Outside of the direct clinical hours, students engage in clinical learning activities independently, with a clinical peer and in tutorial groups Clinical practice (24 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9

Attendance and class requirements

Attendance: Days of attendance, as well as content and structure of the placement will be negotiated between students and clinical educator. Students should expect to meet with their MSLP peer each week outside of group supervision conferences to discuss the shared management of the client. Additionally, students are expected to meet with their viva group at agreed meeting times outside of scheduled group supervision sessions and share the task of preparing for their clinical viva. 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 eReserve, available on Canvas.

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. Depth of disciplinary expertise. Demonstrate intermediate level skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013*) in a paediatric clinical context.
  • LO2. Critical thinking and problem solving Formulate, prioritise and review efficient clinical solutions with support*, using principles of evidence-based practice and focussing on the client’s life context.
  • LO3. Oral and written communication Utilise appropriate oral and written professional clinical communication skills in English with support* for a range of purposes
  • LO4. Information/digital literacy Use workplace technology to facilitate speech pathology outcomes and professional communication, including maintaining electronic client records as appropriate.
  • LO5. Inventiveness Create and implement best practice clinical assessment and intervention to an intermediate level competency* for clients and other significant personnel (e.g. families or professionals).
  • LO6. Cultural competence Demonstrate understanding of the rationales for culturally appropriate clinical services for Aboriginal clients as well as clients from diverse cultural backgrounds and provide these with support*
  • LO7. 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.
  • LO8. An integrated professional, ethical and personal identity Reflect on and change performance, using feedback from others to increase accuracy of self-appraisal in relevant contexts, in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2020).
  • LO9. Influence: Advocate for own and clients’ needs, and the speech pathology profession with support* * Note: as per COMPASS® behavioural descriptors, at intermediate level students require “support to recognise and prioritise all aspects of a situation and to flexibly apply problem-solving strategies, principles and theory” McAllister, S., Lincoln, M., Ferguson, A., & McAllister, L. (2013) (2nd ed.) COMPASS®: Competency Assessment in Speech Pathology assessment booklet. Melbourne: Speech Pathology Australia, p.3

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
Competency-based Occupational Standards for Speech Pathologists - SPA
1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1. Analyse and interpret speech pathology assessment data.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1. Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2. Seek additional information required to plan evidence-based speech pathology practice.
3.3. Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4. Establish goals for intervention in collaboration with the client and significant others.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7. Document speech pathology intervention plans, goals and outcome measurement.
4.1. Establish rapport and facilitate participation in speech pathology intervention.
4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1. Respond to service provider’s policies.
5.2. Use and maintain an efficient information management system.
5.3. Manage own provision of speech pathology services and workload.
5.4. Update, acquire and/or develop resources.
5.5. Consult and coordinate with professional groups and services.
5.6. Adhere to professionally accepted scientific principles in work practices.
5.7. Collaborate in research initiated and/or supported by others.
5.8. Participate in and collaborate on the evaluation of speech pathology services.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3. Demonstrate an understanding of the principles and practices of clinical education.
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. Participate in professional development and continually reflect on practice.
7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
7.4. Advocate for self, client and the speech pathology profession.
LO2
Competency-based Occupational Standards for Speech Pathologists - SPA
1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1. Analyse and interpret speech pathology assessment data.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4. Report on analysis and interpretation.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1. Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2. Seek additional information required to plan evidence-based speech pathology practice.
3.3. Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4. Establish goals for intervention in collaboration with the client and significant others.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
4. Implementation of speech pathology practice
4.1. Establish rapport and facilitate participation in speech pathology intervention.
4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1. Respond to service provider’s policies.
5.2. Use and maintain an efficient information management system.
5.3. Manage own provision of speech pathology services and workload.
5.4. Update, acquire and/or develop resources.
5.5. Consult and coordinate with professional groups and services.
5.6. Adhere to professionally accepted scientific principles in work practices.
5.7. Collaborate in research initiated and/or supported by others.
5.8. Participate in and collaborate on the evaluation of speech pathology services.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3. Demonstrate an understanding of the principles and practices of clinical education.
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. Participate in professional development and continually reflect on practice.
7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
7.4. Advocate for self, client and the speech pathology profession.
LO3
Competency-based Occupational Standards for Speech Pathologists - SPA
2.4. Report on analysis and interpretation.
3.4. Establish goals for intervention in collaboration with the client and significant others.
3.7. Document speech pathology intervention plans, goals and outcome measurement.
4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
5.2. Use and maintain an efficient information management system.
5.5. Consult and coordinate with professional groups and services.
LO4
Competency-based Occupational Standards for Speech Pathologists - SPA
1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition.
2.1. Analyse and interpret speech pathology assessment data.
2.4. Report on analysis and interpretation.
3.7. Document speech pathology intervention plans, goals and outcome measurement.
4.4. Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
5.2. Use and maintain an efficient information management system.
LO5
Competency-based Occupational Standards for Speech Pathologists - SPA
1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition.
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
5.3. Manage own provision of speech pathology services and workload.
5.4. Update, acquire and/or develop resources.
6.2. Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
LO6
Competency-based Occupational Standards for Speech Pathologists - SPA
2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
3.2. Seek additional information required to plan evidence-based speech pathology practice.
4.1. Establish rapport and facilitate participation in speech pathology intervention.
4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.4. Update, acquire and/or develop resources.
5.5. Consult and coordinate with professional groups and services.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
7.4. Advocate for self, client and the speech pathology profession.
LO7
Competency-based Occupational Standards for Speech Pathologists - SPA
2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.2. Seek additional information required to plan evidence-based speech pathology practice.
3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.5. Consult and coordinate with professional groups and services.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
LO8
Competency-based Occupational Standards for Speech Pathologists - SPA
1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
5.8. Participate in and collaborate on the evaluation of speech pathology services.
7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2. Participate in professional development and continually reflect on practice.
LO9
Competency-based Occupational Standards for Speech Pathologists - SPA
3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.5. Consult and coordinate with professional groups and services.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
7.4. Advocate for self, client and the speech pathology profession.
Competency-based Occupational Standards for Speech Pathologists -
Competency code Taught, Practiced or Assessed Competency standard
1.1 P Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2 P Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
1.3 P Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4 P Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1 P Analyse and interpret speech pathology assessment data.
2.2 P Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3 P Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4 P Report on analysis and interpretation.
2.5 P Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1 P Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2 P Seek additional information required to plan evidence-based speech pathology practice.
3.3 P Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4 P Establish goals for intervention in collaboration with the client and significant others.
3.5 P Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6 P Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7 P Document speech pathology intervention plans, goals and outcome measurement.
4.1 P Establish rapport and facilitate participation in speech pathology intervention.
4.2 P Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
4.3 P Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4 P Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5 P Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6 P Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1 T P A Respond to service provider’s policies.
5.2 P Use and maintain an efficient information management system.
5.3 P Manage own provision of speech pathology services and workload.
5.4 P Update, acquire and/or develop resources.
5.5 P Consult and coordinate with professional groups and services.
5.6 P Adhere to professionally accepted scientific principles in work practices.
5.7 P Collaborate in research initiated and/or supported by others.
5.8 P Participate in and collaborate on the evaluation of speech pathology services.
6.1 P Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2 P Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
6.3 P Demonstrate an understanding of the principles and practices of clinical education.
7.1 P Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2 P Participate in professional development and continually reflect on practice.
7.3 P Demonstrate an awareness of formal and informal networks for professional development and support.
7.4 P Advocate for self, client and the speech pathology profession.

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

The unit has more learning activities in the orientation period to prepare students for clinic. This includes information about telepractice, examples of therapy sessions, and both in-person and telehealth videos of the first interaction between carer and student

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. 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. 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 

Additional costs

TAM (Test and Materials room) levy ($80, paid once only, in Semester 1). https://canvas.sydney.edu.au/courses/29478/pages/tam-information

Work, health and safety

Students must meet all pre-placement requirements as outlined on the University of Sydney Clinical placements checks and clearances https://www.sydney.edu.au/students/clinical-placement-checks.htmlStudents who are not verified will NOT be able to attend placement.

The Public Health (COVID-19 Vaccination of Health Care Workers) Order 2021 directs that a healthcare worker – including students, volunteers and those undertaking administrative duties - must not do work as a healthcare worker unless they have received:

  • at least one dose of a COVID-19 vaccine before 30 September 2021, and 
  • at least two doses of a COVID-19 vaccine before 30 November 2021

This is a requirement for health care workers within NSW Health and private health facilities, or others so directed by the Chief Health Officer, and the vaccine must be one that is approved by the Therapeutic Goods Administration (TGA).

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 irrespective of your enrolment status.

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

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.