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Unit of study_

CSCD5067: Clinical Practice 2

Semester 2, 2023 [Professional practice] - Camperdown/Darlington, Sydney

Students participate in a placement to develop competencies related to client assessment and intervention, communication skills, record keeping, 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 engage in reflective practice and reciprocal learning including supervisory conferences with their educators and peers. Students are expected to demonstrate competency in professional communication skills, teamwork and effective time management, as well as safe and appropriate client management. Students will be mentored by final year students for part of the semester.

Unit details and rules

Unit code CSCD5067
Academic unit Communication Sciences
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
CSCD5060 and CSCD5061 and CSCD5062 and CSCD5063
Corequisites
? 
CSCD5065 and CSCD5064 and CSCD5066
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 case-based 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 LO9
Participation hurdle task Orientation and clinical meetings
Attendance at orientation and all clinical meetings
0% Multiple weeks n/a
Outcomes assessed: LO1 LO7 LO3
Skills-based evaluation hurdle task COMPASS and written reflection
Skills based evaluation
0% Multiple weeks n/a
Outcomes assessed: LO1 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Skills-based evaluation hurdle task Clinical paperwork
Skills based evaluation
0% Multiple weeks n/a
Outcomes assessed: LO4 LO8
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 hours, clinical placement evaluation survey, and written reflection 
  • 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. Students work in a small group for this task. They are provided with an assessment report for a case study client and are required to plan the client's first intervention session. They are required to (a) submit a session plan as a group, and (b) attend a 30-minute viva as a group.  Although the viva group attends together, each student is assessed individually on their viva performance.  To pass the task, both the session plan and the oral viva performance need to be satisfactory. If either component is unsatisfactory, students will be given one opporutnity to resubmit the session plan and/ or resit the viva. If the resubmission/ resit is unsatisfactory the study will receive a Fail grade for the unit, regardless of performance in other assessment tasks
  • 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 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.

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 (20 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. Demonstrate intermediate level skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013*) in a paediatric practice context.
  • LO2. Formulate, prioritise and review efficient speech pathology solutions with support*, using principles of evidence-based practice and appropriate to the individual or community focusing on the client’s life context.
  • LO3. Utilise appropriate oral and written professional communication skills in English with support* for a range of purposes
  • LO4. Use workplace technology to facilitate speech pathology outcomes and professional communication, including maintaining electronic client records and confidentiality
  • LO5. Create and implement best practice speech pathology services to intermediate level competency* with individuals, families and communities
  • LO6. Provide culturally safe and responsive speech pathology services for clients from diverse backgrounds with support*
  • LO7. Work collaboratively with other professions showing respect for personal and professional boundaries, to achieve partnerships that facilitate safe, high quality, co-ordinated services, with support* as required
  • LO8. Reflect on and change performance, using feedback from others to increase accuracy of self-appraisal in relevant contexts in accordance with professional and ethical standards, as described by Speech Pathology Australia.
  • LO9. Advocate for needs of self, individuals, families and communities with support*

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO2
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO3
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO4
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO5
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO6
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO7
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO8
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO9
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
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
3.3. 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
1.1 A Provide ethical and evidence-based practice
1.2 A Comply with legislation, standards, policies and protocols
1.3 A Provide safe and quality services
1.4 A Collaborate with individuals, their supports, our colleagues and the community
1.5 A Maintain high standards of communication, information sharing and record keeping
1.6 A Consider the needs of individuals and communities in clinical decision-making and practice
1.7 A Advocate for optimal communication and swallowing
2.1 A Demonstrate self-awareness
2.2 A Use critical reflection to inform professional development and practice
2.3 A Plan personal development goals
2.4 A Participate in professional development
2.5 A Acquire, critique and integrate knowledge from a range of sources
2.6 A Engage in learning with colleagues, students and the community
3.3 A Interpret, diagnose and report on assessments
3.4 A Plan speech pathology intervention or service response
3.5 A Implement and evaluate intervention or service response

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

Based on student feedback, we will: - provide more support for students at the start of the placement via CE modelling and / or advice regarding goals and activities. - not require students to provide 24 hours of therapy. Clinical experiences can also be collected via discussions with parents, schools / preschools or other community representatives. - Information about the viva task to be completed at the end of semester will be provided to students in the first half of the placement - All CEs with CP2 students will have regular discussions in CE meetings about expectations for CP2 students to ensure there is greater similarity across CEs

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.