Outline

Overview

Students complete a speech pathology placement to further develop and consolidate their skills with child clients and services in areas required for competency as an entry-level practitioner in speech pathology. Students develop personal learning goals and use critical reflection to improve their speech pathology practice. They also engage in reciprocal learning with colleagues from other professions and the wider community.

Unit details and rules

Unit code	CSCD5073
Academic unit	Communication Sciences
Credit points	6
Prohibitions ?	None
Prerequisites ?	CSCD5068 and CSCD5069 and CSCD5075 and CSCD5070
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Robyn Johnson, robyn.johnson@sydney.edu.au

Type	Description	Weight	Due	Length
Placement	COMPASS® and formal reflection Competency assessment and written reflection	0%	-	n/a
Outcomes assessed:
Skills-based evaluation	Case based viva (after final placement only) Online or in person oral examination	0%	-	20 minutes
Outcomes assessed:
Assignment	Initial clinical paperwork Documentation	0%	-	3-5 pages
Outcomes assessed:
Assignment	Final clinical paperwork Documentation	0%	-	n/a
Outcomes assessed:
Assignment	Professional portfolio (after final placement only) Online submission	0%	-	5 sections
Outcomes assessed:
Participation	Orientation and clinical meetings Orientation activities, meetings	0%	Ongoing	2 hours, onsite as required
Outcomes assessed:
= hurdle task ?

Assessment summary

Orientation and clinical meetings: Orientation activities prior to and at the commencement of block placements. Clinical meetings with clinical educator during placements.
Initial clinical paperwork: Paperwork includes a Work Health and Safety checklist which is a mandatory requirement. The learning agreement which is designed to facilitate discussion of the structure and content of the placement between the clinical educator(s) and student, to maximise the learning opportunities for the student within the clinical context of the site.
COMPASS® and formal reflection: Students’ clinical performance is assessed using the COMPASS® in the middle (formative feedback) and at the end of the placement (final result). At the end of the unit, students reflect on their practice according to the Speech Pathology Australia Professional Standards (2020).
Final clinical paperwork: At the end of the placement, students must submit the following: learning agreement (finalised and signed by educator), summary of clinical practice (log) hours and update practice hours in SONIA, noting client experiences across range-of-practice areas, and a clinical placement evaluation.
Professional portfolio (after final placement only): Students prepare a professional portfolio collating their experiences and skills in order to establish that they are entry-level. It is a strong piece of evidence used by the Discipline of Speech Pathology in order to maintain unit accreditation from Speech Pathology Australia.
Case based viva (after final placement only): Students will complete one viva exam for a complex client presenting with multiple impacted range of practive areas

Detailed information for each assessment can be found on Canvas.

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

As this unit includes placement components, students are reminded that the FMH Sydney School of Health Sciences Placement Provisions apply.

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).

Result name	Description
Pass (SR)	When you meet the learning outcomes of the unit to a satisfactory standard
Fail (FR)	When you don’t meet the learning outcomes of the unit 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.

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
Multiple weeks	Placement with primarily paediatric clients. Hours below refer to the expected daily working hours of the placement. Students must keep a log of clinical practice hours, which will be less than 7.5 hours each day.	Block teaching (7.5 hr)

Attendance and class requirements

Attendance: Students will attend a clinical placement with a child caseload, in block mode: full time for six weeks. 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

Attendance at additional orientation/briefing sessions before the placement is also required.

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

COMPASS online, including COMPASS Competency Assessment in Speech Pathology: Assessment Resource Manual (2013).
Professional Standards for Speech Pathologists in Australia (2021)
Speech Pathology Australia Code of Ethics (2020)
Academic lecture materials relevant to the caseload(s)
The off campus placement Canvas: https://canvas.sydney.edu.au/courses/47303
Sonia placement database

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. demonstrate entry-level skills (as described by the COMPASS® Competency Assessment in Speech Pathology, 2013) in paediatric contexts
LO2. independently formulate, prioritise and review service solutions considering best evidence in the context of all other relevant factors (e.g. ICF framework)
LO3. utilise entry-level oral and written professional communication skills in English independently for a range of purposes
LO4. independently create and implement best practice speech pathology services for individuals and communities
LO5. select and provide culturally safe and responsive speech pathology services for clients from diverse backgrounds independently in a range of contexts
LO6. construct or adapt speech pathology services independently in order to provide holistic services in multi- or inter-disciplinary contexts
LO7. appraise your own conduct in all paediatric speech pathology contexts in accordance with professional ethical standards as described in the Speech Pathology Australia, Code of Ethics (2020).

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 1.6. 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 2.7. Contribute to the speech pathology evidence base 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) - 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 2.7. Contribute to the speech pathology evidence base 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) - 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 2.7. Contribute to the speech pathology evidence base 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) - 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 2.7. Contribute to the speech pathology evidence base 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) - 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 2.7. Contribute to the speech pathology evidence base 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.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.
	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 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 2.7. Contribute to the speech pathology evidence base 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) - 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 2.7. Contribute to the speech pathology evidence base 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
1.2		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
2.7		Contribute to the speech pathology evidence base
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

Responding to student feedback

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

Placement length may vary due to the ongoing impact of COVID19 on health services. Changes have been made to reflect the new Speech Pathology Australia Professional Standards.

Additional information

This unit of study outline must be read in conjunction with the Medicine and Health Handbook:

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.

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

All students are required to familiarise themselves with their academic responsibilities, and the academic policies and protocols governing their placements. When considering applications and appeals relating to these matters, it will be assumed that students understand their academic responsibilities and are familiar with these key policies and procedures

Work, health and safety

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.html. Students who are not verified will NOT be able to attend placement irrespective of their enrolment status.

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.

Consistent with New South Wales WHS legislation, students are required to complete a WHS induction within the first few days of placement, and if relevant, at any time their placement requires them 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 students to ensure they have been inducted appropriately. Similarly, students are responsible for demonstrating they are aware of and know how to manage risk appropriately. Students should complete the WHS Checklist in Sonia to indicate this.

Students must comply with the latest public health orders regarding COVID-19 (if any), as well as any site specific guidelines.

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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD5073: Clinical Practice 4 - Child

Intensive May, 2023 [Professional practice] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect