University of Technology Sydney

96131 Social Media in Speech Pathology

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Health (GEM)
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 96123 Literature Review in Speech Pathology AND 96121 Stuttering AND 96125 Acquired Communication Disability in Adults AND 96126 Speech Pathology Clinical Practice 2
There are course requisites for this subject. See access conditions.

Description

In this elective, students learn strategic use of social media in the field of speech pathology. They learn about using social media to access information in support of evidence-based practice and being a credible source of information on social media platforms. They gain practical skills in using social media for professional and clinical purposes, including client goals, clinical practice, knowledge translation, community engagement, social marketing of speech pathology, public health awareness, and self-directed continuous professional development.

Subject learning objectives (SLOs)

006. Contribute to the cultural responsiveness and accessibility of speech pathology services.
010. Integrate appropriate digital health technologies with other service delivery options in the provision of speech pathology services.
018. Establish effective communication with clients and facilitate their participation in speech pathology services.
036. Critically appraise the evidence base of interventions and approaches against selected theoretical frameworks.
042. Promote effective use of speech pathology interventions and strategies by clients and their family members and community members.
046. Contribute to the development and maintenance of speech pathology resources.
049. Use a process of reflection to identify areas for continuous professional development.
050. Demonstrate the judicious use of both formal and informal networks for professional development and support.
056. Contribute to preventative, educational and/or promotional projects or programs on speech pathology and other related topics.
058. Determine the need for advocacy and advocate for the needs of clients in relation to speech pathology and related services in support of communication and swallowing, and the client’s related activity, participation and inclusion in society.
059. Explain clinical risk and governance involved in managing communication and/or swallowing disorders.
068. Demonstrate proficiency in using information and communication technologies for professional purposes in speech pathology.

Course intended learning outcomes (CILOs)

The learning outcomes for this subject are as follows:

  • Practice as entry-level speech pathologists in the assessment, treatment and management of communication and swallowing disorders across the lifespan. (1.1)
  • Reflect on their own knowledge, skills and attributes to identify areas for continuing professional development; and engage in learning activities that enable their further development of skills in contemporary practice. (2.1)
  • Apply the design elements of research; analyse and synthesise literature; identify gaps in the literature; and be able to contribute to new research in the field of speech pathology. (2.2)
  • Communicate effectively in both face-to-face and online interactions in their professional practice; and present accessible information with clarity to a variety of audiences. (3.2)
  • Critically analyse and apply culturally safe communication and engagement practices to work effectively with and for Indigenous Australians across the Speech Pathology Profession. (4.1)

Contribution to the development of graduate attributes

This subject contributes to the development of graduate attributes

1. Practice ready

Graduates of the Master of Speech Pathology are knowledgeable, practice-ready, entry-level clinicians. They are competent in the assessment, treatment, and management of communication and swallowing disorders across the lifespan as both independent and collaborative practitioners.

In this subject, students learn about the professional and clinical use of social media in clinical practice, for professional development, and for public health interventions aiming to reduce the impact of communication disability and swallowing disorders on clients, their families and community members.

2. Evidence-Based

Graduates of the Master of Speech Pathology are evidence-based practitioners who embrace the continual pursuit of knowledge. They make decisions that are informed by the latest research, practitioner expertise, client values, and the context of the decisions. Graduates use contemporary digital health technologies and are ready to draw upon the evidence base to contribute to the user-centred co-design of technological advances in the field of speech pathology.

In this subject, students learn the evidence relating to the use of social media for a range of purposes in speech pathology, including risks and benefits and ways to introduce social media to clients with communication disability, their families and communication partners.

3. Professional and collaborative

Graduates of the Master of Speech Pathology have a professional, ethical, and person-centred inclusive approach to practice. They demonstrate effective communication skills with clients, families, and communities in the design and delivery of clinical services. Graduates keep abreast of local and global developments relevant to speech pathology, embrace opportunities for leadership roles, and advocate for the profession in team contexts. They integrate knowledge of health education and disability systems and concerns in national and global communities into their clinical practice.

In this subject, students learn to use appropriate use of social media for communication in the field of speech pathology, for professional networking and professional development, and social media marketing in private practice.

4. Culturally capable

Graduates of the Master of Speech Pathology are culturally capable professionals, who are able to reflect on and explain their own cultural perspectives. They accommodate cultural differences and achieve optimal outcomes through adopting a consultative approach. Graduates seek to engage with Indigenous Australian communities in the design of culturally sensitive and appropriate services, in support of the human right to self-determination. Graduates respect diversity in all people, including people with disability and people of diverse cultural and linguistic background.

In this subject, students learn about the use of social media to promote improved knowledge and equity in relation to Indigenous health, Disability, Cultural and Linguistic Diversity, and all range of practice areas of speech pathology. Students gain experience in using social media to communicate respectfully with the public.

Teaching and learning strategies

In this subject, students will participate in a range of teaching and learning strategies that are designed to assist them in developing the necessary skills to assess, intervene in, and manage the use of social media in clinical practice, professional development, and population-level interventions.

Live and Online Masterclasses

The live and online masterclasses provide a key opportunity to engage in online activities to apply theoretical knowledge and learn core skills for the application of social media in the assessment and treatment of people with communication disability, public health, awareness-raising, interactions with the community about speech pathology issues, and professional networking. You will develop skills in reasoning the use of social media, and apply creative and reflective thinking to achieve optimal outcomes for people with communication disability, their families, and communication partners.

Preparation for Learning

To prepare for your learning in this subject you will need to complete the learning activities before attending class. These ‘before class’ activities include reading recommended materials, watching videos, and exploring online materials including websites and social media publications (e.g., blogs) relating to the subject. You will take part in discussions online and answer questions online that relate to the readings and class activities. Activities before class, during class, and after class will be outlined on the Canvas site for the subject.

Collaborative Groupwork

In this subject, the collaborative groupwork involves students networking in social media platforms of LinkedIn and Instagram. Students find and follow one another as desired to obtain experience in the use of the platforms and social networks developed through interaction for professional purposes. Collaborative activities include small and large group discussion and simulation (e.g., role play). Students reflect on their own participation in collaborative and simulated learning activities and give professional and constructive feedback to their peers on collaboration.

Content (topics)

Your participation is subject to the University’s Student and Related Rules and to the UTS:Graduate School of Health Policy, Guidelines and Procedures.

Assessment

Assessment task 1: Creating Speech Pathology-related Social Media Profiles (Must pass)

Intent:

The public use social media to search for health-related information in the field of speech pathology. These platforms include text and image-based posts (e.g. text comments and explanations, photos, videos, graphic visualisations of information). Speech pathologists support people with communication disability to use new Internet technologies including social media. This assignment is intended to enable students to display their own professional identity as a student speech pathologist through creation of social media profiles for use in this subject. Each social media profile must have a photograph (not necessarily of a person), a biographical statement indicating student speech pathologist status, and two hashtags to reach communities of practice.

Objective(s):

This task is aligned with the following subject learning objectives:

010, 018 and 050

This task is aligned with the following course learning outcomes:

1.1, 2.1 and 3.2

Type: Exercises
Groupwork: Individual
Weight: 10%
Length:

A Biographical Statement within the limits of the platform and including a declaration of being a student speech pathologist or speech pathology student. A 200-word written reflection of the reasons for their LinkedIn and Instagram profile information and content of the biographical statement. Students should reflect on the strategic direction of their choices, considering their use of the profiles for professional purposes.

Criteria:

See marking criteria in Canvas site.

Assessment task 2: Strategic Plan for Social Media in a Speech Pathologist’s Private Practice

Intent:

Social media platforms are used to enable the dissemination and location of health and education-related information in the field of speech pathology. Speech pathologists in private practice use social media for a range of purposes, including to advertise their practice and services, profile staff, and provide information and resources to potential clients and the public. The intent of this assessment is to provide students with an opportunity to demonstrate their knowledge of the professional (legal and ethical) use of social media in a speech pathology private practice, within the guidelines for private practice and use of social media provided by Speech Pathology Australia.

Objective(s):

This task is aligned with the following subject learning objectives:

006, 010, 036, 042, 046, 049, 050, 056, 058, 059 and 068

This task is aligned with the following course learning outcomes:

1.1, 2.1, 2.2, 3.2 and 4.1

Type: Report
Groupwork: Group, individually assessed
Weight: 40%
Length:

2000 words (Part A and Part B) +- 10%

Criteria:

See Canvas for the marking criteria.

Assessment task 3: Using Social Media for Professional Development and Engagement

Intent:

The intent of this assignment is to foster the student’s public use social media to search for and share health-related information in the field of speech pathology.

Social media platforms include text and image-based posts. The use of image-based posts is very important to drive engagement and communication information without relying on text and literacy. It is also important that posts be as accessible as possible for a range of audiences, including those who are blind (Alt Text) and those who have low literacy (plain language).

Speech pathologists provide evidence-based information on social media platforms, aimed at the public. They also use social media platforms to network with colleagues and as a form of professional development and work on social media goals with clients with communication disability. This assessment is designed to enable students to demonstrate their ability to find and publish accessible, evidence-based speech pathology information online, using appropriate links and hashtags, and to interact with other social media users through posting replies. Importantly, this assessment follows on to see the student implement social media strategically (as considered in their Task 2 strategic plan) and provides them with hands-on experience of using LinkedIn and Instagram for professional purposes.

Objective(s):

This task is aligned with the following subject learning objectives:

006, 010, 018, 042, 046, 049, 050, 056 and 068

This task is aligned with the following course learning outcomes:

1.1, 2.1, 2.2, 3.2 and 4.1

Type: Exercises
Groupwork: Individual
Weight: 50%
Length:

Part 1A (Own portfolio): From week 3 to week 12 inclusive, students must select at least 10 original LinkedIn posts (authored by the student, not reposts with or without comment) with speech pathology related content, and (c) at least 10 original Instagram photos with speech pathology related content in a graphic form (not only text).

Part 1B: 800 words + - 10% not including references

Part 2A: (Private practice portfolio): From week 3 to week 12 inclusive, students must select at least 10 original LinkedIn posts (authored by private practices/private practitioners) with speech pathology related content; and (c) at least 10 original Instagram photos posted by private practices/practitioners with speech pathology related content in a graphic form (not only text).

Part 2B: 800 words + - 10% not including references

Criteria:

See marking criteria in Canvas site.

The student’s use of the social media platforms must reflect professional standards (see Resources), not compromise their standing of them or their fellow students or staff at the University or elsewhere; and not violate the student Code of Conduct.

The student’s posts, whether personal or professional, should be suitable for a wide range of audiences including clients, colleagues, and past, present, or future employers.

Minimum requirements

The minimum requirements to pass the subject are:

  • Attendance at a minimum of 85% of classes / online sessions.
  • Submission of all subject assessment tasks
  • Achievement of at least 50% grade overall across the subject assessment tasks

Required texts

Speech Pathology Australia Social Media Guide (2016). Speech Pathology Australia, Melbourne Australia.

https://www.speechpathologyaustralia.org.au/SPAweb/Members/Publications/ Social_Media/SPAweb/Members/Publications/Social_Media.aspx?hkey=e38d3a68-d50b-42a6-927e-23730394a013

National Library of Australia (2013)

https://www.nla.gov.au/policy-and-planning/social-media-strategy-2013

ALSO

Coursework Assessments Policy

Coursework Assessments Procedures

Graduate School of Health Policy, Guidelines and Procedures (login required)

Other resources

Additional readings and resources will be available the subject’s canvas site.