96115 Evidence-based Practice in Speech Pathology
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96116c Fundamentals in Speech Pathology AND 96117c Speech Sound Disorders in Children AND 96118c Language Disorders in Children
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
Students learn about the foundations of evidence-based practice in the context of the speech pathology profession including the scope of practice, code of ethics, principles of practice, and service delivery models guiding inter-professional practice. Students develop fundamental skills in the application of evidence in the field of speech pathology, along with models of moving evidence into clinical practice and the knowledge to action cycle. They develop cross-cultural capability in working with Indigenous Australians and people with cultural and linguistically diverse backgrounds. This subject includes:
- an introduction to speech pathology terminology and the International Classification of Functioning, Disability, and Health (ICF) (World Health Organization, 2001) essential for evidence-based practice
- models of evidence-based practice, and
- ways to integrate research evidence with other forms of evidence in making decisions in clinical situations, guided by principles of speech pathology practice.
This subject, which integrates with 96116 Fundamentals in Speech Pathology, provides practice in the foundation skills needed in all other subjects in the Master of Speech Pathology (C04386).
Subject learning objectives (SLOs)
| 001. | Critically appraise models of evidence-based practice in speech pathology. |
|---|---|
| 002. | Synthesise knowledge of the principles and practices of inter-professional and collaborative practice and apply this to clinical cases. |
| 004. | Explain and apply ethical decision-making frameworks in reaching clinical decisions. |
| 007. | Explain and apply the International Classification of Functioning, Disability, and Health (ICF) in a functional assessment and management of the person’s communication needs. |
| 008. | Explain and apply ethical decision-making frameworks in reaching clinical decisions. |
| 009. | Apply the Speech Pathology Australia Code of Ethics and relevant legislation in clinical practice. |
| 016. | Enact the principles and techniques of counselling, motivational interviewing, active listening, and reflective practice in speech pathology. |
| 017. | Integrate knowledge of a client’s communication or swallowing disability with other factors affecting their management. |
| 026. | Gather information on the client’s communication and/or swallowing conditions using appropriate interviewing techniques. |
| 042. | Promote effective use of speech pathology interventions and strategies by clients and their family members and community members. |
| 047. | Consult and coordinate with other professional groups and services. |
| 052. | Develop and maintain professional and team-based relationships in practice contexts. |
| 064. | Search for, locate, and identify research and related literature (e.g., clinical guidance documents, policy statements, laws and rules) relevant to the field of speech pathology. |
| 072. | Describe the cultural, historic and contemporary contexts that influence the lives of Indigenous Australians. |
| 073. | Apply knowledge while showing respect for communication styles from different groups and peoples. |
| 074. | Evaluate the cultural limitations of clinical assessments. |
| 075. | Communicate positively with Indigenous Australians in relation to speech pathology practice. |
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)
- Apply the bio-psycho-social model of health and disability, as reflected in the World Health Organisation's International Classification of Function, Disability and Health; and integrate health and disability systems and concerns into their clinical practice. (1.2)
- 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)
- Embody professionalism in their ethical practice; their collaboration with clients, families, and communities; and their person-centred approach to practice. (3.1)
- 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 the scope of practice, professional practice documents, and the ways that competency is assess in student speech pathologists.
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 models for evidence-based practice in speech pathology and ways to apply these in their clinical work.
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 communication with clients, families, and communities and ways of working across a wide range of service delivery models.
4. Culturally capable
Graduates of the Master of Speech Pathology are capable in their professional relationships and communication with Indigenous Australians and Indigenous Australian communities. Their attitudes and approaches are respectful and take into account the individual and community’s needs, experiences, and preferences, in their assessment and management of children and adults with communication or swallowing disability. They know how and when to adapt assessment procedures and how to critique and improve professional services to increase access and inclusion for Indigenous Australians in speech pathology practices. They consult with and listen to communities in relation to the design of clinical services that meet the needs of Indigenous Australian communities. They will be able to work to influence systemic policies and practices that form barriers to access and inclusion so that Indigenous Australians are engaged positively in the service design and implementation.
In this subject, students learn about Indigenous health, Disability, Cultural and Linguistic Diversity.
Teaching and learning strategies
Preparation for Learning
Students prepare for learning by completing learning activities before attending face-to-face classes. These activities include reading recommended materials, watching a video or listening to audio podcasts, doing a quiz, or exploring online materials including websites and social media publications relating to the subject. Students 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.
Feedback
Students have several opportunities to ask for and receive feedback from lecturers in class and online. Feedback will be given in a variety of formats and at various times throughout the subject so that students know more about their learning and where to improve and focus their efforts. Students also receive feedback from lecturer(s) specifically relating to assessment tasks.
Case-based Learning
Case-based learning is a form of problem-based learning, and is a key learning strategy in this subject. Authentic and de-identified clinical cases are analysed individually and in small groups to learn about evidence-based practice. Students develop clinical reasoning skills as they learn how to apply the models of evidence-based practice in answering clinical questions.
Reflective Learning
Students are encouraged to critically reflect on their learning to identify areas for improving knowledge and skills. Learning skills in reflection helps students to develop lifelong learning skills. Students learn reflection skills to support their growth as a speech pathology student across all subjects in the course.
Collaborative Learning
It is essential that speech pathology students develop collaborative team skills. Collaborating with peers during face-to-face and online learning activities and assessment tasks helps students to build team collaboration skills and effective forms of team leadership. Collaborative learning activities include group discussion, oral presentations, ‘brainstorming’, role-play clinical scenarios, and writing. Students are encouraged to reflect on their participation in collaborative learning activities and give and provide constructive, professional, and relevant feedback to peers on their collaboration.
OPELA (English Language Competency)
An aim of this subject is to help you develop academic and professional language and communication skills to succeed at university and in the workplace. During this subject, you will complete a milestone assessment task that will, in addition to assessing your subject-specific learning objectives, assess your English language proficiency.
Assessment
Assessment task 1: Quiz on Scope of Practice, Code of Ethics and ICF
| Intent: | The documents guiding the practices of speech pathologists in Australia are diverse and rely on integration for their application in clinical situations. The scope of practice of speech pathologists overlaps in several domains with other health professionals, and it is important to know inclusions and the limits of the scope, and how to apply the profession’s Code of Ethics in implementing clinical services. In order to prepare students for their clinical application of knowledge in the subject and in their future placements, this quiz is designed to evaluate students’ engagement with professional materials and theoretical frameworks guiding effective clinical practice. This includes the E3BP and Knowledge to Action frameworks, along with Speech Pathology Australia’s professional documents. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002 and 064 This task is aligned with the following course learning outcomes: 1.1 and 2.2 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 40 minutes |
| Criteria: | See marking criteria in Canvas site. |
Assessment task 2: Submissions to a Simulated Commission on Communication Rights and Opportunities
| Intent: | Speech pathologists are often called upon to write reports and submissions to commissions of inquiry to improve the lives of people with communication disabilities associated with a wide range of health conditions. They also write reports and submissions to employers, funding bodies, and the NDIS in requesting funding and help NDIS participants to obtain access to better services, therapy, and equipment that they need for improved inclusion and participation. Speech pathologists often provide written resources and need to explain information to a variety of audiences, to help them to reach informed decisions about actions to be taken. They need to be able to present ideas and arguments in a concise and clear way. This assignment captures both the skills needed to explain information in a clear way in writing with the purpose of obtaining a positive outcome for the person with a disability or improve the participation and inclusion of people with communication disability in society more broadly. This assessment item draws upon skills that will be needed in advocating for clients and their families across the lifespan. Speech pathologists often work in groups in the preparation of user-friendly materials and information resources. The various members of the group work together to consider the needs of the target audience from a range of perspectives. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 002, 007, 017, 042 and 064 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.2 and 4.1 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 35% |
| Length: | Part A: 900 words (+/- 10%) Part B: 1-2 page resource (e.g., blog post, information brochure, handout, or fact sheet) with 3 credible references. |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 3: Interprofessionalism Quiz
| Intent: | Working with colleagues from other professions is considered best practice for delivering health, disability and educational services to clients and their families. Whether you work within a large multi-profession team, or you are an independent clinician who occasionally needs to make referrals or consult with a client's other treating professionals, interprofessional practice will be a core competency of your clinical work. This core competency is reflected in our professional association practice documents and in many professional bodies include interprofessional practice and professionalism in their competency assessment frameworks. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 002, 004, 016, 042, 047, 052, 064, 072, 073, 074 and 075 This task is aligned with the following course learning outcomes: 1.1, 3.1, 3.2 and 4.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | 40 minutes. |
| Criteria: | See marking criteria in Canvas site. |
Assessment task 4: Objective Structured Clinical Examination (OSCE)
| Intent: | Speech pathologists integrate and synthesise knowledge within their Scope of Practice and apply the principles and processes of Evidence-Based Practice (E3BP), Indigenous health, and Knowledge to Action frameworks in their day-to-day clinical work. This OSCE will give students the opportunity to demonstrate their understanding of the material covered in this subject, to apply theory to practical clinical scenarios, and solve problems using E3BP processes. This assessment is part of a larger assessment (OSCE) that includes three other subjects (96116 Fundamentals in Speech Pathology; 96117 Speech Sound Disorders in Children; 96118 Language Disorders in Children). The OSCE involves four stations. Only one of the four 15-minute stations will be devoted to this subject. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002, 004, 007, 008, 009, 016, 026, 042, 064, 073, 074 and 075 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.2, 3.1, 3.2 and 4.1 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 15 minutes per stations |
| Criteria: | See Canvas for the marking criteria. |
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
It is a requirement of this subject that all students complete OPELA. Students who received a Basic or Intermediate grade in the OPELA are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Required texts
Greenhalgh, T. M., Bidewell, J., Crisp, E., Lambros, A., & Warland, J. (2020). Understanding Research Methods for Evidence-Based Practice in Health (Second). Milton, Queensland: John Wiley and Sons Australia, Ltd.
Hoffman, T., Bennett, S., & Del Mar, C. (2017). Evidence-based practice across the health professions. Elsevier Press. Full Text is online and on Reading List Read Chapters 1, 2, 3.
Speech Pathology Australia (2010). Code of Ethics. Melbourne, Australia: The Speech Pathology Association of Australia Ltd. https://www.speechpathologyaustralia.org.au/spaweb/Document_Management/Public/Ethics.aspx
Speech Pathology Australia (2010). Evidence-Based Practice in Speech Pathology – a position statement. Melbourne, Australia: The Speech Pathology Association of Australia Ltd. https://www.speechpathologyaustralia.org.au/spaweb/Document_Management/Public/Position_Statements.aspx
Speech Pathology Australia (2015). Scope of Practice in Speech Pathology. Melbourne, Australia: The Speech Pathology Association of Australia Ltd. https://www.speechpathologyaustralia.org.au/spaweb/About_Us/SPA_Documents/SPA_Documents.aspx#anchor_sp
Speech Pathology Australia (2016). Parameters of Practice: Guidelines for delegation, collaboration and teamwork in speech pathology practice. Melbourne, Australia: The Speech Pathology Association of Australia Ltd. https://www.speechpathologyaustralia.org.au/spaweb/About_Us/SPA_Documents/SPA_Documents.aspx#anchor_sp
Speech Pathology Australia (n.d.). Competency Assessment in Speech Pathology (COMPASS)
Speech Pathology Australia (2017). Competency Based Occupational Standards for Speech Pathologists: Entry Level (CBOS, 2011, updated 2017) https://www.speechpathologyaustralia.org.au/spaweb/Document_Management/Public/CBOS.aspx
Graduate School of Health:
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.