96129 Integrated Practice in Speech Pathology
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Subject handbook information prior to 2024 is available in the Archives.
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
Students learn how to assess, analyse, and provide intervention for children and adults with multiple health conditions, and where multiple factors impact on clinical management. Students learn how to integrate and apply knowledge of each communication or swallowing disorder with knowledge of counselling, cultural competence, mental health considerations, socioeconomic factors, and personal factors. Students also learn how to translate speech pathology knowledge into clinical practice in a private practice setting, including design of services, legal and ethical compliance, risks and responsibilities, and business management. This subject prepares students for their entry to the profession of speech pathology.
Subject learning objectives (SLOs)
| 002. | Synthesise knowledge of the principles and practices of inter-professional and collaborative practice and apply this to clinical cases. |
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| 005. | Engage with and show respect for people with disability and from culturally and linguistically diverse backgrounds in relation to speech pathology practice. |
| 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. |
| 011. | Identify the areas of speech pathology that are acknowledged as advanced practice requiring further training and/or workplace credentialing in order to be provided by a speech pathologist. |
| 020. | Observe and appraise speech pathology assessments and interventions. |
| 023. | Identify and accommodate cultural aspects of deafness and hearing impairment in speech pathology practice. |
| 037. | Explain the evidence base for the client’s recommended approach or intervention. |
| 038. | Appropriately explain the reasons for clinical decisions to all relevant parties. |
| 039. | Implement evidence-based speech pathology interventions and approaches. |
| 040. | Evaluate a clinical plan for a sequence of intervention options against expected outcomes. |
| 043. | Design and implement appropriate training for third parties, including allied health assistants, teaching assistants, parents, and others in relation to their role in the client’s treatment or management. |
| 047. | Consult and coordinate with other professional groups and services. |
| 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. |
| 057. | Identify ways to remove barriers and enhance facilitators for improved client access to evidence-based interventions. |
| 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)
- 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)
- 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)
- 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)
Contribution 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 ways to approach and manage assessment and intervention for children and adults with multiple conditions and factors impacting on their management. They also learn about features of private practice in speech pathology that help to prepare them for the workforce and development of strategic business plans.
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 clinical decision-making in cases where complexities in health conditions and/or contextual factors (personal and environmental) impact on client management. They learn processes of continuous quality improvement and records maintenance for audit procedures in a public or private practice. Students learn how to integrate their knowledge of evidence-based practice, literature review, and other clinical subjects in developing a business plan for their own quality practice in speech pathology.
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 ways to consult appropriately with clients, families, and extended team members in approaching complex clinical reasoning. They also learn to integrate knowledge from a variety of fields and service contexts in developing their clinical decisions.
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 how to explain the evidence to clients and their families and service providers in culturally capable ways and to create culturally respectful and accessible services for, Indigenous Australians and their families, people with disability, and culturally and linguistically diverse clients.
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 manage complex cases, and develop foundational workplace readiness skills in relation to lifelong learning and private practice.
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 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.
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 assessment and treatment decision making in complex case scenarios in children and adults. You will develop clinical reasoning skills and know how to apply creative and reflective thinking to effectively provide services and achieve optimal outcomes for people with complex communication needs and communication disability and their families and other communication partners. Cases that highlight knowledge and skills in business for private practice will also be provided.
Collaborative Groupwork
In this subject the collaborative groupwork involves activities that 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.
Masterclasses
Masterclasses provide a key opportunity to engage in activities to apply theoretical knowledge and learn core skills for the assessment, treatment and management of complex communication needs and communication disability across the lifespan. These skills are required in clinical practice and will form a foundation for further learning throughout the speech pathology course. All activities will be facilitated by teaching staff who provide feedback to guide your learning. Peer feedback is also encouraged. The format of masterclasses are similar to more intensive professional development opportunities you will have as a graduate speech pathologist.
Assessment
Assessment task 1: A Hypothetical: Integrating Complexity into Clinical Management
| Intent: | Speech Pathologists often receive referrals for clients with a range of health conditions and associated communication and/or swallowing disorders. Clients may also present with a range of personal and environmental factors impacting upon their health and wellbeing. In approaching new clients, speech pathologists identify ways in which each client has individual needs, and any aspects of their health or educational experience which could impact on the assessment and intervention, and the person’s life goals. In this assignment, students are expected to demonstrate their ability to critically identify and integrate concurrent elements of complexity present in a case. These elements may relate to the breadth of health and contextual (personal and environmental) factors across the ICF, access and equity issues, the student’s role and scope of practice as well as ethical considerations. Students will then apply critical reasoning to determine the impacts of these factors on their approach and integrate this reasoning into a person centred approach to assessment and treatment. Speech pathologists are often required to provide rationales for their approaches to assessment and treatment and students will receive questions about their cases from their peers and staff in relation to their approach. This task provides students with the opportunity to critically analyse and integrate these elements of complexity explicitly and receive peer and staff feedback in preparation for applying this learning to cases in the final assessment for this subject (OCSE). |
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| Objective(s): | This task is aligned with the following subject learning objectives: 002, 005, 008, 009, 011, 020, 023, 037, 038, 039, 040, 047, 049, 050 and 057 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 3.1 and 3.2 |
| Type: | Presentation |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Length: | 10 minutes on video |
| Criteria: | See marking criteria in Canvas site. |
Assessment task 2: Speech Pathology Private Practice Business Plan
| Intent: | The vast majority of speech pathologists enter the workforce in the private sector in Australia. The intent of this assessment is to enable students to create a Business Plan for a hypothetical private practice. The intent is not to assess the business skills of the student, but rather the application of their knowledge of the legal and ethical requirements of the professional association and factors impacting on private services in Australia, in contemporary private practice. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 005, 008, 009, 011, 023, 047, 049, 050 and 068 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1 and 3.1 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 35% |
| Length: | 2750 words +/- 10% written on template document provided.
Note: word count does not include words already in the template. |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 3: OSCE Integrated Practice in Speech Pathology (This is a must pass item).
| Intent: | Speech pathologists need to apply their knowledge in the context of a holistic appreciation of the client’s presenting problem(s) and area(s) for assessment and intervention. Increasingly clinicians are required to provide services to clients presenting with multiple health conditions and a diverse range of contextual factors (personal and environmental). This assessment will require students to interpret assessment results and demonstrate sound clinical and ethical reasoning in relating the assessment results to clinical decisions. This assessment is an OSCE with three stations. At the OSCE, students will be provided with two clinical case scenarios – one of a child with multiple communication disorders; and one of an adult with both communication disability and swallowing disorder. Both cases will involve factors impacting on the client’s access to services. These scenarios form the basis of the questions the student will need to address at the first two stations of the OSCE. At the third station, students will answer questions regarding an ethical dilemma faced in the provision of services to a client with severe and multiple health conditions and contextual factors in receipt of speech pathology services. This station will evaluate the student’s ability to apply an evidence-based ethical decision-making framework in approaching complexity in clinical practice. Students will draw upon their learning from Assessment 1 in answering OSCE case questions. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 002, 005, 008, 009, 011, 020, 023, 037, 038, 039, 040, 043, 047, 049 and 057 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 3.1 and 3.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 45 minutes |
| 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
- There is a must-pass assessment in this subject. Please check assessment descriptions for details.
Required texts
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.