96130 Speech Pathology Clinical Practice 3
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Pass fail, no 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
This subject encompasses the final experiential placements for work-integrated learning in both child and adult clinics, as well as practical workshops and clinical skills training in class. This subject involves students in the real-life application of the theory learned and the skills developed throughout the Master of Speech Pathology (C04386). Students learn through supervised practice in clinic settings and simulated clinics. With directed tasks and observation by practising speech pathologists, this practice-based learning builds skills in optimising speech pathology management of both children and adults. Students maintain an e-portfolio that provides a platform for mapping their individual learning experiences to course outcomes and industry standards. At the end of this subject, successful students are able to demonstrate their learning and professional development to the standard of an entry-level speech pathologist.
Subject learning objectives (SLOs)
| 003. | Apply a person-centred approach to speech pathology practice. |
|---|---|
| 004. | Engage with and show respect for Aboriginal and Torres Strait Islander peoples, and their local communities, in relation to speech pathology practice. |
| 006. | Contribute to the cultural responsiveness and accessibility of speech pathology services. |
| 012. | Appropriately refer clients to applicable services for the management of conditions that are outside the speech pathology scope of practice. |
| 013. | Incorporate the impacts of communication and/or swallowing disorders on function and quality of life, including wellbeing, participation, and social inclusion into client management. |
| 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. |
| 018. | Establish effective communication with clients and facilitate their participation in speech pathology services. |
| 019. | Identify and respond to the primary concerns of clients and their supporters (e.g., family members, significant others, key stakeholders). |
| 021. | Select and administer the most suitable assessment procedures. |
| 022. | Collect, analyse, and interpret assessment data accurately and appropriately. |
| 025. | Explain the aetiology, incidence and prevalence, risk and protective factors, diagnostic features, prognostic factors, any known genetics, and effects in relation to communication and swallowing disorders. |
| 026. | Gather information on the client’s communication and/or swallowing conditions using appropriate interviewing techniques. |
| 027. | Evaluate information gathered and seek further information to fill gaps in knowledge on the client’s communication and/or swallowing conditions. |
| 028. | Determine the client’s communication and/or swallowing diagnosis and communicate the diagnosis as appropriate. |
| 029. | Communicate the prognosis and sequelae of the client’s diagnosed condition. |
| 030. | Appropriately document the client’s communication and/or swallowing condition, speech pathology assessment, management plans, goals, and outcome measures, in compliance with the ethical and medico-legal requirements of the profession. |
| 031. | Report on speech pathology assessment or intervention in a variety of formats for a range of audiences. |
| 032. | Explain speech pathology assessment plans, rationales and recommendations to clients, families, and other key stakeholders. |
| 033. | Integrate the findings of an assessment with the client’s own goals. |
| 035. | Implement a speech pathology plan for management that includes functional and meaningful intervention goals. |
| 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. |
| 041. | Design and communicate a discharge plan to client, stakeholders, and referrers. |
| 044. | Implement a service provider’s workplace policies in clinical practice. |
| 045. | Produce and follow time-management plans for managing services to a caseload; both as an individual, and as part of a department and/or team. |
| 046. | Contribute to the development and maintenance of speech pathology resources. |
| 047. | Consult and coordinate with other professional groups and services. |
| 048. | Use a process of reflection to identify areas for quality improvement. |
| 051. | Participate in speech pathology service evaluation in collaboration with service providers and clients. |
| 052. | Develop and maintain professional and team-based relationships in practice contexts. |
| 053. | Enact the principles and practices of clinical education in collaborative learning practices with fellow students. |
| 054. | Explain and enact appropriate infection control practices relevant to speech pathology practice. |
| 055. | Seek additional guidance, supervision, and mentorship in the management of communication and/or swallowing disorders as appropriate. |
| 056. | Contribute to preventative, educational and/or promotional projects or programs on speech pathology and other related topics. |
| 068. | Demonstrate proficiency in using information and communication technologies for professional purposes in speech pathology. |
| 070. | Critique a service or government policy and practice standards intended to improve the health and wellbeing of Indigenous Australians. |
| 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)
- 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)
- 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
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.
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.
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.
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.
Teaching and learning strategies
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 needs of children with speech and/or language disorders in a clinical practice setting.
Clinical Placement
In this subject, students attend clinical placements in the community or at UTS campus. The placement is intended to provide students with the opportunity to learn about working with clients and their parents/families/teachers as applicable in the clinical setting. Students who are unable to meet the required competency on the CBOS (2011, revised 2017) may be required to do additional days of placement.
Workshops
In this subject, students attend workshops designed to support their development as clinical competent, confident, and culturally capable student speech pathologists. The workshops will focus on skills development and practice of Units and Elements in CBOS (2011, Revised 2017) that challenge both clinical educators and students in the first clinical placement. The Workshops will also develop students’ skills in developing their Portfolio of Evidence. Workshop discussions are confidential in nature, and while students might raise issues arising in clinical placements that relate to the teaching focus of the workshop, no information should be given to identify clients, parents, or clinical educators or any other party to other students or teaching staff; and breach of confidentiality will be considered a potential breach of the code of conduct of the University and managed accordingly.
Live and Online Zoom meetings
While on block placements, students will be offered group Live and Online zoom meetings to discuss their clinical placement experiences and obtain support. These will be offered at 6pm-7pm one night per week. Students can request individual Live and Online meetings with the Subject Co-ordinator or Clinical Placements co-ordinator while on block placement.
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
It is essential that speech pathology students develop collaborative team skills, as these are required in clinical practice. 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.
Assessment
Assessment task 1: Child/Mixed 'Block' or 'Sessional' Placement (Must Pass Assessment)
| Intent: | Speech pathologists at graduation need to enter the profession with the competencies outlined by Speech Pathology Australia, in the CBOS (2011, revised 2017). The intent of this three-part assessment (Placement) is to determine the student’s competency as a student clinician in a range of clinical areas outlined in the CBOS document. The intent of Part A is that the student have an opportunity to demonstrate professionalism, planning, and a commitment to lifelong learning through development of the Learning Agreement and Goals with their Clinical Educator. The intent of Part B and Part C is to demonstrate development of skills in relation to the Professional Framework, Generic Professional Competencies, and to demonstrate competence according to the CBOS (2011, updated 2017) in working with children on a clinical placement. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 003, 004, 006, 012, 013, 016, 017, 018, 019, 021, 022, 025, 026, 027, 028, 029, 030, 031, 032, 033, 035, 037, 038, 039, 040, 041, 044, 045, 046, 047, 048, 051, 052, 053, 054, 055, 056 and 068 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2 and 4.1 |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | The placement (20 days) will take place at various times throughout the session depending on the type of placement schedule (eg: block or sessional – see Canvas for more details etc) |
| Criteria: | Students must be at Entry Level on the end-placement COMPASS assessment Part C and present satisfactory evidence of their range of experiences in the Portfolio of Evidence – unless this is the penultimate block placement in this subject, in which case the student need only score at the Approaching Entry Level on the end-placement COMPASS assessment. |
Assessment task 2: Adult/Mixed 'Block' or 'Sessional' Placement (Must Pass Assessment)
| Intent: | Speech pathologists at graduation need to enter the profession with the competencies outlined by Speech Pathology Australia, in the CBOS (2011, revised 2017). The intent of this three-part assessment (Placement) is to determine the student’s competency as a student clinician in a range of clinical areas outlined in the CBOS document. The intent of Part A is that the student have an opportunity to demonstrate professionalism, planning, and a commitment to lifelong learning through development of the Learning Agreement and Goals with their Clinical Educator. The intent of Part B and Part C is to demonstrate development of skills in relation to the Professional Framework, and Generic Professional Competencies, and to demonstrate competence according to the CBOS (2011, updated 2017) in working with adults on a clinical placement. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 003, 004, 006, 012, 013, 016, 017, 018, 019, 021, 022, 025, 026, 027, 028, 029, 030, 031, 032, 033, 035, 037, 038, 039, 040, 041, 044, 045, 046, 047, 048, 051, 052, 053, 054, 055, 056 and 068 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2 and 4.1 |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | The placement (20 days) will take place at various times throughout the session depending on the type of placement schedule (eg: block or sessional – see Canvas for more details etc) |
| Criteria: | Students must score at the Entry Level on the end-placement COMPASS (Part C) – unless this is the penultimate block placement in this subject, in which case the student need only score at the Approaching Entry Level on the end-placement COMPASS. |
Assessment task 3: Critical Reflection - Improving Cultural Safety for Aboriginal and Torres Strait Islander Health Care Users.
| Intent: | The purpose of this assessment is to provide students with an opportunity to critically reflect on their understanding and application of issues of access, inclusion, communication and cultural safety for Indigenous Australians in the context of their clinical placements (in health, disability and educational sectors). The assessment also requires students to identify opportunities to improve cultural practice in these areas. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 004, 048, 070, 072, 073, 074 and 075 This task is aligned with the following course learning outcomes: 2.1 and 4.1 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | 500 words (+/- 10%) |
| Criteria: | See rubric on Canvas |
Assessment task 4: Portfolio of Evidence (Must Pass Assessment)
| Intent: | Speech pathologists enter the profession at graduation with the competencies outlined by Speech Pathology Australia, in the CBOS (2011, revised 2017). Following graduation, the member of Speech Pathology Australia enters the Certified Practicing Speech Pathologist ‘professional development’ process in logging professional development undertaken each year. This assessment intends to evaluate the student’s ability to present evidence of their clinical competency and lifelong learning through development of a Portfolio of Evidence related to their clinical placement. The Portfolio of Evidence is used to determine the Range of Experiences undertaken by the student during the subject, to determine the student’s capability to (a) reflect on their practice critically using a range of reflective techniques; (b) adequately de-identify client and practice information in documenting their experiences, to maintain standards of confidentiality and privacy; (c) identify the clinical learning outcomes of experiences described; and (d) identify areas with limited experience where planning for future learning is indicated. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 003, 004, 006, 012, 013, 016, 017, 018, 019, 021, 022, 025, 026, 027, 028, 029, 030, 031, 032, 033, 035, 037, 038, 039, 040, 041, 044, 045, 046, 047, 048, 051, 052, 053, 054, 055, 056 and 068 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2, 3.1, 3.2 and 4.1 |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Criteria: | See Canvas for the marking criteria. |
Minimum requirements
100% attendance at required clinical placement sessions.
There are must-pass assessments in this subject. Please check assessment descriptions for details.
Achievement of relevant clinical competencies, evidenced by COMPASS.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
McAllister, L., & Lincoln, M., (2004) Clinical Education in Speech-Language Pathology Methods In Speech And Language Pathology. Whurr Publishers: London and Philadelphia.
ClinicalEdAus: http://www.clinedaus.org.au/topics-category/speech-pathology-57
Teaching and Learning in Communication Sciences & Disorders: https://ir.library.illinoisstate.edu/tlcsd/
Burrus, A. E., & Willis, L. B. (2017). Professional communication in speech-language pathology: How to write, talk, and act like a clinician. Plural Publishing. Available in UTS library (e-book). Chapters 1, 6, 9, 10, 11, 12.