SPHY302 - Speech Pathology Practice 3A

Year

Credit points

Campus offering

Prerequisites

SPHY200 Neuroscience Speech Pathology AND SPHY201 Language Disorders (Developmental) AND SPHY202 Language Disorders (Acquired) AND SPHY203 Speech Pathology Practice 2A AND SPHY204 Speech Disorders (Developmental) AND SPHY205 Motor Speech Disorders (Acquired) AND SPHY207 Speech Pathology Practice 2B

Unit rationale, description and aim

Speech pathologists provide support for adults who experience communication and swallowing difficulties as a result of acquired, progressive or lifelong conditions. They undertake assessments with adult clients to identify needs and relative strengths, interpret assessment data to differentially diagnose conditions and work with individuals and their significant others to plan and implement intervention to address their needs. This professional practice unit enables students to apply their understanding about adult communication and swallowing difficulties from theoretical units and practice clinical skills required for working effectively with these adult populations.

In this unit, students will have the opportunity to engage in a variety of learning models, including case-based learning and simulations, to build their knowledge and skills in working with adults with communication and/or swallowing difficulties.

Specifically, students will explore increasingly complex adult case scenarios, in which integration and application of knowledge is required to diagnose conditions and demonstrate effective intervention techniques. Students will progress towards being more independent in their professional practice skills, as well as further developing their identity and competence as a speech pathologist to prepare them for subsequent professional practice experiences in a range of adult settings.

The overall aim of this unit is to consolidate students' knowledge and skills for supporting adults with acquired, progressive and/or lifelong communication and swallowing difficulties.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 -Differentially diagnose adult communication and swallowing difficulties and justify evidence-based, ethical practice decisions (GA1, GA3, GA4, GA5, GA8)

LO2 - Apply technical skills and professionalism in the assessment, analysis, planning and implementation of intervention for adult communication and swallowing difficulties (GA1, GA3, GA5)

LO3 -Integrate feedback and reflection to guide professional practice and future learning (GA4, GA5, GA9)

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

Content

The Speech Pathologist as a professional

• Professional communication skills
• Clinical reasoning, professionalism and lifelong learning across the adult range of practice areas  

The Speech Pathologist and practice

• Introduction to adult service settings and service models
• Requirements for the transition from novice to intermediate level of speech pathology competency 
• Transferability of skills from paediatric to adult professional practice environments
• Application of the ICF to facilitate activity, participation, and quality of life across adult range of practice areas
• Introduction to comorbidity within the adult range of practice areas 
• Consideration of client, clinician, and contextual factors in planning and implementing evidence based adult client management

The Speech Pathologist and community

• Person-centred care (adults) 
• Advocating for the adult client
• Advocating for the profession within adult service settings

Learning and teaching strategy and rationale

Professional practice learning and experiences can occur in a variety of contexts and modalities. This unit is based on a blended learning approach to closely replicate a ‘real world’ environment and the inherent breadth of working as a health professional. The unit consists of 150 hours of learning inclusive of lectures and tutorials, online learning modules, workshops, simulations, and self-directed investigations.

This unit provides an opportunity for students to apply their theoretical knowledge to simulated situations whilst reflecting on and developing their professional identity, confidence and competence. University-based activities prepare students for their external professional practice experiences in a facilitated and supportive peer learning environment, scaffolding students’ readiness for future workplace experiences.

Students will be exposed to a range of client presentations and professional practice scenarios, enabling diversity within the experiences of the cohort. Class based activities will ensure that students can share these disparities with one another, providing opportunities for interdisciplinary learning and practice using professional language across a range of practice areas, whilst furthering students’ understanding of their role and professional identity.

Assessment strategy and rationale

In this unit students demonstrate their learning and competency development through a series of professional practice activities which include individual and small group tasks, online and face-to-face learning modules, simulations, external activities, peer learning and self-directed investigations.

This unit has three assessment items which are each ungraded hurdle tasks. These tasks are designed to emulate the types of activities in which students will be required to demonstrate competency in future professional practice experiences. Hence, the grades of pass (competent) and fail (below competent) are used. Students are required to pass each hurdle task in order to demonstrate achievement of the three learning outcomes for this unit. Students will be provided with two attempts at each hurdle. That is, if students fail one task on the first attempt, they will be given another attempt to demonstrate competency. If they do not demonstrate competency on the second attempt, they will fail the unit and not complete subsequent assessment tasks.

Assessment 1 is an authentic case-based  exam, which will allow students to demonstrate their ability to differentially diagnose and plan intervention for an adult with communication and/or swallowing difficulties. Diagnosis and intervention planning are core activities for speech pathologists, requiring professional and technical skills and students will be required to demonstrate these skills in external placements in subsequent units within the program. Thus, this task assesses student achievement of Learning Outcomes 1 and 2.

Assessment 2 is an objective structured clinical exam (OSCE) which will allow students to demonstrate intermediate clinical skills across assessment and intervention tasks, aligned with competency-based occupational standards (CBOS) for speech pathology. Assessment and intervention are core activities for speech pathologists and the OSCE will allow for an equitable, whole of cohort, independent evaluation of students’ knowledge and skills in these areas.

Assessment 3 is a professional and reflective portfolio which will allow students to demonstrate their ability to complete clinical documentation relevant to practice with adult clients, and to integrate feedback and self-reflection relating to their understanding, learning and development of clinical skills to plan future learning goals to be targeted in subsequent professional practice experiences. Reflection and lifelong learning are key attributes of speech pathologists and this task will provide students with an opportunity to develop these skills. Thus, this task assesses student achievement of Learning Outcomes 1, 2 and 3.

Overview of assessments

Representative texts and references

McAllister, S., Lincoln, M., Ferguson, A. & McAllister, L. (2013) (2nd ed) COMPASS®: Competency 

assessment in speech pathology technical manual. Melbourne: Speech Pathology Australia, p. 1-2.

Meyer, S. M. (2004). Survival guide for the beginning speech-language clinician (2nd ed.). Austin, Tex.: Pro-Ed.

Speech Pathology Australia. (2011). Competency-based occupational standards for speech 

pathologists revised. Retrieved 19 February 2021 from Speech Pathology Competency Based Standards (CBOS)

Stagnitti, K., Schoo, A., & Welch, D. (Eds). (2010). Clinical and fieldwork placement in the health professions. South Melbourne: Oxford University Press.

World Health Organisation (2012). International classification of functioning, disability and health: International Classification of Functioning, Disability and Health