SPHY416 - Speech Pathology Professional and Reflective Practice 4B

Year

Credit points

Campus offering

Prerequisites

SPHY415 Speech Pathology Professional and Reflective Practice 4A OR SPHY410 Speech Pathology Professional and Reflective Practice 4A

Incompatible

SPHY402 Speech Pathology Practice 4B SPHY414 Speech Pathology Professional and Reflective Practice 4B Honours

Unit rationale, description and aim

Speech pathologists are required to engage in professional, ethical, and evidence-based practice, drawing on skills in reasoning and reflection to provide appropriate services for individuals, families and communities that address communication and swallowing needs and enable human flourishing. This unit is the final of seven Professional Practice units and enables students to apply their knowledge and skills from all previous theoretical and professional practice units to demonstrate entry level competence.

In this unit, students undertake an extended period of professional practice experience across one or more of the Speech Pathology Australia range of practice areas of speech, language, voice, fluency, swallowing, and multimodal communication. It is a SPA requirement that competency in working with both child and adult populations is demonstrated in penultimate or final 4th year placements. Consequently, in this unit, students will work with a different population than in the previous professional practice unit (SPHY413).

Students are expected to demonstrate entry level competency across assessment, analysis and interpretation, intervention planning and implementation of intervention (CBOS Units 1-4) within the range of practice area/s experienced on professional placement. Additionally, students will demonstrate entry-level skills in the professional competencies of reasoning, communication, lifelong learning and professionalism. Students will beexpected to develop and demonstrate skills in managing service delivery, supervisory practice and reflective practice.

Additionally, this unit contains a learning outcome from the Aboriginal and Torres Strait Islander Health Curriculum Framework (HCF, 2014) specifically addressing the HCF cultural capability- Self-Reflexivity.

The aim of this unit is to provide students with the opportunity to demonstrate their competency in working with children or adults across the continuum of care, at the level required for entry into the profession, to enable a successful transition into the workforce.

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 - Demonstrate Reasoning, Communication, Learning and Professionalism as defined in the generic professional competencies (CBOS, SPA, 2011) to entry level standard (GA1, GA3, GA4, GA5, GA7, GA9)

LO2 - Demonstrate knowledge and skills in assessment; analysis and interpretation; planning evidence based speech pathology practice; implementation of speech pathology practice; planning, providing and managing speech pathology services; professional and supervisory practice; and lifelong learning and reflective practice as defined in the Competency-Based Occupational Standards for Entry-Level Speech Pathologists (CBOS; SPA, 2011) to entry level standard (GA1, GA4, GA5, GA6, GA8)

LO3 - Design practical strategies to enable ongoing self-reflexivity in a professional context -HCF 11.3 (GA2, GA3, GA4, GA5, GA9)

Graduate attributes

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

GA2 - Recognise their responsibility to the common good, the environment and society 

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 

GA6 - Solve problems in a variety of settings taking local and international perspectives into account

GA7 - Work both autonomously and collaboratively 

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

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

Content

Topics will include:

Competency and Range of Practice Areas of focus:

• Expectations of the entry level student in adult or paediatric speech, language, voice, fluency swallowing and multi-modal communication.
• Assimilating and applying previously learnt knowledge and skills to workplace settings.

Professional Competencies of focus:

• Reasoning
• Professional (clinical) reasoning and the ICF: Worldview and sociocultural perspectives: diverse world views.
• Independently use sound EBP processes to support clinical decision-making.
• Communication which demonstrates professional reasoning and professional and clinical competency in practice
• Communication
• Communicating with the consumer, family and support members, and other professionals in practice
• Working collaboratively and respectfully when working in teams
• Lifelong learning
• Using critical reflection skills independently in clinical practice beyond graduation.
• Professionalism
• Identification of points of difference as a graduate speech pathologist of ACU
• Speech Pathology Australia Code of Ethics at entry level
• Client-centred practice
• Role of SP in broader organisation

Occupational Competencies of focus:

Unit 6

• 6.2 Programming speech pathology practice for team members.
• 6.3 Principles of Supervisory practice

Unit 7

• 7.4: Reflect on, discuss and/or demonstrate the role of speech pathologists in advocating for
• consumers and the profession

Learning and teaching strategy and rationale

This unit is the final professional practice unit, and as such, is the final opportunity for students to gain workplace exposure prior to entering the profession. The blended approach to this unit acknowledges that students will be experiencing a range of contexts, supervision styles and client types throughout the semester. Students will also be engaged in professional practice placement at different times during the semester, so staff have designed unit activities to accommodate scheduling of placement.

This unit is comprised of approximately 250 hours of professional practice experiences which are conducted external to the University, or within on-campus speech pathology clinics. These experiences are integral to the development of competency as a speech pathologist, and enable the student to develop their skills, knowledge and attitudes within a ‘real world’ context. Students participate in these experiences individually, in pairs, or in small groups and are supervised by qualified speech pathologists who support learning and development of competencies. In addition to the professional practice experiences, approximately 50 hours of additional learning activities including tutorials, group and individual discussions, self-directed learning activities and assessment tasks are completed. These activities foster peer learning, reflective practice, professional reasoning and shared problem solving, and expose students to workplace contexts which they might not individually experience.

All content is designed to assist the development of students’ professional skill and identity as a speech pathologist to entry level competency across the range of practice areas of the Competency Based Occupational Standards (CBOS) for Entry-Level speech pathologists.

Assessment strategy and rationale

To pass this unit students are required to demonstrate entry level competency on the professional and Competency-Based Occupational Standards (CBOS) set by Speech Pathology Australia for the range of practice areas engaged with on professional practice placement. Students must also demonstrate entry level knowledge and skill via a case-based presentation at the final year conference.

Professional Practice Placement: All aspects of the student’s daily performance are assessable during the placement period, as competency is developed and assessed dynamically from the first to the last day of placement by the Professional Practice Educator (PPE). Student performance is assessed against behavioural descriptors which reflect/demonstrate a hierarchy of competency development, from novice to intermediate to entry level and form the basis of the rubric used for placement assessment. The student is provided with formal formative feedback approximately midway through the placement, and summative feedback at the end of the placement period using an assessment tool called COMPASS®. Students will also be required to submit a selfassessment at both mid and final placement using this tool.

COMPASS® is a psychometrically validated assessment instrument that provides a measure of speech pathology student competence, and is recommended by Speech Pathology Australia. COMPASS® has been developed to assist in the evaluation of speech pathology students’ performance in the workplace, to identify their learning needs and to determine their readiness to enter the professional workforce. The tool incorporates resource materials to assist the educator and student in the process of developing the student’s competence.

Professional development plan: Students will prepare a professional development plan, based on a reflection of current strengths in knowledge and skills and areas for improvement (including self-reflexivity). The plan will identify learning goals, activities that will be undertaken to address those goals and a timeframe for completion.

Reflection and lifelong learning are important professional practice activities (CBOS Unit 7) and this assessment enables students to demonstrate their competence in engaging in these activities.

This unit is a capstone unit and, as such, students are expected to demonstrate consolidation of four years of university theory and professional practice in a professional degree. This is assessed through the delivery of an oral presentation at the School of Allied Health conference. Specifically, students are required to report upon the management of a client demonstrating the occupational competencies of assessment, analysis and interpretation, planning intervention, and the implementation of intervention, as required by the Competency Based Occupational Standards for Entry-Level Speech Pathologists (Units 1-4). Furthermore, they are expected to critically reflect on their management and contextual factors that influenced their reasoning and service delivery. This task shows an authentic assessment approach with students required to demonstrate critical reflective practice regarding the CBOS 1- 4 cycle.

Overview of assessments

In order to be successful in this unit, students must pass the professional practice experience (placement), the professional development plan and the final year conference presentation. A student who fails the professional practice experience will fail the unit and will not complete the final year conference presentation.

Representative texts and references

Higgs, J., Aijawi, R., McAllister, L., Trede, F., & Loftus, S. (2012). Communicating in the health sciences (3rd ed.). Oxford University Press.

Higgs, J., Jensen, G. M., Loftus, S., & Christensen, N. (2019). Clinical reasoning in the health professions (4th ed.). Elsevier.

McAllister, L., & Lincoln, M. (2005). Clinical education in speech-language pathology. Whurr Publishing.

McAllister, L., Paterson, M., Higgs, J., & Bithell, C. (2010). Innovations in fieldwork education: The allied health experience. Sense Publishers.

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

Speech Pathology Australia. (2011). Competency-based occupational standards for speech pathologists revised. Available from: https://www.speechpathologyaustralia.org.au/SPAweb/SPAweb/Resources_for_Speech_Pathologists/CBOS/CBOS.aspx

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

World Health Organization (2001). International classification of functioning, disability and health. World Health Organization.