Unit rationale, description and aim
Research skills are important for our society as they facilitate change. They are also critical for the development of evidence based practice that ensures quality care of individuals, families and communities requiring allied health services. Honours programs provide undergraduate students with the opportunity to learn how to do research, to develop more advanced professional knowledge and skills, and to enter higher degrees by research at Masters and PhD levels.
This is the third and final unit in the Allied Health 18 month Honours program. In this unit students are provided with the opportunity, time and support for the final analysis of data related to the honours project and preparation of a final dissertation. To complete the dissertation, students are expected to write a research study report in the form of a journal manuscript. Students will also present their research outcomes at a student conference at the end of the semester. During this semester, students work with their supervisors to complete their projects. In summary, this unit aims to support students to complete data analysis and a final research report.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Apply and evaluate appropriate techniques to analy...
Learning Outcome 01
Critically review research outcomes to evaluate im...
Learning Outcome 02
Effectively report research findings in the form o...
Learning Outcome 03
Present research findings orally and respond to qu...
Learning Outcome 04
Content
Topics will include:
- Interpretation and reporting of data
- Journal manuscript preparation
- Professional writing skills and publication process
- Conference presentation skills
- Applying research skills to professional practice
- Managing feedback - Honours examination, journal review
Assessment strategy and rationale
This unit adopts an authentic assessment approach, requiring students to demonstrate application of research knowledge and skills to their individual research project. The assessment format is also designed to support a future research career by requiring the research outcomes to be reported in a journal article manuscript format that may later be revised for publication. Two oral presentations provide students with the opportunity to learn how to prepare and present their research outcomes and to gain feedback on interpretation of these outcomes.
Key assessments in the Honours program are consistent with the ACU Guidelines for Honours Programs for three thesis components: a) a literature review (from ALHT404), b) a written project proposal (from ALHT405 and a presentation in this unit) and c) a journal article manuscript which forms the major assessment item for this unit. The journal manuscript will conform to chosen journal guidelines. Students will also deliver two oral presentations. The first presentation will report and evaluate the methodology and progress to date. The second presentation will conform with standard research reporting conventions and present key research outcomes and implications. Both presentations will elicit questions and feedback from an interprofessional audience. Flexibility will be provided for the timing and mode of delivery of presentations for students on placements that clash with scheduled class times.
In order to pass this unit, students are required to demonstrate achievement of each learning outcome. Assessment Task 2 (written report) is the only opportunity to evaluate achievement of Learning Outcome 3. Therefore, to pass this unit, students are required to achieve a summative grade for the unit of at least 50%, and achieve at least 50% for Assessment 2 (written report). If you receive a mark less than 50% on Assessment 2 (written report) and an overall pass in the unit, students will be given one opportunity to revise and resubmit the assessment task. A pass on this second attempt will result in awarding of the student's original mark for the unit overall.
Overview of assessments
Assessment 1: Presentation: Enables students to e...
Assessment 1: Presentation: Enables students to evaluate methods and the progress of their research.
10%
Assessment 2: Written report: Enables students to...
Assessment 2: Written report: Enables students to report research outcomes in a journal manuscript.
80%
Graded Hurdle
Assessment 3: Presentation: Enables students to p...
Assessment 3: Presentation: Enables students to present research outcomes and respond to questions in a conference context.
10%
Learning and teaching strategy and rationale
In order to gain research skills, students need to be actively engaged in the learning process; therefore this unit takes a student-centred approach. Lectures and tutorials support students to acquire generic theoretical and technical knowledge and skills for research thesis production, and explore application to individual projects. Workshop presentations enable students to develop confidence in presenting research and gaining feedback from peers and academic staff. A significant portion of time is available in this unit for completion of students’ individual research projects, including data analysis and interpretation, and the final written and oral reports.
Students are expected to take responsibility for their learning and meet regularly with their honours supervisors who will guide completion of their project reports. This learning and teaching strategy will support students to develop and apply advanced allied health research knowledge and skills to their individual research project with increasing autonomy. This unit involves 300 hours of learning which could include face-to-face, online and independent learning activities, supervision and assessment.
Competency Based Occupational Standards for Speech Pathologists
In connection to the learning outcomes, the Competency Based Occupational Standards for Speech Pathologists (CBOS) - Entry level developed in this unit will involve one of the following range practice indicators: language speech, swallowing, voice, fluency or multi-modal communication. Additionally, the following generic competencies will be developed:
Relating to
Assessment
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
Relevant Learning OutcomeLO1, LO2, LO3
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Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
Relevant Learning OutcomeLO1, LO2, LO3
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Analysis and interpretation
Relevant Learning OutcomeLO2, LO3, LO4
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Analyse and interpret speech pathology assessment data.
Relevant Learning OutcomeLO2, LO3, LO4
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Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
Relevant Learning OutcomeLO2, LO3, LO4
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Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
Relevant Learning OutcomeLO2, LO3, LO4
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Planning evidence-based speech pathology practices
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Seek additional information required to plan evidence-based speech pathology practice.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
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Establish goals for intervention in collaboration with the client and significant others.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
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Implementation of speech pathology practice
Relevant Learning OutcomeLO3, LO4
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Establish rapport and facilitate participation in speech pathology intervention.
Relevant Learning OutcomeLO3, LO4
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Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
Relevant Learning OutcomeLO3, LO4
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Undertake continuing evaluation of speech pathology intervention and modify as necessary.
Relevant Learning OutcomeLO3, LO4
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Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
Relevant Learning OutcomeLO3, LO4
Relating to
Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
Relevant Learning OutcomeLO3, LO4
OTAL Competency Standards
In connection to the learning outcomes, Occupational Therapy Australia Ltd (OTAL) Entry Level Competency Standards developed in this unit are:
Relating to
Professionalism
An occupational therapist practises in an ethical, safe, lawful and accountable manner, supporting client health and wellbeing through occupation and consideration of the person and their environment.
An occupational therapist:
Relevant Learning OutcomeLO1
Relating to
Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
Relevant Learning OutcomeLO1
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Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
Relevant Learning OutcomeLO1
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Practises within limits of her/his own level of competence and expertise
Relevant Learning OutcomeLO1
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Manages resources, time and workload accountably and effectively
Relevant Learning OutcomeLO1
Relating to
Contributes to education and professional practice development of peers and students, and
Relevant Learning OutcomeLO1
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Knowledge and learning
An occupational therapist’s knowledge, skills and behaviours in practice are informed by relevant and contemporary theory, practice knowledge and evidence, and are maintained and developed by ongoing professional development and learning.
An occupational therapist:
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4
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Identifies and applies best available evidence in professional practice and decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4
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Maintains current knowledge for cultural responsiveness to all groups in the practice setting
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
Relevant Learning OutcomeLO1, LO2, LO3, LO4
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Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Occupational therapy process and practice
An occupational therapist’s practice acknowledges the relationship between health, wellbeing and human occupation, and their practice is client-centred for individuals, groups, communities and populations.
An occupational therapist:
Relevant Learning OutcomeLO3, LO4
Relating to
Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
Relevant Learning OutcomeLO3, LO4
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Reflects on practice to inform and communicate professional reasoning and decision-making
Relevant Learning OutcomeLO3, LO4
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Evaluates client and service outcomes to inform future practice
Relevant Learning OutcomeLO3, LO4
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Communication
Occupational therapists practise with open, responsive and appropriate communication to maximise the occupational performance and engagement of clients and relevant others.
An occupational therapist:
Relevant Learning OutcomeLO1, LO2, LO3, LO4
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Uses culturally responsive, safe and relevant communication tools and strategies
Relevant Learning OutcomeLO1, LO2, LO3, LO4
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Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Maintains contemporaneous, accurate and complete records of practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4