SPHY302 - Speech Pathology Practice 3A

Year

Credit points

Campus offering

Prerequisites

SPHY202 Language Disorders (Acquired) 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 is the fourth of seven professional practice units. In this unit, students will have the opportunity to engage in a variety of learning models, including case-based learning and simulations, to apply their theoretical understanding and 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 participate in activities and experiences that will assist with the continued development of professional conduct, reflective practice and lifelong learning. They will progress towards being more independent in their professional practice skills, as well as further developing their identity and competence as a speech pathologist.

The aim of this unit is to enable students to consolidate their knowledge and skills for supporting adults with acquired, progressive and/or lifelong communication and swallowing difficulties through scaffolded and simulated professional practice experiences. This will prepare them for subsequent professional practice experiences in a range of adult settings.

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.

Content

Content is provided during class- based activities as well as during professional practice activities in simulated settings. 

Practice areas of focus:

Adult speech, language, and dysphagia

Professional conduct (Professional Standard 1)

• Professional communication skills (information sharing and record-keeping)
• Professional conduct and ethical behaviour (Scope of Practice and Code of Ethics)
• Compliance with legislation, standards, policies and protocols (Fitness to Practice, ACU mandatory documentation and the Professional Practice Handbook)
• Speech Pathology Australia standards, policies and practice guidelines related to adult clients/settings
• Clinical reasoning, professionalism and lifelong learning across the adult range of practice areas
• Person-centred care (adults)
• Advocating for the adult client; advocating for the profession within adult service settings

Reflective Practice and Lifelong Learning (Professional Standard 2)

• Transferability of skills to work in different professional practice environments with different age groups
• Reflective practice; responding to feedback
• Planning and evaluating learning goals

Speech Pathology Practice (Professional Standard 3)

• Introduction to adult service settings and service models
• Assessment, analysis, intervention planning with adult clients (including consideration of client, clinician, and contextual factors in planning and implementing evidence based adult client management)
• Introduction to comorbidity within the adult range of practice areas
• Application of the ICF to facilitate activity, participation, and quality of life across different areas of practice with adult populations

Learning and teaching strategy and rationale

Professional practice experiences can occur in a variety of contexts and modalities. This unit is based on a multimodal 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 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. Furthermore, this unit emphasises transfer of skills and knowledge across different professional practice settings and population groups, as well as professional conduct, reflective practice and life-long learning.

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 learnings with one another, providing opportunities for practice using professional language, 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 , peer learning and self-directed investigations. This unit has one ungraded hurdle task and two assessment items that are pass/fail tasks.

The ungraded hurdle task requires submission of mandatory documentation relating to professional practice experiences. Mandatory documents must be verified prior to placement commencing or the student will risk being unable to commence placement.

Assessment 1 is a dynamic, formative and summative assessment of professional and reflective skills, based on students' performance throughout their professional practice experience. This is a must pass assessment. This assessment occurs at two points in time (midway through placement and at the end of placement). The assessment will involve students meeting with their professional practice educator to discuss their responsiveness to feedback and evaluate professional conduct, reflective practice and learning. This task assesses student achievement of Learning Outcomes 1 and 3.

Assessment 2 is an authentic case-based assessment that includes demonstration of practical skills required within an adult communication and/or swallowing caseload. This is a must pass assessment. Assessment 2 is an individual assessment task which will allow students to demonstrate their ability to differentially diagnose and plan intervention for an adult with communication and/or swallowing difficulties. This assessment will allow for an equitable, whole of cohort, independent evaluation of students’ knowledge and skills in these areas. Assessment 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. 

In order to pass this unit, students must: 

• demonstrate achievement of every learning outcome, and 
• achieve a pass in the ungraded hurdle and both graded hurdles (Assessment 1 and 2). 

Students who fail Assessment 2 will be offered one further attempt. If students fail the second attempt, they will fail the unit. The assessment strategy in this unit is designed to enable students to demonstrate achievement of every unit learning outcome and essential professional knowledge and skills for safe and competent practice.

Overview of assessments

Representative texts and references

Cook, K., Tillard, G., Wyles, C., Gerhard, D., Ormond, T., & McAuliffe, M. (2019). Assessing and developing the written reflective practice skills of speech-language pathology students. International Journal of Speech language Pathology, 21(1), 4-55. https://doi.org/10.1080/17549507.2017.1374463 

Hoffman, T., Bennett, S., & Del Mar, C. (2017). Evidence-based practice across the health professions (3rd ed.). Elsevier Australia. 

McAllister, S., Lincoln, M., Ferguson, A. & McAllister, L. (2013). COMPASS®: Competency assessment in speech pathology technical manual (2nd ed.). Speech Pathology Australia.  

Speech Pathology Australia. Code of Ethics. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Ethics/Code-of-Ethics.aspx?hkey=33c84f2c-2bf2-47b0-b201-d5f5616fb191

Speech Pathology Australia. Professional Standards for Speech Pathologists in Australia. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Professional-standards/Professional-Standards.aspx?hkey=34af6d1a-2b96-411b-a4ed-90f0a8aae27c

Speech Pathology Australia. Scope of Practice. https://www.speechpathologyaustralia.org.au/Public/Public/About-Us/Ethics-and-standards/Scope-of-Practice.aspx?hkey=6e4daa08-aa40-4489-aede-f2faf685b4ef

World Health Organisation. (2023). International classification of functioning, disability and health [online resource]. https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health