SPEECH 2005 - Speech Pathology Clinical Skills and Practice

North Terrace Campus - Semester 2 - 2025

In this course, students are introduced to the speech pathology practice education program, including orientation to Speech Pathology Australia's (SPA) competency-based occupation standards (CBOS) and companion assessment framework, COMPASS, and how these core documents relate to the Speech Pathology Professional Standards This course will place an emphasis on practice placement readiness and fitness to practice through compliance with University and agency requirements, self-evaluation and understanding of competency standards. Students will apply professional communication principles and speech pathology practices involved in information gathering, interviewing, handover, assessment and management of clients and their families. To facilitate students? development of competency, students will participate in a range of integrated pre-practice online learning activities, workshops, guided observation and demonstration. Students will actively participate in scaffolded practice simulations and clinical scenarios with child and adult cases, and. will demonstrate competency in implementing speech pathology interventions

Open All

Course Details

Course Code	SPEECH 2005
Course	Speech Pathology Clinical Skills and Practice
Coordinating Unit	Speech Pathology
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Available for Study Abroad and Exchange	N
Restrictions	Bachelor of Speech Pathology (Honours)
Assessment	Examination, various assignments and continuous assessment tasks

Course Staff

Course Coordinator: Hollie-Ann Shortland

Couse Coordinator: Prof Stacie Attrill
Phone: +61 8 8313 3518
Email: stacie.attrill@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Timetable information can be found in the MyUni website for this course.

Course Learning Outcomes

1	Demonstrate professional, effective communication for a range of audiences.
2	Demonstrate knowledge and skills related to developmental and acquired communication and swallowing difficulties in a variety of contexts, including implementing speech pathology interventions.
3	Demonstrate and reflect about emerging skills to interact effectively with individuals with communication and swallowing difficulties.
4	Identify and reflect on developing skills and behaviours in relation to professional and culturally responsive practice requirements, with particular reference to working with Aboriginal and Torres Strait Islander people and people from diverse communities.
5	Discuss factors influencing own emerging professional identity.
6	Appraise how learning in this course contributes to speech pathology competency development and is aligned with the Speech Pathology Professional Standards.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 2, 3, 5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	4, 5, 6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	4, 5, 6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	4
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	6
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	4, 5, 6

Learning Resources

Required Resources

Reynolds, L., Willis, E., & Rudge, T. (2019). Understanding the Australian Health Care System (4^th ed). Elsevier Health Sciences

Online Learning

All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
Learning & Teaching Activities
Learning & Teaching Modes
Learning activities in this course are closely linked to the Clinical Reasoning in Professional Settings course. Course content is delivered via a blended method of weekly workshop classes, online content and practical, skills-based activities and assessments, while the student learning is supported by the case-based learning activities completed within the Clinical Reasoning in Professional Settings course. This course also covers key practice placement preparation content as students will be required to complete their first practice placement in the next semester of study. Modules include the following content:
- Introduction to practice, compliance and fitness for practice; and requirements for community placement
- Guided paediatric observation
- Communication skills for children and parents; playing, engaging, asking and assessing.
- Introduction to clinical interviewing and case history.
- Setting the scene for practice sessions; room set up, logistics and considerations, including for telepractice contexts
- Communication skills; listening, engaging, modifying and assessing.
- Roleplay and simulation.
- Adult practice settings, working with medically unwell adults and their significant others in hospital environments
- Navigating and understanding the continuum of care and the role of speech pathology in an interprofessional team.
Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Workshops: 12 x 2 hours = 24 hours
Specialist Workshops: 15 hours across the semester
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 2 hours per session = 24 hours
Preparation for Assessment Tasks = 30 hours
Weekly reading: 2 hours per week = 24 hours
Online modules: 3 hours per week = 36 hours
TOTAL = 155 hours

Learning Activities Summary
This course also covers key clinical placement preparation content as students will be required to complete their first clinical placement block in the next semester of study. Modules include the following content:
- Introduction to clinical practice, compliance and fitness for practice; and requirements for community placement
- Guided paediatric observation
- Communication skills for children and parents; playing, engaging, asking and assessing.
- Introduction to clinical interview and case history for paediatric populations
- Setting the scene for paediatric clinical sessions; room set up, logistics and considerations, including for telepractice contexts
- Communication skills for adults and significant others; listening, engaging, modifying and assessing.
- Roleplay and simulation with aging adults.
- Setting the scene for adult clinical sessions; room set up, logistics and considerations, including for telepractice contexts.
- Adult clinical settings, working with medically unwell adults and their significant others in acute / hospital environments
- Navigating and understanding the hospital episode of care and the role of speech pathology in a multidisciplinary / Medial and Allied Health team.
- Summarising subject learning outcomes and preparing for first placement course.
Specific Course Requirements

Students must meet Pre-placement compliance requirements, as detailed on the FHMS Clinical placements website as a hurdle prior to commencing their community placement. Students will source a community work-integrated learning experience in either an Aged Care or a Childcare setting, and will complete 20 hours of community experience during the course.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome
Simulation Examination	Summative (hurdle requirement)	20%	1, 2, 3, 6
Assignments	Summative (hurdle requirement)	40%	2, 3, 4, 5
Continuous Assessment	Formative & Summative	40%	1, 2, 3, 4, 5, 6

Detailed information, including due dates, can be found in the MyUni wesbite for this course.

Assessment Detail

Simulation Examination
Students will complete 1 simulation examination. Students will complete a simulation of a clinical assessment protocol with an adult patient with dysphagia (20%)

Assignments

Students will complete a patient progress note that reports swallowing assessment information and intervention goals following their participation in a simulation experience (20%).
Students will develop intervention goals and accompanying session plan for a child presenting with speech difficulties, from case history and assessment information. Students will demonstrate an appropriate intervention (20%).

Continuous Assessment
Students will complete continuous reflective assessments across the semester that facilitate their speech pathology professional identity and competency development (40%).

Reflection and pre-placement goal-setting

Community placement reflection

Competency portfolio

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator