SPCH13001 - Speech Pathology Skills and Practice 3
Term 1 - 2017


All details in this unit profile for SPCH13001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit students will develop their clinical skills within the International Classification of Functioning, Disability and Health (ICF) framework through a combination of on-campus experiences, a presentation and written assessment and sessional clinical practicum. The assessment tasks will require students to demonstrate novice to intermediate competence across each of the Competency-based Occupational Standards (CBOS, 2011) and also improvement in each of the generic professional competency units described in the Competency Assessment in Speech Pathology (COMPASS®). Prior to the commencement of the unit, students will be required to complete all pre-clinical requirements, as outlined in the 'Professional Practice Guide for Allied Health Students - Pre Practice Requirements' handbook, and maintain these requirements throughout the unit.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

SPCH13010 - Dysphagia Across the Lifespan (co-requisite)

SPCH12007 - Speech Pathology Skills and Practice 2 (pre-requisite)

SPCH13004 - Communication Development and Disorders Across the School Years (pre-requisite)

SPCH13005 - Linguistics and Phonetics 2 (pre-requisite)


Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Rockhampton

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. On-campus Activity Pass/Fail
2. Presentation and Written Assessment 100%
3. Professional Practice Placement Pass/Fail

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Students were complimentary of the opportunity provided to them during the tutorials to debrief regarding their clinical placements and to have a ‘safe place’ to share their experiences and talk through any issues they may have been facing. Course evaluation ‘Have Your Say’ survey Tutorials will continue to be provided to students throughout the term, to provide them with an opportunity to debrief, to discuss any issues and to share their experiences with each other and with the tutor.
Students were complimentary of the guest speaker Glenn Skinner and suggested that he continue to provide support to students regarding stress management in the future. Course evaluation ‘Have Your Say’ survey Glenn Skinner will continue to be invited as guest lecturer to support students with their mental preparation for attending their clinical placements.
Students reported that the observations and clinical placements were well organised. Course evaluation ‘Have Your Say’ survey The course coordinator will continue to have placements organised well in advance of the commencement of term so that students are aware of their placement details and feel as prepared as possible for these practical experiences.
Students reported that one particular assessment item was not explained clearly enough, that the instructions provided were confusing, and that the students each interpreted the task differently. Students felt that this assessment item should have been addressed in more detail in the tutorials. Course evaluation ‘Have Your Say’ survey The assessment tasks will be explained in more detail during the tutorials, both at the beginning of the term as well as during the middle of the term, to ensure that students have a clear understanding of the requirements.
Students reported that the tutorials were too long. Course evaluation ‘Have Your Say’ survey The tutorials will be flexible and responsive to student’s needs, meaning that some tutorials may be shorter than others, depending on the need at the time. The tutor will also ensure that regular breaks are provided to students during the tutorials and that they are made as interactive and engaging as possible.
Students reported that their placements were highly variable and that this was dependent on a range of factors, including their personal preference for particular client caseloads and also the connection they felt they had with their supervisor. Discussions with students and also placement evaluation surveys. Students will continue to be provided with a variety of placements that give them the opportunity to broaden their experiences and develop their skills across different areas relevant to speech pathology. The importance of this variety will be made clear to students and they will continue to be provided with support to ensure that they make the most of and learn from each experience.
On successful completion of this unit, you will be able to:
  1. Demonstrate an appropriate level of competence across all Competency-based Occupational Standards (CBOS, 2011) as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool, during a practicum.
  2. Demonstrate improved skills across each of the four generic professional competencies described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.
  3. Apply theory to practice when assessing, treating and managing clients with communication and/or swallowing disorders, in a clinical setting with appropriate supervision.
  4. Identify issues related to the diagnosis, treatment and management of communication and swallowing difficulties.

The range of practice areas covered within this unit will depend largely on the nature of each student's sessional placement/s. However, the practical assessment in a clinical placement will allow each student to have the opportunity to demonstrate an appropriate level of competence with an adult and/or paediatric population across one or more of the following range of practice areas:

  • Voice, Swallowing, Speech, Language, Multi-Modal Communication, Fluency

Students will be required to demonstrate improvement across each of the four generic professional competencies described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - On-campus Activity    
2 - Presentation and Written Assessment  
3 - Professional Practice Placement

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work
6. Information Technology Competence
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - On-campus Activity
2 - Presentation and Written Assessment
3 - Professional Practice Placement

Prescribed Textbooks

Assessment in Speech Language Pathology: A Resource Manual
Author/s: Shipley, KG Year: 2016
Edition: 5th Ed Publisher: Delmar
Country: USA
View textbooks at the CQUniversity Bookshop

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorLeisa Skinner (l.skinner@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

1. Introduction and orientation to Skills and Practice 3 unit and its structure, including an explanation of:

  • assessment tasks & pass criteria
  • clinical placements
  • portfolios
  • learning plans
  • prescribed text book use
  • pre-clinical requirements
  • previous student feedback

2. Confirmation of details regarding clinical placements, some of which will commence this week

3. Student, supervisor and university expectations - before, during and after placements

4. Explanation of the supervisory process

5. Review of the Clinical Education Handbook

This is all in addition to clinical placements that will commence this week and continue for the duration of the term (and possibly beyond).

Resources:

  • Clinical Education Handbook (2016 version)
  • Professional Practice Guide for Allied Health Students - Pre-Practice Requirements (2017 version)
  • COMPASS Assessment Resource Manual
  • Burrus & Willis (2013). Professional Communication in Speech-Language Pathology. Plural Publishing.
  • Vinson, B.P. (2009). Workplace Skills and Professional Issues in Speech-Language Pathology. Plural Publishing. - Chapter 11
  • Shipley (2016). Assessment in Speech-Language Pathology: A Resource Manual (5th Ed).

Specific readings will be available on the unit's Moodle page. A copy of both the Clinical Education Handbook and the Professional Practice Guide will also be uploaded to Moodle.

Week 2 13-03-2017

1. Debrief and Q&A session regarding any clinical placements that have commenced.

2. Explanation of COMPASS and the assessment process.

3. Discussion regarding 'How to get the most out of your placements'.

4. Professionalism and communication (written and oral)

5. Review of session planning and goal setting

6. Discussion regarding reflective practice and its uses. You will also be given a prescribed reading task - to be completed prior to Week 4 class.

This is all in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

Resources:

  • COMPASS Assessment Resource Manual
  • Burrus & Willis (2013). Professional Communication in Speech-Language Pathology. Plural Publishing.
  • Lewis, A. V. (2013). Reflective practice:what is it and how do I do it. Journal of Clinical Practice in Speech-Language Pathology, 15(2), 70-74.

Specific readings will be available on the unit's Moodle page, including the COMPASS Assessment Resource Manual. A link to the COMPASS Online website will also be provided.

Week 3 20-03-2017

This week you will have a guest lecturer who will assist you to identify and develop useful strategies to help you get the most out of your placements as possible and to deal effectively with any potential issues that may arise.

This is in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

No specific readings this week
Week 4 27-03-2017

1. Debrief from clinical placements that have occurred thus far

2. Discussion regarding the prescribed reading from Week 2 - reflective practice.

3. Ethics and confidentiality

4. 'A Word to the Third Years' - this week the fourth year students will join you towards the end of your tutorial, to offer advice and support to you as you participate in your third year placements. Make the most of this opportunity and make sure you come prepared with plenty of questions for the fourth years.

This is all in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

Resources:

  • Burrus & Willis (2013). Professional Communication in Speech-Language Pathology. Plural Publishing. - Chapter 3

Specific readings will be available on Moodle website

Week 5 03-04-2017

1. Debrief from clinical placements that have occurred thus far

2. Learning styles

3. Time and workload management, organisation

4. Review of file notes, record keeping, and administrative systems

5. Workplace problem solving and conflict resolution

6. Administering assessments - practice session

This is all in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

Resources:

  • Tipton, D. (2017). Personal and Professional Growth for Health Care Professionals.
  • Vinson, B.P. (2009). Workplace Skills and Professional Issues in Speech-Language Pathology. Plural Publishing. - Chapters 13 & 16
  • Shipley (2016). Assessment in Speech-Language Pathology: A Resource Manual (5th Ed).
  • Burrus & Willis (2013). Professional Communication in Speech-Language Pathology. Plural Publishing.

Specific readings will be available on Moodle website

Mid-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Vacation Week 10-04-2017

Recess - no classes or clinical placements, unless otherwise negotiated with your CE/s

No specific readings this week

Mid-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Week 6 17-04-2017

No class this week. You may use this time to focus on clinical placements and any related tasks, such as resource development, professional reading, and/or mid-placement assessments.

Clinical placements WILL continue this week.

No specific readings this week

Mid-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Week 7 24-04-2017

There is no class this week due to the Anzac Day public holiday. You will however need to prepare for the Week 8 class by deciding which therapy resources/s you will be sharing with the class.

Clinical placements WILL continue this week.

No specific readings this week

Mid-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Week 8 01-05-2017

1. Debrief from clinical placements that have occurred thus far

2. Sharing resources from clinical placements - you are to bring along a useful therapy resource, share this with the class, and provide a rationale for using this particular resource.

3. Counselling clients and caregivers and your role as an SLP

4. Self-care

This is all in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

Resources:

  • Vinson, B.P. (2009). Workplace Skills and Professional Issues in Speech-Language Pathology. Plural Publishing. - Chapters 10 & 17
  • Roth & Worthington (2016). Treatment Resource Manual for Speech-Language Pathology (5th Ed).
  • See the following website:

    http://au.professionals.reachout.com/developing-a-self-care-plan

Specific readings will be available on Moodle website

Mid-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Week 9 08-05-2017

This week the guest lecturer will return to continue to work through the content from his previous lecture and to assist you to further develop useful strategies that will help you to get the most out of your clinical placements.

This is in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

No specific readings this week

Mid-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Week 10 15-05-2017

1. Debrief from clinical placements that have occurred thus far

2. Review of portfolios - you are to bring along what you have collected for your clinical portfolio thus far

3. Discussion regarding learning plans for Term 2 placements

4. Reflection upon key content covered and clinical placements that have occurred throughout the term

This is all in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

Resources:

  • Burrus & Willis (2013). Professional Communication in Speech-Language Pathology. Plural Publishing.

Specific links and readings will be available on Moodle website

Final-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Week 11 22-05-2017

This week you will each be giving your oral presentations that are part of the Practical and Written Assessment.

This is in addition to clinical placements that will continue for the duration of the term (and possibly beyond).

No specific readings this week

Final-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

(100%) Presentation and Written Assessment Due Tuesday (23 May 17) 12:00 PM AEST
Week 12 29-05-2017

No class this week. You may use this time to focus on clinical placements and any related tasks, such as the report writing, completing final COMPASS assessments, and/or professional reading.

Clinical placements WILL continue this week.

No specific readings this week.

Final-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Review/Exam Week 05-06-2017

No classes or clinical placements, unless an extension of a placement is required. The details are to be negotiated between you, the CE, and the CEC.

No specific readings this week

Final-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

Exam Week 12-06-2017

No classes or clinical placements, unless an extension of a placement is required. The details are to be negotiated between you, the CE, and the CEC.

No specific readings this week

Final-placement assessment using COMPASS online may take place this week, depending on when the placement commenced.

1 On-campus Activity

Assessment Title (P/F) On-campus Activity
Task Description

As this unit is designed to be highly practical in nature, you will be required to complete your allocated clinical placement/s and also attend the scheduled classes, contribute to class discussions and participate in other interactive exercises that occur as part of these classes. This will include hands-on activities with fellow classmates that allow you to practise administering different assessments, applying therapy techniques and demonstrating counselling skills. This interactive approach will assist you to practise and further develop your skills as a Speech Pathologist in the classroom environment whilst also applying them in a clinical setting. It will also allow you to gather evidence of skill development that can be added to your clinical portfolio, a document that will be reviewed as part of this assessment task.

Assessment Due Date There is no due date for this assessment requirement, as it refers to regular class attendance and participation throughout the duration of the term.
Return Date to Students There are no items for return, as this assessment task refers to regular class attendance and participation throughout the duration of the term.
Weighting Pass/Fail
Assessment Criteria

You will be required to attend a minimum of 80% of your classes. The Unit Coordinator must be informed as early as possible of any expected absences and a medical certificate may be requested by the Unit Coordinator. This is a pass/fail assessment task, as a high level of class attendance and participation is considered to be a key requirement of this course.

Conditions Minimum mark or grade - Pass
Referencing Style American Psychological Association (APA)
Submission Hard copy

No specific documents need to be submitted for this assessment piece, although students will be required to complete a sign-in sheet for each class they attend.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Demonstrate improved skills across each of the four generic professional competencies described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.

4. Identify issues related to the diagnosis, treatment and management of communication and swallowing difficulties.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Presentation and Written Assessment

Assessment Title (100%) Presentation and Written Assessment
Task Description

Throughout the term, as part of this unit you will be actively involved in a range of clinical experiences which will provide you with the opportunity to apply theory to practice when assessing, treating and managing clients with communication and/or swallowing disorders. This particular assessment task will enable you to reflect upon and demonstrate the learning that has taken place during these experiences, and to highlight the skills and knowledge that you have acquired as a student clinician.

As the assessment title suggests, there are two elements to this assignment - one written and one oral. You will firstly be required to present to the class a particular assessment or therapy technique or an assessment or therapy tool that you have used whilst on placement and have found to be useful when assessing and/or treating a client's communication and/or swallowing difficulties. Your presentation should be engaging and interactive and should also aim to provide your fellow classmates with information and ideas that they may find useful in the future. You should reflect upon your own experiences using this technique/tool when discussing both the pros and cons of using your particular technique or tool, and also include information about the rationale for using it, the clientele that it is and isn't suitable for, issues or challenges that may be faced during its implementation, and any other considerations that may need to be made when deciding whether or not to use this particular technique or tool.

During your presentation you should also make links to and demonstrate your understanding of the importance of at least one of the four generic professional competencies - reasoning, professionalism, communication, and lifelong learning. For example, you may choose to refer explicitly to communication and the pros and cons of developing and using a script when explaining to a client how to engage in a particular therapy technique. Or you may describe the reasoning and problem solving skills that are required when a particular assessment tool does not provide you with the information that you intended to gather about an individual client.

The second part of this assessment task is a written component that will require you to complete a handout explaining the key elements that you have addressed in your presentation. For example, it should explain what the assessment/therapy technique/tool is, the benefits and disadvantages of using it, and any considerations that may need to be made when determining it’s suitability for a particular client and/or context. This handout should have a visually appealing and professional presentation, be easy to read, and be informative. Whilst there is no specific word count, the handout must be no longer than one double-sided A4 page. The use of pictures, diagrams, dot points and separate sections are all encouraged if they increase the readability of the document.

The intention is that each student’s handout will be compiled to create a collection that other students in future years can refer to and use as a source of ideas, information and inspiration whilst attending clinical placements.

Assessment Due Date Week 11 Tuesday (23-May-2017) 12:00 PM AEST
The presentations will be given during the usual tutorial time in Week 11. The written component will also need to be submitted prior to your presentation.
Return Date to Students Review/Exam Week Tuesday (06-Jun-2017)
Weighting 100%
Assessment Criteria

You will be assessed on your ability to do the following:

  • describe a particular assessment or therapy technique or an assessment or therapy tool that you have used whilst on placement
  • provide a comprehensive analysis of its use that is based on a combination of the research that you conduct into this approach or tool and your own personal experience of using it whilst on placement. This analysis should include (but may not be limited to) the pros and cons of using the technique/tool, the rationale for using it, the clientele that it is most suited (and not suited) to, and issues or challenges that may be faced during its implementation. Any further considerations that may need to be made when deciding whether or not to use this particular approach or tool should also be discussed.
  • demonstrate an understanding of the role and the importance of at least one of the four generic professional competencies (reasoning, professionalism, communication and lifelong learning) when using your chosen technique/tool
  • explain how the implementation of the technique/tool during your placement allowed you to apply theory to practice when assessing and/or treating clients with communication and/or swallowing disorders in a clinical setting
  • communicate effectively and engage an audience when giving an oral presentation
  • present a professional and informative written handout that serves as an effective means of providing key information to other student clinicians
  • use appropriate referencing, formatting and conventions, including spelling and syntax

A marking rubric will be made available via Moodle and will include specific marking criteria in detail. Note that students must obtain a minimum mark of 50% for the oral presentation and also a minimum of 50% for the written component in order to pass the assessment task.

Conditions Minimum mark or grade - To pass this assessment task, a mark of 50% must be obtained for each of the oral and the written components.
Referencing Style American Psychological Association (APA)
Submission Online

Students should submit the written component of this assignment via Moodle, as well as any other materials that are used for the presentation and that can be submitted electronically, such as powerpoint presentation slides and handouts.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Demonstrate improved skills across each of the four generic professional competencies described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.

3. Apply theory to practice when assessing, treating and managing clients with communication and/or swallowing disorders, in a clinical setting with appropriate supervision.

4. Identify issues related to the diagnosis, treatment and management of communication and swallowing difficulties.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



3 Professional Practice Placement

Assessment Title (P/F) Clinical Placement Assessment
Task Description

You will be attending one full-day or two half-day clinical placements during Term 1. These sessions will occur on a weekly basis throughout the term and will provide you with the opportunity to develop your practical skills under the supervision of a Clinical Educator (CE). Your CE, a qualified Speech Pathologist, will assess your competence across the seven CBOS units and each of the four generic professional competencies at both the mid and final points of the placement, through the use of the COMPASS online assessment tool. You will also be required to complete a self-assessment at each of these placement points, also through COMPASS online. In addition, at the commencement of each placement you will need to complete a learning contract which is to be reviewed by you and your CE as part of the mid-placement and final-placement assessments. By the end of your placement/s you are expected to demonstrate novice-intermediate level competence across each generic professional competency and the majority of the CBOS Units, provided that you have been given the opportunity to do so.

All students should be aware that it is expected that there will be a high level of variability across the different clinical placements that each student participates in. This variety will be dependent on a range of factors, including the caseload (eg. children versus adults), the supervisor, the clinic setting, and the range of practice areas that are the focus of each placement (eg. speech versus language versus swallowing, etc). The variety of placements that are available to students provide you with the opportunity to broaden your experiences and develop your skills across different areas relevant to Speech Pathology.

Assessment Due Date This due date will depend on when the students commence their clinical placements, as some will start at the beginning of term whilst others may start and finish at a later date. Each placement will typically include 10-12 sessions. Some placements may also need to continue into the exam period, depending on their commencement date. The final due date for all students to have completed all assessment requirements, including the COMPASS online assessment and the learning contract, will be at the end of the exam period: June 16th 2017 (or earlier, depending on when the placement is completed).
Return Date to Students A return date does not apply, as the COMPASS assessments are completed online with both the student and CE present in a face-to-face session. Learning contracts are also completed during each of these sessions and records are to be kept by the CEC, CE and student.
Weighting Pass/Fail
Assessment Criteria

You will be assessed on the following four generic professional competencies through the use of COMPASS online:

  • Professional Competency Unit 1: Reasoning
  • Professional Competency Unit 2: Communication
  • Professional Competency Unit 3: Learning
  • Professional Competency Unit 4: Professionalism

You will also be assessed on the following seven CBOS Units:

  • CBOS Unit 1: Assessment
  • CBOS Unit 2: Analysis and Interpretation
  • CBOS Unit 3: Planning Evidence-Based Speech Pathology Practice
  • CBOS Unit 4: Implementation of Speech Pathology Practice
  • CBOS Unit 5: Planning, Providing and Managing Speech Pathology Services
  • CBOS Unit 6: Professional and Supervisory Practice
  • CBOS Unit 7: Lifelong Learning and Reflective Practice

Further information regarding each of these units can be found in the COMPASS Assessment Resource Manual, available through COMPASS online: https://compass.speechpathologyaustralia.org.au/compass/portal/portal.jsp

Prior to meeting with your CE to complete your mid-placement and final-placement assessments, you must first complete the self-assessment component through COMPASS online. You must also bring the learning contract that was developed at the commencement of the placement, for you and your CE to review, as this will aid the discussion you have about the progress you have made and any objectives you may have achieved.

At the final-placement assessment, your COMPASS results must indicate that you have demonstrated novice to intermediate level competence across each of the generic professional competency units and the majority of the CBOS units (including CBOS units 1-4), provided you have had the opportunity to do so. You must also show that you have made progress in each of the generic professional competency units (i.e. based on the mid-placement assessment results).

Conditions Minimum mark or grade - Must demonstrate progress in all generic professional competency (GPC) units and novice-intermediate competence across each GPC unit and the majority of the CBOS units (including units 1-4), provided they have had the opportunity to do so.
Referencing Style American Psychological Association (APA)
Submission Online

Students are required to complete online self-assessments at the mid-point and end-point of their clinical placements, however this is to be completed through COMPASS online (ie. not through Moodle). Students and CEs then meet face-to-face at the mid-point and end-point of their clinical placement. Again, this is completed on-line through the COMPASS website. Therefore, students are not required to submit hard copies of any documents as part of this assessment, unless required by their CE, and are not required to submit assessment items through Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Demonstrate an appropriate level of competence across all Competency-based Occupational Standards (CBOS, 2011) as described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool, during a practicum.

2. Demonstrate improved skills across each of the four generic professional competencies described by the Competency Assessment in Speech Pathology (COMPASS®) assessment tool.

3. Apply theory to practice when assessing, treating and managing clients with communication and/or swallowing disorders, in a clinical setting with appropriate supervision.

4. Identify issues related to the diagnosis, treatment and management of communication and swallowing difficulties.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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