Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 16/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
The focus of the course is on the integration of knowledge and skills in the assessment, description, analysis of paediatric communication and pre-literacy skills, and the role of the student as a member of an interprofessional team. In this course students are given a high degree of supervision in clinical learning and practice.
In this course, students will take part in an 8-week kindergarten program involving a.) screening assesment of young children's communication skills, b.) delivering a small group oral language program, c.) completing classroom observations, and d.) developing an educational resource for teachers and/or parents. Students will also take part in the Faculty of Health and Behavioural Sciences Interprofessional Collaborative Practice program, where they will work in tutorial groups with students from other disciplines within the Faculty.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
SPCH2111, SPCH2113
Incompatible
You can't enrol in this course if you've already completed the following:
SPCH2203
Restrictions
BSpPath(Hons) students only
Course contact
Course staff
Lecturer
Clinical liaison manager
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course involves supervised clinical learning and practice with a focus on the integration of knowledge and skills in the assessment, description, analysis and treatment of paediatric communication disorders, and the role of the student as a clinical practitioner and member of an interprofessional team.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate written and verbal professional communication skills that reflect the professional context that are responsive to your audience (Speech Pathology Australia Professional Standards (2020) SPA PS Domain/Standards 1.1, 1.2, 1.5 and 1.6).
LO2.
Administer, score and interpret communication assessments used with children under five years of age (SPA PS Domains/Standards 1.3, 3.2 and 3.3).
LO3.
Apply clinical reasoning to the analysis and interpretation of data for children with communication difficulties) SPA PS Domains/Standards 1.3, 2.5, 2.6 and 3.3).
LO4.
Implement and evaluate a structured therapeutic intervention in a supported practice setting (SPA PS Domains/Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.5, 2.6, 3.1, and 3.5).
LO5.
Demonstrate professional, interprofessional and ethical behaviour in the clinical situation and demonstrate reflection and engagement in professional growth (SPA PS Domains/Standards 1.1, 1.2, 1.3, 1.5, 1.6, 2.1 and 2.6).
LO6.
Work effectively in a professional team, towards a common goal SPA PS Domains/Standards (1.4, 1.7 and 2.5).
LO7.
Develop interprofessional practice skills including role clarification, team functioning, interprofessional communication and client-centred care (SPA PS Domains/Standards 1.4, 1.6, 1.7, 2.1, 2.2, 2.5, 2.6 and 3.1).
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Portfolio, Reflection |
Professional Practice Portfolio
|
Pass/fail (must pass) |
22/07/2024 - 24/10/2024
A list of due dates for each element of this assessment is published on the SPCH2211 Blackboard site. |
| Placement |
COMPASS® Assessment
|
Pass/fail (must pass) |
25/10/2024 |
| Paper/ Report/ Annotation, Presentation, Tutorial/ Problem Set |
IPCP Curriculum Assessment
|
Pass/fail (must pass) |
23/09/2024 - 24/10/2024
The due date will depend on group allocation. Assessment items will be due 2 weeks after last tutorial in each group |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Professional Practice Portfolio
- Hurdle
- Online
- Mode
- Oral, Product/ Artefact/ Multimedia, Written
- Category
- Portfolio, Reflection
- Weight
- Pass/fail (must pass)
- Due date
22/07/2024 - 24/10/2024
A list of due dates for each element of this assessment is published on the SPCH2211 Blackboard site.
- Learning outcomes
- L05
Task description
This assessment will consist of weekly video diaries, a mid-placement reflection and end-placement curation.
Part A: Weekly video diaries (formative, required)
Throughout your placement, you will submit regular video diaries (of 1 to 2 minutes) documenting your point in time reflections. These are formative activities, but they will assist you in your professional development, and Part B and Part C of the assessment. You will submit 4 weekly diaries prior to your mid-placement assessment and 4 weekly diaries prior to you end-placement assessment.
Part B: Mid-placement reflection (summative, required)
Prior to your mid-placement assessment, you will complete either a written reflection of 300 words or a video reflection of 2-3 minutes in duration (according to your preference). This piece will reflect on your placement experiences so far and then allow you to think forward to which skills, knowledge and attributes you will continue to build during the remainder of the placement.
Part C: End-placement curation & reflection – Professional Practice ePortfolio (summative, required)
Prior to your end-placement assessment you will collect at least 3 different examples of professional practice and add these to the ePortfolio. These can include:
• De-identified session plans
• De-identified client reports
• Resources that you have developed
• References relevant to placement
Then, in a 3–5-minute video or a 400-word written piece, you will reflect on your placement experiences this semester. You will explain why have you selected these specific examples of your work and how will you use them in future practice.
Further details of this assessment piece, including prompts for reflections across the placement are provided on the SPCH2211 Blackboard site.
Hurdle requirements
This assessment must be passed to pass the course. Students are able to resubmit their mid-placement reflection and final curation until a passing standard is achieved.Submission guidelines
This assessment will be submitted via the ePortfolio links provided on the SPCH2211 Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
COMPASS® Assessment
- Hurdle
- Identity Verified
- In-person
- Mode
- Activity/ Performance
- Category
- Placement
- Weight
- Pass/fail (must pass)
- Due date
25/10/2024
- Other conditions
- Student specific.
Task description
Performance on placement will be assessed using the Competency Assessment in Speech Pathology (COMPASS®2) tool. At the mid-way point of the placement, students will receive a formative rating on the COMPASS®2 to assist with understanding of progress and plan goals for the remainder of the placement.
At the end of the placement, students will receive a final rating on the COMPASS®2. This will be a pass/fail assessment (please see criteria & marking for details for the expectations of a passing mark).
Students are also requried to complete a self-evaluation using the COMPASS®2 online prior to their mid-way and end placement evaluation meetings with their Practice Educator.
Hurdle requirements
This assessment must be passed to pass the course.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
IPCP Curriculum Assessment
- Hurdle
- Team or group-based
- In-person
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Presentation, Tutorial/ Problem Set
- Weight
- Pass/fail (must pass)
- Due date
23/09/2024 - 24/10/2024
The due date will depend on group allocation. Assessment items will be due 2 weeks after last tutorial in each group
- Learning outcomes
- L07
Task description
Please refer to the assessment information on Learn.UQ for the assessment due date for your team.
This is a team assessment and all team members are expected to contribute equally to the team’s assessment items. Teams will be assigned during your first tutorial. There are three (3) parts to this assessment:
Part one requires you to complete a worksheet and will draw on the online and face-to-face content from Module 1 of the IPCP curriculum focusing on role-clarification and client-centred care. Length: There is no word limit for the worksheet.
Part two involves creating a 3-minute video which draws upon the online and face-to-face content from Modules 2 and 3 of the IPCP curriculum focusing on interprofessional communication, team functioning and client-centred care.
Length: Video 3 minutes
Part Three involves a written assignment (300 words max) which draws on the online and face-to-face content from Modules 2 and 3 of the IPCP curriculum focusing on how client-centred care can be improved.
Length: The word limit for the written assignment is 300 words combined, including in-text references
Teams will need to submit all three parts of your assessment in the Assessment tab on the IPCP Learn.UQ course site. Additional information regarding submission will be provided on the IPCP Learn.UQ course site.
Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment.
Hurdle requirements
The IPCP module is a Pass/Fail assessment task. Students who pass the module will receive a course grade based on the remaining assessment in the course. • For students who engage with the module, participate in the group work and submit a genuine attempt but do not achieve a pass grade for their submitted work, will be given a second opportunity to pass the module by completing a reflective essay. If this is task is successfully completed, a grade will be awarded based on the remaining assessment in the course. • Students who do not engage with the module, fail to participate in the group work, or do not submit a genuine attempt, will be given an opportunity to complete a 5,000 word assignment on teamwork. Successful completion of this assignment will enable to be eligible to achieve a Pass grade for the course. • Students who fail the module who do not complete either the reflective essay nor the teamwork assignment will be awarded a Fail grade for the course (if the remaining assessment in the course would result in a Pass, a Fail grade will be awarded).Submission guidelines
Online submission via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Students can apply for an extension of a group assessment provided that at least 50% of group members also agree to the request for an extension.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| Pass |
Course grade description: SPCH2211 consists of three assessments and students MUST PASS ALL PARTS in order to be awarded a PASS for this course. A. Reflective Practice Portfolio - Criteria for PASS grade: A ratings of satisfactory or above for each criterion on the mid-placement reflection and/or end-placement curation and reflection. Please refer to detailed assessment information on the SPCH2211 Blackboard site for further details. B. COMPASS®2- Criteria for PASS grade 1. Evidence from the Practice Educator that students have demonstrated behaviours consistent with performance higher than expected for Novice level, but not yet at Intermediate level (see Behavioural Descriptors of Student Competency in the COMPASS®2 Resource Manual). This level will be reflected in ratings which are approximately midway between Novice and Intermediate on the COMPASS®2 visual analogue scale. A more detailed outline of these descriptors is available in the COMPASS®2 Resource Manual. 2. Evidence of progress over the course of the placement in the development of professional competencies 1-4 and CBOS competencies 1-7 on COMPASS®2 (relative to opportunity) and/ or 3. A decision by the course coordinator based on all available evidence. C. IPCP Curriculum Assessment- Criteria for PASS grade: Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment. |
| Fail |
Course grade description: A. Reflective Practice Portfolio - Criteria for FAIL grade A rating of not satisfactory for any criterion on the mid-placement reflection and/or end-placement curation and reflection. Please refer to detailed assessment information on the SPCH2211 Blackboard site for further details. B. COMPASS® - Criteria for FAIL grade 1. Concern expressed by the Practice Educator that students have demonstrated behaviours consistent with performance at close to Novice level (particularly with reference to Professional Competencies 1-4) as described by COMPASS® 2 ( see the Behavioural Descriptors of Student Competency in the COMPASS®2 Assessment Booklet. 2. A high degree of variability in ratings across units of competency. 3. Evidence of lack of progress over the course of the placement in the development of professional competencies 1-4 and CBOS competencies 1-7 on COMPASS® 2 (relative to opportunity) and 4. A decision by the course coordinator based on all available evidence. 3.IPCP Curriculum Assessment- Criteria for FAIL grade Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment. If a student is unable to attain a passing grade for each component of SPCH2211 the student will be awarded a fail for the course. Failure to pass SPCH2211 may impact on the student’s progression through the program and final graduation may be delayed |
Supplementary assessment
Supplementary assessment is available for this course.
To be added
Additional assessment information
Absentee Process
If you are unable to attend a compulsory clinical learning activity due to medical or extenuating circumstances, you are required to complete the SHRS Absentee Form. The completed form along with the required evidence must be emailed to the School of Health and Rehabilitation Sciences Student and Academic Support Unit (enquiries.shrs@uq.edu.au) within three calendar days of the scheduled activity.
The SHRS Absentee Form can be found on your relevant Course Blackboard site.
If your absence is due to a non-permissible circumstance (as per the SHRS Absentee Form), your attendance at the clinical activity is expected.
Please note, it is expected that you will notify your practice educator prior to or on the day of clinical placement and as soon as is practical to notify of your absence, in addition to submitting the above information to SASU.
Implications for lack of attendance
A minimum of 90% attendance is expected at all compulsory clinical learning activities. This includes sessional clinical placement, block clinical placement, and simulations. This ensures that you can participate in all relevant learning experiences and allows your practice educator to observe sufficient clinical activities to complete relevant ratings and assessments.
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Use of Generative AI in Student Placements
Generative Artificial Intelligence (AI) and Large Language Models (e.g., ChatGPT, Microsoft Copilot) are increasingly used in society. In terms of clinical placements, students are not permitted to use AI unless explicitly indicated by the provider that this use is permitted, and the parameters of use are clear. If these are not explicit, students are expected to consult with their practice educators before implementation to determine the acceptability of generative AI use and ensure that any potential risks associated with the intended use are addressed. AI is not a replacement of, or substitute for, professional reasoning or clinical skills. Human oversight is essential in its use, and to employ generative AI effectively and responsibly, students must understand how AI works, including its functions, data storage methods, and its impact on adherence to professional codes of conduct.
If used on placement, students are responsible for any outputs generated by AI, such as clinical notes and reports, and will be held accountable for the actions of any AI that is used in clinical practice. This responsibility includes ensuring adherence to the relevant profession's code of conduct and ethical standards. Transparency about generative AI use is essential in placement environments. Students must follow the relevant policies and procedures of their placement provider. Students are reminded that they need to demonstrate their ability to meet the inherent requirements of the relevant profession, operate within its scope of practice, and ensure that client/patient privacy and confidentiality are maintained at all times. Under no circumstances should identifiable clinical information be uploaded to open or external AI platforms, as it is unethical and irresponsible.
Resubmission/Resit of assessment items
The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. In this course, no assessment items are eligible for resubmission or resit.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Other course materials
If we've listed something under further requirement, you'll need to provide your own.
Required
| Item | Description | Further Requirement |
|---|---|---|
| COMPASS®2 Assessment | This is available through the Speech Pathology Practice Education Blackboard site | |
| Speech Pathology Australia Professional Standards | This is available through the SPCH2211 Blackboard site |
Additional learning resources information
Additional resources will be provided on the SPCH2211 Blackboard site.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 13 |
Tutorial |
Tutorial and lecture series Students will take part in a series of three on-campus tutorials/lectures focussed on 1. An orientation to the course, preparation for the kindergarten placement, and an orientation to the screening assessments and Read-It-Again KindergartenQ! Program (week 1) 2. Preparation of education resource/presentation (week 9) 3. A final lecture to reflect on the program and reflect forward to future placements (week 13) |
Multiple weeks From Week 2 To Week 12 |
Placement |
Kindergarten Program Students will take part in an 8-week in-person kindergarten screening and small group oral language program. Students will administer, score and interpret speech/language and pre-literacy assessments on a variety of children and will produce reports based on the assessment findings. Students will also complete classroom observations and two sessions of the structured Read-It-Again KindergartenQ! program, which is a small group intervention targeting language and pre-literacy development through shared book reading. In their practice education groups, students will also have the opportunity to produce either a pre-recorded or live parent or teacher education presentation on a topic agreed upon with the kindergarten/childcare staff. |
Multiple weeks From Week 2 To Week 10 |
Tutorial |
Interprofessional Collaborative Practice Modules Participants will work in small teams in the tutorial groups with students from Dentistry, Exercise Physiology and Sports Science, Midwifery, Nursing, Occupational Therapy, Pharmacy, Physiotherapy, Social Work and Speech Pathology. There are three modules that consist of on-line preparation and face-to-face in class (or via Zoom) learning activities. You will work in your team to engage in a range of learning activities to develop your knowledge and skills to help prepare you for working in teams when caring for clients. · In Module One, you will learn from, with and about your peers on their role and the roles of others in caring for clients. · In Module Two you will develop the skills to communicate effectively with team members and appreciate the consequences when communication breaks down and is ineffective. · In Module Three, you will develop your knowledge and skills to work in an effective team through participation in an on-line escape room activity with your team. You will also follow the healthcare journey of a client across the three modules. Learning outcomes: L07 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.