SPEECH 3001 - Speech Pathology Practice Education A
North Terrace Campus - Semester 1 - 2025
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General Course Information
Course Details
Course Code SPEECH 3001 Course Speech Pathology Practice Education A Coordinating Unit Speech Pathology Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 8 hours per week Available for Study Abroad and Exchange N Prerequisites SPEECH 2004 and SPEECH 2005 Corequisites SPEECH 3000 Restrictions Bachelor of Speech Pathology (Honours) Assessment Continuous clinical assessment Course Staff
Course Coordinator: Associate Professor Stacie Attrill
A/Prof Stacie Attrill
Phone: +61 8 8313 3518
Email: stacie.attrill@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Assess clients’ communication and/or swallowing by applying knowledge of typical and pathological function. 2 Analyse and interpret aspects of speech and language assessments under supervision from their clinical educator at a novice to intermediate practitioner level. 3 Formulate ethically sound, evidenced based interventions at a novice to intermediate practitioner level. 4 Communicate effectively with clients, family members and colleagues to implement, evaluate and document interventions at a novice to intermediate practitioner level. 5 Manage professional workload collaboratively with accountability at a novice to intermediate practitioner level. 6 Reflect on personal performance and feedback to increase knowledge and skills in speech pathology practice. 7 Use the Speech Pathology Australia Professional Standards (2020) to engage in reflection about speech pathology practice and the development of professional identity. 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, 3, 6, 7 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.
1, 2, 3, 4, 6 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.
3, 4, 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.
5, 6, 7 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 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.
- Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
7 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
Online Learning
Students will complete one paediatric community placement and one adult simulated patient placement during Year 3, which complement each other and contribute to their practice competency development. MyUni will house content related to each placement, links to the Practice Education workbook, and COMPASS® assessment information. Tutorial learning and reflection resources will also be housed in the MyUni site. -
Learning & Teaching Activities
Learning & Teaching Modes
Prior to commencing placement, students will participate in a face-to-face orientation workshop, which will include an overview of placement expectations, including ‘Novice to intermediate level’ competencies, using COMPASS®, professional behaviour, available university support and responding to feedback. A reflection workshop will be held in the final week of the semester to allow students to debrief on their ‘Novice to intermediate level’ placements concerning their professional and clinical competency, and how these learnings can inform their next placements.
Weeks 1 – 12: Practice Placement at a pre-arranged practice site OR in the onsite speech pathology simulation placement. Students will be required to complete one x 7.5 hour day of placement per week = 90 hours totalWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Students will complete 90 hours of clinical placement across the duration of this course.
Learning activities are experiential in the practice placement setting. To support learning in the Placement environment, students will required to undertake self-directed study, attend fortnightly tutorials and complete weekly reading.Learning Activities Summary
SPEECH 3001 Practice Education A and SPEECH 3004 Practice Education B include the two Speech Pathology practice placements that comprise the first two of six practice education placements across Years 3 and 4 of the Bachelor of Speech Pathology (Honours).
For each of SPEECH 3001 and SPEECH 3004, students complete:
- A sessional placement, 1 day/week for 12 weeks (2 placements in total).
- A fortnightly practice education tutorial covering a range of practice education learning topics.
Specific Course Requirements
All students must comply with the practice placement requirements as outlined on the Faculty of Health and Medical Sciences website and the incidental fee schedule (e.g. criminal history check, police clearances, immunisations). Students may need to purchase 成人大片 uniforms (shirt and name badge). -
Assessment
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 Hurdle Requirement Learning Outcome Continuous clinical assessment using the COMPASS® tool Formative & Summative 90% Yes 1, 2, 3, 4, 5, 6 Speech Pathology Competency Portfolio Summative 10% Yes 7 Assessment Related Requirements
Attendance for all placement activities is compulsory as this contributes to and provides evidence for Speech Pathology competency development and practice placement hours.Assessment Detail
Continuous Practice Education Assessment using the COMPASS® tool (90%):
COMPASS® is a standardized national assessment tool that is used to assess the development of competency in speech pathology practice. A component of the assessment involves students completing a self-assessment at the mid and final points of the placement. Students will receive feedback from a Practice Educator during placement and must attain ‘novice to intermediate level’ as determined by the COMPASS tool criteria by the end of the placement block.
Speech Pathology Competency Portfolio (10%):
Students will reflect about how they demonstrated the course learning outcomes, how this learning connects with the Speech Pathology Australia Professional Standards. In particular, students will map their speech pathology practice experiences and competency development to the Professional Standards: Domains, Standards and Element. Students will collate evidence from their course as portfolio artefacts, and map these according onto the Professional Standards, using the portfolio template.Submission
Students complete the COMPASS Assessment online, using their COMPASS Online account, in collaboration with their Practice Educator.
The Professional Standards portfolio is completed and submitted via Pebblepad, using the Professional Standards portfolio template.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
GS8 (Coursework Grade Scheme) Grade Description CN Continuing FNS Fail No Submission NFE No Formal Examination F Fail NGP Non Graded Pass P Pass C Credit D Distinction HD High Distinction 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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
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- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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鈥檚 disciplinary procedures.
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