For this assessment task, you will be required to prepare and deliver a recorded oral presentation that explains how legal, policy, and organisational requirements impacted positively (i.e., were enablers) or negatively (i.e., were barriers) upon the management of a client you saw as part of your SPCH13001 work-integrated learning experiences. Your presentation must include the following:

1. Background Information: Provide background information about your placement context and client as is relevant to the topic of your presentation. Please keep in mind that your presentation must adhere to confidentiality requirements.
2. Legal and Policy Impacts: Select two legal/policy requirements that are discussed in this unit (e.g., Compliance with Parenting Orders; Disability Standards for Education, 2005; Privacy Act, 1988). Describe how they each impacted the management of your client, either positively and/or negatively.
3. Organisational Impacts: Select two organisational policies or circumstances present at your placement site. Examples are discussed in this unit; however, specific policies (e.g., discharge criteria, service delivery model) and circumstances (e.g., length of waitlist, staff diversity) will vary considerably across organisations. Describe how each organisational policy/circumstance impacted the management of your client, either positively and/or negatively.
4. References: Your presentation slides must include in-text citations and a reference list at the end.

You presentation must be at least 8 minutes and no longer than 9 minutes in length. Presentations will only be marked until the 9-minute mark. Content after this point will not be viewed. You will use the Video Record function in PowerPoint to create your presentation. You will upload your PowerPoint file to the assessment folder in Moodle but also to the designated Moodle Discussion Forum for all students to watch. Each student will be assigned to post a question about one other presentation, and the lecturer will post a question about each presentation. Questions and answers must be posted by the specified deadlines.

The full task description will be provided in Moodle.

There are 3 marking criteria that will be used to assess Assessment 1 for SPCH13001:

1. The first criterion focuses on how clearly and comprehensively your presentation addresses the specific legal, policy, and organisational requirements that impacted the management of your client (either as enablers or barriers). This criterion is worth 65% of this assessment grade.
2. The second criterion focuses on your presentation skills, including content pacing, audience engagement, professionalism, spoken communication, written communication, and referencing. This criterion is worth 20% of this assessment grade, however reduced clarity of delivery and/or inadequate referencing may additionally impact marks for criterion #1 above.
3. The third criterion focuses on how clearly and specifically you respond to the questions from your peer and lecturer. This criterion is worth 15% of this assessment grade.

The CB87 Academic Integrity handout contains information on paraphrasing, source quality, and artificial intelligence use in the CB87 speech pathology course. Please see this assessment's Task Description in Moodle for additional details.

This assessment task is comprised of five individual tasks. Each task is associated with academic content covered at specific points in the term, either in the recorded lectures and online activities or during in-person tutorials (e.g., Task 1 relates to content taught in Week 2). Each task requires applying your academic knowledge to your current placement experiences in order to make actionable recommendations for your “future clinical self.” Ensure you select specific experiences that resulted in new learning (i.e., you will do something differently in the future). While the assessment task is not due until Week 12, you are encouraged to begin each reflective task in the week following when that content was covered (e.g., for Task 1, begin writing the reflection by the end of Week 3) so that the academic content is fresh in your mind.

Each of the first three tasks requires use of a specific reflection model discussed in Week 1. For the final two tasks, you may use whichever reflection model you prefer. For all tasks, you will use the Depth of Analysis handout (Hill, 2018) from Week 1 as a guide to ensure you engage in deep reflection that will enable specific growth in your clinical skills.

Task 1: Time Management

Time can be both an enabler and a barrier to good clinical practice, which is why time management is such an important component of professional practice. For this task, you are required to consider the content learned in Week 2 and reflect upon how a time management strategy you utilised on placement has informed your practice as a speech pathology student thus far and how this new learning will be utilised by your future clinical self. 

Task 2: Speech Pathology Role and Scope in Counselling

Regardless of our work setting, speech pathologists may appropriately engage in counselling to enable our clients’ communication or swallowing success. However, we must recognise when demands exceed our scope of practice and ensure we refer on so that we don’t become a barrier to our clients’ progress. For this task, you are required to consider the content learned in Week 3 and reflect upon how your experience with counselling interactions or opportunities on placement has informed your practice as a speech pathology student thus far and how this new learning will be utilised by your future clinical self. 

Task 3: Impact of Identity and Bias when Working with Culturally and Linguistically Diverse (CALD) Populations

Every speech pathologist brings their own identity, culture, and experiences to clinical interactions. When working with a client with a similar background, this can enable a successful clinical relationship. However, when working with a client from a different background, this can introduce a risk of bias that could become a barrier to their progress and wellbeing. For this task, you are required to consider the content learned in Week 4 and reflect upon how your experience working with a CALD client on placement has informed your practice as a speech pathology student thus far and how this new learning will be utilised by your future clinical self. If you have not worked with a CALD client on placement, you may reflect on an interaction from another experience in your life.

Task 4: Interpersonal Work Styles and Difficult Conversations

Every speech pathologist has a preferred interpersonal interaction style, whether working with clients or colleagues. For this task, you are required to consider the content learned in Week 5 and reflect upon how a difficult interaction/conversation with a client or colleague has informed your practice as a speech pathology student thus far and how this new learning will be utilised by your future clinical self. 

Task 5: Interprofessional Practice
Regardless of your practice setting, there is a high likelihood that you will be collaborating with health and education professionals from a range of disciplines. It is known that interprofessional collaboration is important to effectively and efficiently meet the needs of the individuals we serve and also to prevent adverse outcomes. For this task, you are required to consider the content learned in Weeks 7-9 via the IPE modules and reflect upon how interprofessional collaboration has informed your practice as a speech pathology student thus far and how this new learning will be utilised by your future clinical self. You must attach the assessment plan and intervention plan you completed with your IPE team as an Appendix to this assessment, but the content is not included in the word limit. All sections in both plans must be completed in sufficient detail for another clinician/team to follow. Ensure all acronyms are explained.

The full task description will be provided in Moodle.

There are 2 marking criteria that will be used to assess Assessment 2 for SPCH13001:

1. The first criterion focuses on how accurately you have applied the components of the reflection models to the task reflections, as well as how effectively you demonstrated a deep level of analysis in each reflection. This criterion is worth 80% of this assessment grade.
2. The second criterion focuses on the accuracy of your referencing and the clarity of your writing style, including spelling, vocabulary choice, sentence formulation, paragraph formulation, and coherence across paragraphs. This criterion is worth 20% of this assessment grade, however reduced clarity and inadequate referencing may additionally impact marks for Criterion 1 above.

The CB87 Academic Integrity handout contains information on paraphrasing, source quality, and artificial intelligence use in the CB87 speech pathology course. Please see this assessment's Task Description in Moodle for additional details.

For this placement, you will be required to attend one full day per week of clinic at your assigned placement site for 12 weeks (or equivalent). Your PE 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. In addition, you will be required to complete a self-assessment at each of these placement points through COMPASS Online.

At the commencement of your placement you will need to complete a learning contract, which is to be reviewed by you and your Practice Educator (PE) as part of the mid-placement and final-placement assessments. By the end of your placement, you are expected to demonstrate Novice-Intermediate level competence across each of the CBOS Units 1-4 and Intermediate level competence in each generic professional competency unit. Your placement this term will involve either a paediatric or an adult caseload. You do not need to submit any documentation to Moodle for your COMPASS-assessed placement. Further information regarding the expectations when participating in clinical placements such as dress code, attendance requirements, and mandatory checks (pre-clinical requirements) can be found in the Speech Pathology Practice Education Handbook, which can be found in the Practice Education / Work-Integrated Learning tile in the CB87 Speech Pathology Course Moodle site. Note that all pre-clinical requirements mentioned in the Speech Pathology Practice Education Handbook (and also stipulated on the online SONIA database) must be completed prior to commencing a placement and must remain current for the duration of the placement. Any student who fails to comply will not be permitted to commence their placement, which will affect their ability to complete this assessment task. Further information and instructions regarding all mandatory checks (pre-clinical requirements) can be found on the SONIA database or obtained by contacting the Work-Integrated Learning (WIL) team via email: wil-hmas@cqu.edu.au.

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 four 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

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

In order to complete all requirements and pass this assessment task, you must:

• Complete a learning contract in the first three weeks of the placement and have this reviewed by you and your PE as part of the mid-placement and final-placement assessments.
• Complete a self-assessment through COMPASS online a minimum of two days prior to meeting with your PE at both the mid-placement and final-placement assessment points.
• Be assessed by your PE across CBOS units 1-4 and each of the four generic professional competency (GPC) units at the mid-placement and final-placement points.
• By the end of your placement, demonstrate Novice-Intermediate level competence across each of the CBOS units 1-4, according to COMPASS Online results that are determined by your PE.
• By the end of your placement, demonstrate Intermediate-level competence across each of the four generic professional competency (GPC) units, according to COMPASS Online results that are determined by your PE.

Both the pass and failure criteria that apply to clinical placements are described in detail in the Speech Pathology Practice Education Handbook. Students should familiarise themselves with these criteria. As stated in the Practice Education Handbook, the Practice Education Coordinator will make the final decision regarding a student's results based on all available evidence relating to the student's performance whilst completing the placement.

You must complete a Work-Integrated Learning Log showing the clinical experiences/hours you accumulated at your sessional placement. At the completion of the placement, this form must be signed by both you and your PE(s). You must then submit the form via Moodle within one week of the completion of your sessional placement. The specific record form that is to be used and the instructions for completion are available in the Practice Education / Work-Integrated Learning tile in the CB87 Speech Pathology Course Moodle.

It should be noted that Speech Pathology Australia (SPA) does not specify the number of clinical hours that students must complete during the course of any Australian university’s Speech Pathology program. SPA instead places the focus on the minimum level of competence, skills, and knowledge required for entry into the workforce as a qualified and competent speech pathologist. CQUniversity’s approach is consistent with SPA’s philosophy and therefore does not have a specific requirement regarding the minimum number of clinical hours each student must complete by the end of the Speech Pathology course. Submission of the record form for this unit is therefore a pass/fail assessment requirement. You should be aware that you are also expected to track this data and keep copies for your own records, as evidence of clinical hours may be required if you are requested to provide evidence of clinical experience when applying for work as a speech pathologist overseas.

No Assessment Criteria