For this assessment task, you will be required to prepare and deliver a live oral presentation that explains the global perspective of speech pathology in relation to a specific area of practice (e.g., literacy, stuttering). You are required to present on how your selected country and area of practice compares to the Australian perspective. Your presentation must address the following questions:

1. What is similar and different in the scope for this area of practice in the two countries? Is the Australian scope broader or narrower?
2. What is similar and different in the expectations of graduates for this area of practice in the two countries?
3. What is the public perception (attitudes, beliefs, awareness, support) of speech pathologists and this area of practice in the two countries? For example:
   
   • Do consumer-oriented guidelines/resources (e.g., hearing loss support network) direct consumers to speech pathologists?
   • Do cultural or linguistic differences impact service availability or approach to service provision?
4. How are other professions involved in the delivery of services for this area of practice in the two countries? For example:
   
   • Is there a clearly defined scope of practice for speech pathologists vs other health and education professionals?
   • What areas of overlap exist between professions? Are any areas of overlap positive (i.e., contribute to improved collaboration) or negative (i.e., contribute to tension and disagreement)?

Your presentation slides must also include a reference list at the end.

You will select one of the following country/area of practice combinations on Moodle:

• Augmentative and Alternative Communication (AAC) - Australia versus South Africa
• Augmentative and Alternative Communication (AAC) - Australia versus the USA
• Dysphagia - Australia versus the United Kingdom
• Dysphagia - Australia versus Canada
• Hearing - Australia versus Canada
• Hearing - Australia versus South Africa
• Stuttering - Australia versus the Netherlands
• Stuttering - Australia versus the United Kingdom
• Literacy - Australia versus the USA
• Literacy - Australia versus the United Kingdom

Each of the above options will have two articles provided (one for Australia and one for the other country) to help you initiate your research and planning for this assessment. The topic options will be posted for review on Moodle at 12:00pm (noon) on Wednesday 10th July 2024. Topic selection sign up will open on Moodle on Monday 15th July 2024 at 6:00am and close on Monday 15th July 2024 at 6:00pm. Only 1 student may select any given topic. Any students who do not sign up will be assigned an available topic.

Presentations must be at least 8 minutes and no more than 9 minutes in length. You will be alerted when there are 2 minutes remaining. There will be a Q&A period lasting approximately 3 minutes at the completion of your presentation, during which time your classmates and/or the instructor will ask questions about your presentation. All presentations and Q&A periods will be recorded for marking purposes.

The full Task Description will be provided in Moodle.

There are 3 marking criteria that will be used to assess Assessment 1 for SPCH13006:

1. The first criterion focuses on how clearly and comprehensively your presentation addresses the four required components described above. This criterion is worth 70% of this assessment grade.
2. The second criterion focuses on presentation style, including speech rate, verbal/vocal/nonverbal engagement with audience, effectiveness of spoken content, effectiveness of written (PowerPoint) content including referencing, and overall time management. This criterion is worth 20% of this assessment grade, however reduced clarity and inadequate referencing may additionally impact marks for criterion #1 above.
3. The third criterion focuses on how fluently, clearly, and accurately you respond to questions from your peers and/or instructor. This criterion is worth 10% of this assessment grade.

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 PE as part of the mid-placement and final-placement assessments. By the end of your placement, you are expected to demonstrate intermediate level competence across each of the CBOS Units 1-7 and 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 2024 Speech Pathology Practice Education Handbook. An electronic copy of this document is available through the CB87 Speech Pathology Course Moodle page. Note that all pre-clinical requirements mentioned in the 2024 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 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

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

• Complete a learning agreement 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 all seven CBOS units 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 intermediate level competence across each of the CBOS units 1-7, 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 2024 Speech Pathology Practice Education Handbook. Both PEs and 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.

This assessment item constitutes 50% of the unit grade, is a must pass assessment, and relates directly to the following unit learning outcomes:

• Demonstrate emerging proficiency in the knowledge, skills, and attributes associated with the Professional Standards outlined by Speech Pathology Australia
• Apply person-centred, family-centred, and community-centred approaches in optimising communication and swallowing

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 and/or previous placement experiences in order to make actionable recommendations for your “future clinical self.” 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 initially learned in Week 1 and then practised during the week where the academic content forms the basis for the reflection. For example, the Driscoll model is first taught in Week 1, then practised in Week 3 when learning about community-centred practice, and then used for Task 2 of this assessment (reflection on community-centred practice). The depth of analysis required for the first three tasks is Surface or Surface-to-Critical (see Hill, 2018 handout). For the final two reflections, you may choose whichever model you prefer (D-I-O, Driscoll, or Gibb), noting that the Gibb model will be adapted into a 3-stage model to ensure consistency of length with the other models. The depth of analysis required for the final two tasks is Surface-to-Critical or Critical (Hill, 2018).

Task 1

Topic: Ethical considerations
Model: D-I-O
Analysis depth: Surface, Surface-to-Critical
Content taught: Week 2
Word limit: 400 words

Ethical practice is a key attribute of all health care workers. Speech pathology students and speech pathologists should adhere to The Speech Pathology Australia Code of Ethics (2020). For this task, you are required to consider the content learned in Week 2, together with the SPA Professional Standards and prior learning in the course, and reflect upon how one of the ethical values or principles outlined in the SPA Code of Ethics has informed your practice as a speech pathology student thus far and how it will be utilised by your future clinical self. 

Task 2

Topic: Community-centred practice
Model: Driscoll
Analysis depth: Surface, Surface-to-Critical
Content taught: Week 3
Word limit: 400 words

Regardless of our work setting, speech pathologists must be aware of the importance of community-centred practice and the role of speech pathologists in enabling community-centred practice. For this task, you are required to consider the content learned in Week 3, together with the SPA Professional Standards and prior learning in the course, and reflect upon how the community-centred practice philosophy has informed your practice as a speech pathology student thus far and how it will be utilised by your future clinical self. 

Task 3

Topic: Communicating effectively
Model: Gibb (adapted version)
Analysis depth: Surface, Surface-to-Critical
Content taught: Week 4
Word limit: 400 words

While all health professionals must be effective communicators, this is especially important for speech pathologists who support individuals with additional communication needs. For this task, you are required to consider the content learned in Week 4, together with the SPA Professional Standards and prior learning in the course, and reflect upon how effective communication (spoken and/or written) has informed your practice as a speech pathology student thus far and how it will be utilised by your future clinical self. 

Task 4

Topic: Interprofessional practice
Model: Your choice (DIO, Driscoll, or adapted Gibb)
Analysis depth: Surface-to-Critical, Critical
Content taught: Weeks 5-8
Word limit: 500 words

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 5-8 via the IPE modules, together with the SPA Professional Standards and prior learning in the course, and reflect upon how interprofessional collaboration has informed your practice as a speech pathology student thus far and how it 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.

Task 5

Topic: Working with Aboriginal and Torres Strait Islander Peoples
Model: Your choice (DIO, Driscoll, or adapted Gibb)
Analysis depth: Surface-to-Critical, Critical
Content taught: Week 9
Word limit: 500 words

This task requires you to have completed the Clinical Yarning modules (https://lms.wacrh.uwa.edu.au/course/view.php?id=7), which takes approximately two hours to complete. For this task, you are required to consider the content learned in Week 9, together with the SPA Professional Standards and prior learning in the course, and reflect upon how your learning about Aboriginal and Torres Strait Islander Peoples has informed your practice as a speech pathology student thus far and how it will be utilised by your future clinical self. 

The full Task Description will be provided in Moodle.

There are 3 marking criteria that will be used to assess Assessment 3 for SPCH13006:

1. The first criterion focuses on how accurately you have applied the components of the required (tasks 1-3) and chosen (tasks 4-5) reflection models (DIO, Driscoll, and adapted Gibbs). This criterion is worth 25% of this assessment grade.
2. The second criterion focuses on how effectively you have applied the required depth of analysis (Hill, 2018) for each task (e.g., Surface/Surface-to-Critical for Tasks 1-3; Surface-to-Critical/Critical for Tasks 4-5), including the specificity of your analysis and recommendations. This criterion is worth 60% of this assessment grade.
3. The third criterion focuses on the accuracy of your referencing and the clarity of your writing style, including vocabulary choice, sentence formulation, within-paragraph cohesion, and across-paragraph coherence. This criterion is worth 15% of this assessment grade, however reduced clarity and inadequate referencing may additionally impact marks for the other three criteria above.

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. You must then submit the form via Moodle within one week of the completion of your sessional placements. The specific record form that is to be used and the instructions for completion is available on 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.

In order to pass this assessment task, you must complete and submit a copy of the Work Integrated Learning Log provided to you by the Practice Education Coordinator within one week of completing your placement. Instructions for completion are available on the record form that has been provided to you on the CB87 Speech Pathology Course Moodle.