Overview
In this unit you will have the opportunity to work with adults and/or children with a wide range of communication and/or swallowing goals and needs, through the completion of work integrated learning. Your work integrated learning will provide you with experiences that will enable you to develop intermediate level clinical competencies. You will engage in reciprocal learning with peers from speech pathology and other disciplines and advocate for the role of the speech pathology profession in meeting the needs of individuals and communities. You will apply the International Classification of Functioning, Disability and Health (ICF) framework and integrate principles of evidence-based practice, critical reflection, knowledge transfer, and interprofessional practice to reflect the unique needs of individuals and their communities. Prior to the commencement of the unit, you must complete all pre-clinical requirements and maintain these requirements throughout the unit.
Details
Pre-requisites or Co-requisites
Pre-requisites: SPCH13001 - Speech Pathology Work-Integrated Learning 2 SPCH13010 - Swallowing and Feeding Across the Lifespan SPCH13003 - Assessment of Neurogenic Communication Conditions SPCH13012 - Stuttering and Voice Across the Lifespan
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2026
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).
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 from Team discussion
Upon discussion with the Practice Education Coordinators, students require teaching on knowledge transfer earlier in Year 3 to better support those doing their first adult placements in Term 1.
It is recommended that the Knowledge Transfer topic in SPCH13006 (Term 2) be moved to SPCH13001 (Term 1).
Feedback from Team discussion
Upon discussion with the other WIL unit coordinators, students need more time consolidating their knowledge of various reflective practice models before building their depth/complexity of reflective analysis.
It is recommended that the Depth of Reflection topic in SPCH13001 (Term 1) be moved to SPCH13006 (Term 2).
Feedback from Informal student feedback
Informal student feedback indicated that the shift to having a full day intensive at the start of term, in order to ease the workload later in the term, had a positive effect on their ability to manage their Year 3 workloads.
It is recommended that the full day intensive at the start of term, followed by shorter tutorials ending earlier in the term, be retained.
Feedback from Informal student feedback
Informal student feedback indicated that changes to the structure of the Interprofessional Education (IPE) modules and templates improved the effectiveness and efficiency of their participation and subsequent learning.
It is recommended that the IPE planning team consider retaining the key features of the updated Moodle structure and the IPE assessment and intervention planning forms.