In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
This unit is designed to assist you to develop and demonstrate the knowledge, skills, and attributes required to meet the minimal standards of the profession. In this unit you complete a paediatric-focused work integrated learning experience where you will provide safe, ethical, and evidence-based practice. You will apply person-centred, family-centred and community-centred approaches and engage in interprofessional collaborative practice as relevant to your workplace setting. You will further develop your ability to adapt your practice to respond to the needs of individuals and communities and gain experience using critical reflection in an authentic workplace setting. Following the completion of your paediatric placement, you are required to demonstrate holistic thinking, clinical reasoning, and application of evidence-based practice within the context of a paediatric case-based viva. Prior to the commencement of the unit, you must complete all pre-clinical requirements and maintain these requirements throughout the unit to engage in your work integrated learning.
Details
Pre-requisites or Co-requisites
Pre-Requisites SPCH14009 Speech Pathology Work-Integrated Learning 4 SPCH14001 Integrated Practice in Speech Pathology
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 - 2025
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).
Recommended Student Time Commitment
Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 Unit coordinator reflection, student informal feedback and Speech team consultation.
Residential Schools need to occur to prior to Orientation Week to allow students to be prepared prior to the start of their work integrated learning experiences. Earlier running of the residential schools will also allow students to start their placements earlier than Week 1 of Term (if appropriate).
It is recommended that residential school for SPCH14007 be combined with the residential school for SPCH14006 into a two day residential school that occurs in the vacation period betwen Terms 1 and 2.
Feedback from Unit coordinator reflection, student informal feedback and Speech team consultation.
Students require information on "Applying for Jobs" earlier in the year in order to prepare for the job application process.
It is recommended that the Unit Coordinator collaborates with CQU Careers to ensure that information on job selection, writing job applications, and preparing for interviews is provided in the first residential school for SPCH14006 students.
- Demonstrate the minimal standards required to enter the profession, as outlined by Speech Pathology Australia, in the context of a paediatric caseload
- Develop appropriate management plans for paediatric clients by evaluating and synthesising case information and applying evidence-based practice within the International Classification of Functioning, Disability and Health (ICF) framework
- Demonstrate independent judgment consistent with the profession's knowledge base, scope of practice and Code of Ethics in the context of paediatric clinical practice
- Reflect on your experience within paediatric clinical practice and describe opportunities for future personal and professional growth
- Critically evaluate the application of reciprocal learning and mentorship in advancing the speech pathology workforce
- Document and track the work-integrated learning experiences gained across areas of communciation and swallowing
The learning outcomes in this unit contribute to the development of clinical and professional competencies as outlined by Speech Pathology Australia's professional standards.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Professional Practice Placement - 0% | ||||||
| 2 - Oral Examination - 0% | ||||||
| 3 - Portfolio - 0% | ||||||
| 4 - Learning logs / diaries / Journal / log books - 0% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||||