CQUniversity Unit Profile.

For this assessment task, you will demonstrate your ability to apply theory to practice with an emphasis on clinical reasoning in complex cases. During tutorial time you will complete an oral presentation about your clinical decision making for a complex client that you worked with during your work integrated learning experience. This oral presentation will focus on one client only.

As part of this assessment, you must present:

1. A short introduction about your client and their background information. This may include (but is not limited to) their educational or clinical context, diagnoses, therapy history, developmental profile, and current educational/therapy goals.
2. The assessments (formal, informal or both) you completed with the client including your reasoning for choosing these assessments and/or approaches. Your reasoning should refer to the client’s profile, the service delivery context, and the literature.
3. A summary of the assessment results including your analysis and interpretation. In this part, you should demonstrate your ability to integrate multiple sources of information to form an initial conclusion or hypothesis about the client’s communication/swallowing profile.
4. A summary of your intervention plan for the client including your reasoning for choosing the therapy targets/goals and approaches. You may make reference to the clinical context (including priorities of the context), assessment results, client profile, practice educator feedback, the literature, theory and/or other relevant factors.
5. As part of your intervention plan, you must explain and demonstrate one therapy activity in detail. You may choose to do this ‘live’ in class or record the demonstration in advance to include as part of your presentation.

At the end of your presentation, you must answer questions from your lecturer about the decisions made in your case. Your answers to these questions should demonstrate your knowledge of the case including theory/evidence, and clinical reasoning. You should also demonstrate critical reflection on the personal and professional abilities you applied in the case. The time limit for this presentation is 15 minutes. Therefore, at 15 minutes you will be stopped, and the content previously presented will be graded. Students will not be penalised for presenting under the time limit.

Your presentation must be accompanied by a PowerPoint presentation.

Criteria one is worth 80% of the final grade, it will assess your ability to:

• Provide accurate, succinct, and relevant information regarding your client
• Demonstrate an understanding of the theory underlying the assessment and management of clients with complex needs
• Demonstrate the use of clinical reasoning in the assessment and management of clients with complex needs
• Engage the audience by clearly demonstrating and explaining a therapy activity used for a client with complex needs
• Discuss personal clinical expertise and how these factors influenced your role in the case

Criteria two is worth 20% of the final grade,  will assess your ability to:

• Utilise an engaging and professional PowerPoint presentation that demonstrates appropriate grammar, punctuation, and word choice
• Communicate clearly and coherently throughout the presentation with minimal use of notes
• Demonstrate professional behaviour throughout the presentation, including professional attire
• Adhere to the APA 7th edition referencing guidelines

Level of GenAI use allowed:  
Level 3: You may use AI to assist with specific tasks such as drafting, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content you use. 

Please see the CB87 Academic Integrity handout: located on the CB87 Course-Wide Moodle page for information on paraphrasing, source quality, and artificial intelligence use across units in the speech pathology course.

For this assessment task, you will demonstrate your ability to engage with a community to understand the needs of that community and create a resource to support their identified requirements. 

A brief description of the assessment task is outlined below; full details are on the Assessment tile on Moodle.

This assessment task comprises two parts, Part A is a group task and is worth 60% of the final mark. Part B is an individual task and is worth 40% of the final mark. 

Part A

As part of this assessment, you must:

1. Identify an online community with speech pathology needs.

This could be:
a.    Carers or families of people with speech pathology needs
b.    People with personal speech pathology needs

2.   Describe the online community (this should include the actors/facilitators/barriers).

3.   Engage (passively) with the content on that community site to determine the main speech pathology needs of that community. 

4.   Create a resource that addresses the current speech pathology needs of the community while also functioning as a sustainable health promotion and prevention tool that could be adapted for use in similar communities in the future.

Part B

For part B you must:

1. Discuss and justify the community’s needs by critically evaluating the suitability of the resource, its role in health promotion or prevention, and how it aligns with the evidence base for the target population

2.Write a critical reflection on how you understood community needs and how this learning will inform your future clinical practice

You will be marked against two criteria.

Criteria one (Part A) is worth 60% of the final grade. It will assess your ability to:

•    Identify an appropriate online community
•    Provide an accurate, succinct description of the community and their needs
•    Identify the goals of the community and the barriers/facilitators to engaging with that community
•    Create a resource (appropriate, accurate and effective) that could meet the needs of the community while also functioning as a sustainable health promotion and prevention tool that could be adapted for use in similar communities in the future.
•    Demonstrate high-level, error-free, written expression, and organisation of content that is appropriate for the assessment task/audience.

Criteria two (Part B) is worth 40% of the final grade. It will assess your ability to:

•    Justify the resource in relation to the literature and evidence base.
•    Demonstrate the use of critical written reflective practice.
•    Demonstrate high-level, error-free, written expression, and organisation of content.
•    Demonstrate the use of appropriate referencing and APA-7th formatting through the assessment task.

Level of GenAI use allowed:  
Level 3: You may use AI to assist with specific tasks such as drafting, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. 

Please see the CB87 Academic Integrity handout: located on the CB87 Course Wide Moodle page for information on paraphrasing, source quality, and artificial intelligence use across units in the speech pathology course.

This term you will complete a work-integrated learning (WIL) experience. Students will attend for a total of 12 days. This placement will provide you with the opportunity to develop your practical, clinical and professional skills across a range of practice areas, caseloads and settings.  

During your placement, your Practice Educator (PE), a qualified Speech Pathologist, will assess your competence across the seven Competency-Based Occupational Standards (CBOS) units and each of the four generic professional competencies (GPCs) at both the mid and final points of the placement, using the COMPASS online assessment tool. The specific assessment details and requirements are as follows:

You and your PE/s must complete a mid-placement assessment using COMPASS Online. This will be completed with your PE/s at the mid-point of your placement, however you will also be required to complete a self-assessment (also using COMPASS Online) prior to meeting with your PE/s for this assessment. The mid-placement assessment is formative in nature, which means that although it does not count towards your final mark at the end of the placement, it provides you with a formal opportunity to discuss your strengths and areas for improvement - that is, the areas to focus on for the second half of the placement. It also provides your PE/s with an opportunity to formally raise any concerns with the CQU Practice Education Coordinator (PEC).
You and your PE/s must complete a final-placement assessment using COMPASS Online. This will be completed at the end of your placement. You will be required to complete a self-assessment using COMPASS Online prior to meeting with your PE/s. This final assessment is summative in nature, meaning that it provides the PE/s with the opportunity to give final marks and feedback regarding the entire placement. You are required to be at approaching entry-level across each of the four generic professional competencies and all seven of the CBOS units by the end of your placement.
 

This assessment item has pass/fail criteria and must be passed to achieve a pass grade for this unit.

GenAI Usage:

Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge. 

You cannot use GenAI in the completion of Assessment 1 Compass ®.

As this assessment involves Work Integrated Learning experience, the 72-hour grace period does not apply.

Further information regarding the expectations when participating in work integrated learning experiences, such as dress code, attendance requirements and mandatory checks (pre-clinical requirements) can be found in the Speech Pathology Practice Education Handbook, an electronic copy of which will be made available through the Course Wide Moodle page.

Note that all pre-clinical requirements, as 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 risk not being permitted to commence their placement, which may therefore 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 four generic professional competencies (GPC) and the seven CBOS (occupational) competencies through the use of COMPASS Online.

The generic professional competency units are:

Professional Competency Unit 1: Reasoning
Professional Competency Unit 2: Communication
Professional Competency Unit 3: Learning
Professional Competency Unit 4: Professionalism
The CBOS units are:

CBOS Unit 1: Assessment
CBOS Unit 2: Analysis and Interpretation
CBOS Unit 3: Planning Evidence-based Speech Pathology Practices
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.

Prior to meeting with your PE/s to complete your mid-placement and final-placement assessments, you must first complete the self-assessment component through COMPASS Online. You must also bring the learning contract that was developed at the commencement of the placement, for you and your PE/s to review, as this will aid the discussion you have about the progress you have made and any objectives you may have achieved.

At the final-placement assessment, your COMPASS results must indicate that you have demonstrated approaching entry-level competence across each of the eleven CBOS and generic professional competency units.

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 both the signed form and the full spreadsheet via Moodle within one week of the completion of your sessional placement. The spreadsheet 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.

In order to pass this assessment task, you must complete and submit a copy of the WIL Log form provided to you by your Unit Coordinator, within one week of completing your placement. Instructions for completion will be available on the record form that will be available on the Course Wide Moodle.