SPCHSCI 714 : Speech Language Therapy Clinical Practicum 1


2020 Semester One (1203) (15 POINTS)

Course Prescription

Clinical observation under supervisor guidance in a variety of settings, establishing links between theory and practice. This course is supported by weekly tutorial sessions.

Course Overview

Speech Language Therapy Clinical Practicum 1 provides you with an introduction to working with child and adult clients with communication disorders in a clinical setting. This paper includes two clinical days and taught tutorials, in addition to self directed online learning.  

You are expected to perform at least at a Novice level across all COMPASS (learning and assessment tool) Generic and Occupational competencies by the end of semester one. You will be paired with a clinic partner within a group of students and will receive a high degree of support from you clinical educator to ensure that you feel comfortable and safe in the clinic environment, to help you develop an assessment and therapy plan for the client, and to facilitate explicit linkages between relevant theory and current clinical practice.
You will initially observe your clinical educator for the first session or two, with particular tasks to complete.  You will gradually become more involved in the sessions and by the end of the semester you will be responsible for running the sessions on your own with your partner. You will be working in a group and supporting the other students by watching their sessions, providing them with feedback and completing various tasks to support their work with their clients.  The development of your ability to establish whakawhanaungatanga (connection) with your clients, structured observational assessment skills, critical thinking and reflective skills are the focus of this semester.  You are strongly encouraged to review video recordings of your own clinical sessions to develop these competency areas.
Teaching and learning opportunities provided in SPCHSCI711, 712 and 713 will have direct relevance to the clinical setting. You are encouraged to actively look for linkages between what they are exposed to in lectures, tutorials and labs and what you experience in clinic.   

Course Requirements

No pre-requisites or restrictions

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities

Learning Outcomes

By the end of this course, students will be able to:
  1. Identify and apply the skills needed to create a positive relationship with at least one client and their family/whanau. (Capability 1, 2, 3, 4, 5 and 6)
  2. Demonstrate developing clinical reasoning skills by using a clinical reasoning framework to discuss a standardised client. (Capability 1, 2 and 3)
  3. Apply clinical observation skills with all clients in assessment and/ or intervention contexts. (Capability 1, 2 and 5)
  4. Write an accurate session plan and clinical notes entry that adheres to the guidelines in the Clinical Handbook and teachings from 714 tutorials. (Capability 1, 2, 4 and 5)
  5. Write personal learning objectives that adhere to the SMART framework (Capability 1, 2, 3, 4 and 5)
  6. Demonstrate at least at Novice Level on all COMPASS competencies. (Capability 1, 2, 3, 4, 5 and 6)


Assessment Type Percentage Classification
Assignments 30% Individual Coursework
Assignments 30% Individual Coursework
Assignments 40% Individual Coursework
Practical Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4 5 6
Coursework and Marks:

Course assessment will comprise performance on course work and on the clinical competency assessment COMPASS.
The student will be eligible to pass and proceed to SPCHSCI724 if he/ she achieve:
• 50% or more for clinical and practical assessments
• Has a competency level evaluated as being on or above the level stated on COMPASSTM. See Clinical Pass and Fail sections for more information.

Clinical Observation Skills

Clinical observation task date: Fri 3rd April 3.00-5.00 (the session will only be 1hr)
Hand in date: Thursday 23rd April
Each student will watch one 20 min videoed session of a child case during the session. While watching the session the student will complete the Observation Sheet (refer to CANVAS). This template will be presented in tutorials and used in the clinic sessions prior to this date.
On the 23rd April the student will hand in their Observation Sheet from the task (handwritten (and scanned) or typed) in addition to a 1500 word discussion on the following:
1. Discuss how the clinician created and maintained a positive relationship with the client and carer (if applicable). What skills did they use?
2. Discuss how successful this was? How did you know that this positive relationship had been established/or not?
3. What have you learnt from this observation session? What will you do differently in your next session?
4. Write one example of a learning objective for yourself which relates to the themes of this assignment ie; establishing rapport, initial assessments, family focused principles, client focused principles, and supports your clinical development, following the MSLT Prac Clinical Handbook.
For the Observation Sheet, marks will reflect the student’s ability to note objective and clinically significant information in the domains stated in the clinical observations sheet template.
For the discussion section, marks will be allocated on your ability to identify the skills needed to create and maintain a positive relationship with clients/whanau. Helpful information can be found in resources such as the COMPASSTM Assessment Resource Manual and in literature relating to effective communication skills, family-centred practice and culturally competent practice. Refer to the marking guide.

Clinical Documentation

Session Plan and Clinical Notes   
Watch the video posted on CANVAS on 28th April
Hand in date: 14th May
Watch the video of an initial session and take your own observation notes.
Each student will then submit a session plan and the clinical notes related to this session, following viewing of the videoed session. Marks will be allocated according to adherence to; the MSLT Prac Clinical Handbook, the tutorial on session plans and clinical documentation, and the clinical tutor’s understanding of their ability to respond to feedback regarding clinical documentation during clinic. Refer to the marking guide.

Clinical Reasoning

Hand in date: Monday 1st June
Watch the video of an initial session posted on CANVAS. This will be the same video used in the Clinical Documentation task (2). Imagine you are planning the next session with this client and answer the questions below with reference to the ICF and literature on interviewing and assessment:
1. What case history information was gained from this initial assessment?
2. What further case history information will you need to collect?
3. What is important to this client and how do you know this? What are the risks for this client?
4. What are the presenting problems you have detected from this initial session?
5. Prioritise these problems and give the rationale for this.
6. What is your hypothesis of this situation?
7. What are your next two key steps and why?
8. What assessment could you consider using with this client and why?
Refer to the marking guide.

Clinical Placement - COMPASS 

Grafton Teaching Clinics
The student’s clinical competence will be assessed in each clinical placement using COMPASSTM. COMPASSTM is evaluated collaboratively by the clinical educator and the student. This evaluation does not count towards the final grade however, the student is required to demonstrate competency appropriate to their experience in order to pass 714 and be eligible to progress into 724. Clinical educators must indicate that a student is showing sufficient competence in SPCHSCI714 to proceed to SPCHSCI724. Any concerns should be raised with the student and with the Director of Clinical Education in a timely manner.
Clinical Placement Pass Level
1. The student’s competency level was evaluated by The University of Auckland Director of Clinical Education* as moving off Novice level towards Intermediate Level on the COMPASS™ Assessment.
2. The clinical tutor has indicated verbally and in writing that the student’s overall level of performance has reached the criterion of moving off Novice level towards Intermediate level of performance across all competencies as described in the COMPASS™ Assessment. Please note; some variability in performance is expected at this stage as the student may show intermediate level competence in the General Professional Competencies (Communication, Lifelong Learning, Reasoning and Professionalism) but Novice level of competence in the CBOS skills.
*The final decision about whether or not a student has demonstrated satisfactory progress in a clinical placement cannot be made until the Director of Clinical Education has received the student’s COMPASSTM. Please note that the clinical tutor’s rating for ‘Overall rating of competency’ is preliminary; the student must wait for the Director of Clinical Educator’s analysis before being sure that this is a passing placement and they can progress to SPCHSCI724.
Clinical Placement Fail Level
A fail level will be determined by The University of Auckland Director of Clinical Education after considering the factors below:
1. The student’s competency level was identified by the Director of Clinical Education as being at Novice or below Novice level on the COMPASS™ Online tool.
2. The student’s rating in General Professional Competencies 1, 2, 3 or 4 on the COMPASS™ tool was at the ‘below novice’ level.

Key Topics

The tutorials, the supervision and feedback process following sessions, discussions (with your tutors and clinical peer group) and your clinical placements will all contribute to the effective integration of the academic and clinical teaching in semester one.
Tutorial Date & Time: Topic: Lecturer

1. Mon 17th Feb
9.00-4.00 Welcome Day All staff - Clare McCann  

2. Tues 18th Feb
4.30-6pm NZSTA new recruits and meet the Y2s – followed by International Evening - Philippa Friary

3. Thurs 20th Feb
9.00-4.00pm Orientation to the Clinical Programme & Professional Practice - Philippa Friary  

4. 21st Feb
9.00-4.00pm Orientation to the Clinical Programme  & Professional Practice - Philippa Friary

5. Wed 26th Feb
Peer learning
The Reflective Clinician
Clinical Reasoning
ePortfolios Introduction
Time management – Looking After Yourself - Philippa Friary
6. Fri 28th March
7. Wed 4th March
9.00-4.00 Living with dysarthria  
Orientation to SPCHSCI714 assignments 
The First Session – Building the Partnership - Philippa Friary
8. Fri 6th March
Living with aphasia - Clare McCann 

 11th and 13th March Clinics Start – Pre Clinic Workshops

9. Fri 13th March
 The First Session – Part Two - Philippa Friary

10. Fri 20th March
3.00-5pm Living with a child with communication needs - Liz Fairgray

11. Fri 27th March
Orientation to COMPASS in preparation for mid-way rating - Selena Donaldson

Weeks of 1st and 3rd April mid-way COMPASS  

12. Fri 3rd April
3.00-5.00pm Assignment 1 - Philippa Friary
13. Fri 24th April
3.00-5.00pm Introduction to Evidence Based Practice - Selena Donaldson  

14. Fri 1st May
 Orientation to working as an SLT in Group Special Education
Orientation to working as an SLT for the District Health Board MOE rep
15. Fri 8th May
3.00-5pm ePortfolio Workshop - Philippa  

16. Fri 15th May
3.00-5.00pm - Orientation to Special Schools & Private Practice - Philippa 

17. Fri 22nd May
3.00-5.00pm Introduction to Counselling - Philippa 

18. Fri 29th May
3.00-5.00pm TBC

19. Fri 5th June
3.00-5.00pm Reflecting on Practice - Philippa

Learning Resources

Recommended Texts:
Body, R. And McAllister, L. (2009). Ethics in Speech Pathology. London: Wiley & Sons.
Shipley, K.G. and Roseberry-McKibbin, C. (2006). Interviewing and Counselling in Communicative Disorders. 3rd ed. Texas: Pro-Ed.

Essential Reading:
MSLTPrac Clinical Handbook (on Google Drive)
The Clinical Record website: https://www.coursebuilder.cad.auckland.ac.nz/flexicourses/1981/publish/1/
COMPASSTM Assessment Booklet and Manual (on CANVAS)
Speech Pathology Australia Competency Based Occupational Standards (on CANVAS)
NZSTA Principles and Rules of Ethics (on NZSTA website)
MSLTPrac Field Educator Manual (on Google Drive)
Plack, M. Development of Communication Skills, Interpersonal Skills, and a Professional
Identity within a Community of Practice. Journal of Physical Therapy Education. Spring
NZ Disability Strategy (2016). On internet.
Health and Disability Commissioner – Code of Rights (2009). On internet.
The Privacy Act (1993). On internet.
DVD resources to support Self-Directed Learning (Anna & Selena’s room)
• Supported Conversation for Adults with Aphasia “I know you know” 1996 Aphasia Institute
• Picturing Aphasia 2005 JM McWreath
• The Swallowing DVD Speech Pathology Dept, Prince of Wales Hospital, Randwick, Australia.
Internet Resources to support Self-Directed Learning
• Reflective Writing https://learn.solent.ac.uk/mod/book/view.php?id=2732&chapterid=1110
• https://flexiblelearning.auckland.ac.nz/study-skills-resources/4.html
• SpeechBITE http://www.speechbite.com/
• Talking Point http://www.talkingpoint.org.uk/
• Evidence based practice maps ASHA http://ncepmaps.org/

Special Requirements

Clinic Time & Location:
Clinic/Practicum sessions will be offered in the Grafton Teaching Clinics in Building 507.
The teaching clinics will run anytime from 7.30-5.00pm (your clinical educator will inform you of the times of your individual clinics). Initially the students will observe the clinical educator working with clients and they will gradually take responsibility for session and administrative tasks. Following the client sessions there will be a debrief with the clinical educator and then some planning discussion for the next session. The clinical educator will take responsibility for the Management Plan this semester. The student will gradually take full responsibility for session plans, SOAP notes and reports during this semester and will have clinical tutor support to edit and refine these clinical administration tasks.
The clinics may finish at 5pm and following this time you may need to prepare for your next clinic day with your clinic partner. Some days after clinic you will have a clinical tutorial which is compulsory to attend. Please do not arrange any extra-curricular activities for these timeslost. This time is not available for part-time employment and obligations to part-time employment will not be considered acceptable reasons for absence from any meetings or tutorials scheduled between 3.00-5pm on clinic days.
The Director of Clinical Education will allocate your clinics and will inform you of these by email. Attendance over Easter and mid-semester breaks will be negotiated between the student, clinical tutor and client to reduce disruption to clinics and learning opportunities so please do not book any time off/ holidays until your clinic commitments have been finalised with your individual tutors.
Clinical Educator Office hours:
The clinical educators may be available for further consultation between 3.00-5.00pm on the day you are in clinic with them. Your educators are an extremely valuable resource for you so please make good use of their time and desire to assist your learning. When you wish to meet with your clinical educator please contact them by email to arrange an appointment (email is the university’s official mode of contact). Please be aware that the clinical educators have several other responsibilities and may not be available at short notice so try to plan ahead if possible. Many clinical educators only work at the University one or two days per week so please make the most of your access to them.

Ill health or exceptional circumstances are the only acceptable reasons for being absent from clinic. If you are unable to attend clinic please contact the clinic reception and your clinical tutor to let them know. It is not acceptable to send a message via a peer. If you miss two or more consecutive clinics you will need to bring a medical certificate to the Director of Clinical Education to explain your absence once you are well enough to return to University. Extended or multiple sick leave days may result in requiring additional an additional clinical practicum.

Assignment Guidelines:
1. Assignments are to use 1.5 line spacing, A4 page specification, 18 pt before paragraph spacing, 11 point font and NZ English spelling (‘Language’). It is strongly recommended that you use “Styles”, with these details as part of the “normal” style definition (go into ‘Format’, then ‘Styles and Formatting’ to find where to alter the specifications). You should not use repeated ‘enter’ strokes to create spacings. Headings and subheadings (which should also be specified for their style) should be used to organise assignment content.
2. Please use both sides of the page. All pages must be numbered. Please use 2cm margins on all and 2.5 cm on the left margin. Use APA style for references (Author and date in the text, alphabetised full reference list at the end. Do not use bibliographies unless specifically asked for).
3. Put your student ID number (not your name) on all pages of your assignment. All assignments must have a signed Post Graduate Assignment Cover Sheet.
4. Assignments to be handed in to Speech Sciences drop box by 4pm the day the assignment is due.
5. Please retain an electronic copy of all coursework. This may be requested at anytime until the end of the exam period. Please also retain marked versions.
Academic honesty:
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student’s own work, reflecting his or her learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the world-wide web. A student’s assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review.
Extensions are normally only given when circumstances arise beyond the student’s control that could not be foreseen, such as new illness or major changes to personal circumstances. Where possible extensions must be requested at least two working days in advance e.g. if the deadline is 4pm Monday, you should request an extension before Thursday 4pm. Proof, such as a medical certificate, may be required to support a request for an extension or explain a late assignment. Assignments that are handed in after the due date and time will receive a late penalty (deducting 5% per day from the mark given), unless you obtained an extension from the course co-ordinator prior to the due date.

Workload Expectations

This course is a  15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, you can expect two days of clinic per week (Wednesdays and Fridays) and 58 hours of tutorial.

Other Information

The student must provide the Director of Clinical Education with a copy of a recent police safety check and immunisation check before being allowed to join the teaching clinics; this requirement is for the protection of both students and clients and is a requirement from the MOE and MOH.

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.


The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.

You may copy the course content for the purposes of private study or research, but you may not upload onto any third party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website at http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page: https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Student Feedback

During the course Class Representatives in each class can take feedback to the staff responsible for the course and staff-student consultative committees.

At the end of the course students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback.

Your feedback helps to improve the course and its delivery for all students.

Introduction to private practice and special schools included in tutorials.  
Marking guides for all assignments.
Inclusion of self directed website for clinical documentation.
Tutorial on giving and receiving feedback.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter (https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html).


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Published on 16/02/2020 08:44 p.m.