SPCHSCI 724 : Speech Language Therapy Clinical Practicum 2
2023 Semester Two (1235) (15 POINTS)
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|
- Maintain documentation that is objective, legible, accurate and up to date for two clients following the guidelines in the Clinical Handbook. (Capability 1, 5 and 6)
- Demonstrate effective communication skills with all communication partners, including clients, their family/whānau, clinic partners, staff and other relevant agencies. (Capability 1, 2, 4, 5 and 6)
- Demonstrate skills in accurately and objectively reflecting on their client’s performance, on effectiveness of and/or modifications required for clinical tasks and on their own performance when reviewing clinical sessions. (Capability 1, 2, 3, 4 and 5)
- Adapt performance in response to new information (evidence base) or learning opportunities (feedback, clinical outcomes). (Capability 1, 2, 3 and 5)
- Demonstrate use of a client-centred, cultural competence and evidence-based approach with clients and in tutor group discussions. (Capability 1, 2, 3, 4, 5 and 6)
- Accurately phonetically transcribe a disordered speech sample. (Capability 1, 2, 3 and 5)
|Assessment Type||Learning Outcome Addressed|
Tuākana Science is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials,
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This course is supported by the Tuākana in Science Programme, which facilitates the success and wellbeing of our Māori and Pacific students. The foundation of the Tuākana Programme is the Tuākana-Teina principle an integral relationship in which older or more expert Tuākana (traditionally brother, sister or cousin) guides a younger or less expert Teina (traditionally younger sibling or cousin). This is a reciprocal relationship which fosters safe learning and teaching environments. Read more here: https://www.auckland.ac.nz/en/science/study-with-us/maori-and-pacific-at-the-faculty/tuakana-programme.html
- Course Outline; information on expectations, and assignments
- E-Portfolio Workshop
- Research Presentations
- Mid-way COMPASS with clinical tutors
- Phonetics OSCE
- Pre-placement preparation
- Case discussions - 2 rooms going simultaneously
- Case discussions - 2 rooms going simultaneously
- Final COMPASS with clinical tutors
- Videoconference Placement Debrief
- The student’s competency level was identified by the Clinical Director as not reaching above the stated criterion on the majority of competencies rated by the COMPASS™ Assessment.
- The students rating in either or both General Professional Competencies 2 (Communication) and 4 (Professionalism) on the COMPASS™ Assessment was at or below the criterion stated.
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 per week of clinic and a four week block placement at the end of the year, a 2 hour tutorial almost every week, weekly preparation and reading in relation to clinic and weekly self-directed work on assignments/OSCE preparation.
Attendance is required at scheduled activities including tutorials/clinics/workshops to complete components of the course.
Other learning activities including tutorials will not always be available as recordings due to the nature of the content.
Attendance on campus is required for the OSCE.
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.
- Body, R. And McAllister, L. (2009). Ethics in Speech Pathology. London: Wiley & Sons.
- Dathan D Rush M'Lisa L Shelden (2011) The early childhood coaching handbook.Baltimore, Md. : Paul H. Brookes Pub. Co. Available at EPSOM LIBRARY Main Collection (372.21 RUS )
- McWilliam, R.A. (2010) Working with young children with special needs. New York : Guilford Press. Available. View online or Find in Library.
- Shipley, K.G. and Roseberry-McKibbin, C. (2006). Interviewing and Counselling in Communicative Disorders. 3rd ed. Texas: Pro-Ed.
- Stagnitti, K., Schoo, A., & Welch, D. (Eds) (2013). Clinical and fieldwork placement in the health professions (2nd ed.). South Melbourne, Vic: Oxford University Press.
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.
Changes are being made to the structure and communication related to individual clinics following student feedback.
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.
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
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.
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 http://disability.auckland.ac.nz
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.
In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.
The delivery mode may change depending on COVID restrictions. Any changes will be communicated through Canvas.
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 students may be asked to submit 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. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.