€¦ · Web viewFaculty of Health Sciences. Department of Human Communication Sciences. Clinical Educators Handbook. For clinical educators supervising students enrolled in the

Faculty of Health Sciences

Department of Human Communication Sciences

Clinical Educators Handbook

For clinical educators supervising students enrolled in the Bachelor of Health Sciences and Master of Speech Pathology / Master of Speech Pathology programs

Department of Human Communication Sciences Page 1

22/05/2023

TABLE OF CONTENTS

Department of Human Communication Sciences......................................................................5

Bachelor of Health Sciences and Master of Speech Pathology...............................................5

Master of Speech Pathology.............................................................................................................. 5Course Objectives........................................................................................................................................6Clinical Education Program.........................................................................................................................6

Roles of La Trobe University Staff.............................................................................................................7

Phone number - 9479 5320................................................................................................................... 7

Students should be reported to the School for any unethical or improper conduct................8COMPASS®...............................................................................................................................................8COUNTING Clinical Hours - CBOS.............................................................................................................9

Writing file / progress notes................................................................................................................. 9Struggling Students..................................................................................................................................9Some general support guidelines include:..............................................................................................10Caseload................................................................................................................................................10Report Writing and Maintenance of Client Records...............................................................................11

Evaluation of Students’ Learning..............................................................................................................11Student Lifelong Learning......................................................................................................................11STUDENT EXPECTATIONS AND ASSESSMENT.........................................................................................11Student Assessment...............................................................................................................................11

3rd Year Clinical Education Program (Bachelor of health sciences and master of speech pathology).............................................................................................................................................. 13HCS4ISP Introduction to Speech Pathology Practice................................................................................13

Class Requirements:...............................................................................................................................13Objectives...............................................................................................................................................13Phonological Awareness for Literacy Clinic............................................................................................14Levels of Expectations for PAL CLINICS (adapted from COMPASS® descriptors).....................................14Responsibilities – Student......................................................................................................................15TOC1Assessment for Phonological Awareness for Literacy (PAL) Clinic component...............................15subject Resources...................................................................................................................................17Learning Agreement..............................................................................................................................17CBOS Checklist.......................................................................................................................................17HCS4ISP Hurdle Requirements for PAL Clinic Form.................................................................................17

HCS5AIB Assessment and Intervention Clinic............................................................................................18Objectives...............................................................................................................................................18Description of Experience.......................................................................................................................19Levels of Expectation for AIB clinics (taken from COMPASS ® Assessment Resource Manual).............19


22/05/2023

Responsibilities – Student......................................................................................................................20Assessment............................................................................................................................................20Mid-Placement feedback.......................................................................................................................20End Placement Assessment....................................................................................................................21Description of the Gradings for AIB clinics:............................................................................................21Fail Level................................................................................................................................................21Pass Level...............................................................................................................................................21subject RESOURCES................................................................................................................................21

4th Year Clinical Education Program (Bachelor of health sciences and master of speech pathology).............................................................................................................................................. 24HCS5SPA Speech Pathology Practice A...................................................................................................24

Subject Examiner:...................................................................................................................................24Objectives...............................................................................................................................................24Description of experience.......................................................................................................................25Levels of Expectation for HCS5SPA CLINIC (taken from COMPASS® Assessment Resource Manual)......25Responsibilities – Student......................................................................................................................26Assessment............................................................................................................................................26Mid-Placement feedback.......................................................................................................................26End Placement Assessment....................................................................................................................27Description of the Grading for HCS5SPA................................................................................................27Fail Level................................................................................................................................................27Pass Level...............................................................................................................................................27subject RESOURCES................................................................................................................................27

HCS5SPB/C/D Speech Pathology Practice B, C & D....................................................................................29Subject Examiner:...................................................................................................................................29Objectives...............................................................................................................................................29Description of Experience:......................................................................................................................30HCS5SPB.................................................................................................................................................30HCS5SPC.................................................................................................................................................30HCS5SPD................................................................................................................................................30Levels of Expectations for HCS5SPB/HCS5SPC/HCS5SPD Clinics (taken from COMPASS Assessment Resource Manual)..................................................................................................................................31PASS:......................................................................................................................................................31Responsibilities – Student......................................................................................................................31Assessment............................................................................................................................................32Mid-Placement feedback.......................................................................................................................32End Placement Assessment....................................................................................................................32Description of Grading for HCS5SPB/HCS5SPC/HCS5SPD.......................................................................32Pass Level...............................................................................................................................................32Subject RESOURCES................................................................................................................................33


22/05/2023

Available on line when you login to COMPASS and go to CE resources................................33

Available on line when you login to COMPASS and go to CE resources................................33

RESOURCES....................................................................................................................................... 33General- ALl Attached via email.............................................................................................................34COMPASS RELATED DOCUMENTS- All are available online when you Log in.........................................34SUBJECT RELATED DOCUMENTS............................................................................................................34HCS4ISP Introduction to speech Pathology Clinic...................................................................................34HCS5AIB Clinic........................................................................................................................................34HCS5SPA Clinic.......................................................................................................................................35HCS5SPB, HCS5SPC, HCS5SPD Clinic.......................................................................................................35


22/05/2023

DEPARTMENT OF HUMAN COMMUNICATION SCIENCES

The Department of Human Communication Sciences is committed to providing an educational environment that ensures students receive quality, modern curricula, taught appropriately and with flexible mode of delivery such that practitioners of speech pathology from this Department are current in knowledge, competent in up-to-date clinical practice and are able to critically question and produce an evidence base for their own practice. The aims and objectives of the Department are:

to foster an environment of learning to encourage questioning and evaluation To promote quality research in speech pathology academic and practice areas.

BACHELOR OF HEALTH SCIENCES AND MASTER OF SPEECH PATHOLOGY

This is a four-year double degree that school leavers can enrol into. It is possible to complete a Bachelor of Health Science Degree at the end of the 3rd year but graduates are unable to practice as a Speech Pathologist. Successful completion of the fourth year is required in order to graduate with the Bachelor of Health Sciences and Master of Speech Pathology degree.

The last two years of the four-year Bachelor of Health Sciences and Master of Speech Pathology course articulate with the Master of Speech Pathology Course, and students complete the same clinical education program.

MASTER OF SPEECH PATHOLOGY

This is a two-year entry level degree where students are able to join the Bachelor of Health Sciences and Master of Speech Pathology students in completing the final two years of the course.

SPEECH PATHOLOGY AUSTRALIA

During 2007, the Department of Human Communication Sciences (HCS) successfully completed negotiations with the professional body, Speech Pathology Australia, to provide eligibility for professional membership of the HCS graduates. The Department of HCS was required to demonstrate how the course prepared students to a level of competency outlined in the “Competency Based Occupational Standards (CBOS) for Speech Pathologists, Entry Level, and Revised 2001.”

The Department has chosen to further highlight their commitment to ensuring graduates meet competency as defined by CBOS by changing documentation and assessment guidelines in the Clinical Education Program. “Competency Based Occupational Standards (CBOS) for Speech Pathologists, Entry Level, Revised 2011.”CBOS terminology will appear throughout this handbook and on assessment forms. Students and clinicians are recommended to review the CBOS document prior to the commencement of clinics. Copies of this document can be obtained on the Speech Pathology Australia website at:


22/05/2023

http://www.speechpathologyaustralia.org.au/library/Core_Assoc_Doc/CBOS_for_Speech_Pathologists_2011.pdf

COURSE OBJECTIVES

Graduates will be clinically competent to perform roles in prevention, assessment, diagnosis and treatment of clients with communication and swallowing disorders.

Additionally, the graduate will:

Apply conceptual, theoretical and practical discipline knowledge in a changing environment to the required professional standard

Communicate effectively with a range of people in a variety of settings using a variety of modes and media

Practise safely and effectively as a sole practitioner, and as a member or leader of a team in a multidisciplinary work environment

Assess evidence about innovations, solve problems and learn new skills in their profession, supporting an intellectual curiosity and commitment to continuous learning

Make ethical and socially responsible decisions Conduct an effective, client centered assessment, and integrate and interpret the information

to formulate a diagnosis and intervention plan Implement prevention and intervention plans and advocate for the needs of individual clients

and the community Engage with relevant government legislation policies, in order to add value to the community

and critically evaluate, update and improve service delivery through engagement in an ongoing cycle of review, audit and quality reporting

CLINICAL EDUCATION PROGRAM

The Clinical Education Program has been specifically designed to facilitate integration of theory into practice. The program facilitates students’ development of problem solving, professional and clinical skills. The course and the Clinical Education Program has been designed to ensure students are able to demonstrate professional competence as defined by the professional body, Speech Pathology Australia, and are eligible for membership of this association.

RATIONALE

Clinical placements provide students with the opportunity to integrate theory into practice with the support and supervision of experienced Speech Pathologists. Involvement in clinical placements also facilitates students’ understanding of funding systems in health, support services and the roles and tasks undertaken in interdisciplinary teams. The clinical placements, therefore, develop and strengthen skills taught and also assist the student in preparation for working in today's environment.

Clinical placements occur throughout the course. Students are expected to undertake tasks at specified levels of competency, developing their skills from requiring guidance to independence by graduation.


22/05/2023

Throughout this handbook the person supervising students on a clinical placement is referred to as the ‘Clinical Educator’ (CE).

ROLES OF LA TROBE UNIVERSITY STAFF

CLINICAL EDUCATION COORDINATORS

The coordinator is responsible for the overall coordination of the clinical education program. The role includes allocation to clinics, monitoring of students’ progress toward achieving CBOS competencies across Range Indicators, representation of clinical education at academic level, organization of clinical education workshops, and the output of the Clinical Education Newsletter. They may also run / provide tutorials for students as required.

The LTU Clinical Education staff member will:

Be responsive to students’ and clinical educators’ requests for information or assistance. Be available for visits to the clinical placement on request within the limitations of travel time

and distance Assist students and clinical educators to develop appropriate goals and tasks for students as

required. Review mid placement feedback (through the COMPASS® Online Assessment) Notify Subject examiner of "at risk" students. Review final placement feedback (through the COMPASS® Online Assessment).

SUBJECT EXAMINER

This term refers to the Academic staff member at LTU who is responsible for developing the Subject syllabus according to the set curriculum, monitoring assessment results and representing the Subject at Chief Examiners Meetings.

YEAR COORDINATOR

The Year Coordinator provides support and advocacy for all students in the specific year level.

PROFESSIONAL PLACEMENT OFFICER

Phone number - 9479 5320

The role of this staff member is to:

Manage and provide coordinated and effective administration of student clinical placements and the administration of the Clinical Education Program.

Manage all administration tasks associated with students, the clinical education program, and requests by the Academic staff, Faculty and the University.


22/05/2023

CLINICAL SCHOOLS DEVELOPMENT MANAGERS

The role of these staff members is to:

Liaise between clinical schools and the LTU Clinical Education staff re: placement needs each year

Assist in obtaining required placements – number and type of placements required for each subject

UNETHICAL BEHAVIOUR

Students should be reported to the School for any unethical or improper conduct.

INFORMATION FOR CLIENTS

All clients and/or families need to be told when students are involved in diagnosis or treatment. It is also important that clients are informed when students are observing sessions, including behind one-way screens.

If video or audio tapes are used in student education, many institutions require prior written permission from clients.

ASSESSMENT

Clinical Educators (CEs) need to be aware of the COMPASS® assessment procedures and evaluation criteria for each clinical placement. All external clinics will be using the COMPASS® Online assessment tool to assess student performance. (Training resources available online when you login)

PLACEMENT FEEDBACK

Clinical Educators can seek feedback from students regarding the placement experience. This can be used by CE’s to further develop their clinical teaching program

COMPASS®

Please refer to the COMPASS® about the procedural aspects of completing a COMPASS® Online assessment. (Training resources available online when you login)


22/05/2023

COUNTING CLINICAL HOURS - CBOS

The student and CE must complete the Competency Based Checklist / Clinical Hours Form at the completion of a placement CBOS form – Appendix 2

Hours are counted as per the Canadian Association of Speech-Language Pathologists and Audiologists (CASLPA) Clinical Hours definition. Please see the document below:

http://www.caslpa.ca/system/files/resources/SLP%20-%20Description%20of%20Clinical%20Hours%20Requirements%20-%20English.pdf

The following activities may be counted when calculating clinical hours:

Client sessions Active observation of other sessions Specific client discussions Consultations with other professionals (regarding a specific client) Case conferences Presentations (face-to-face time only, not preparation)

The following activities may NOT be counted:

Writing file / progress notes

Writing reports Planning for sessions General discussions Record keeping / administrative tasks (statistics, updating resources, etc.)

There is no minimum number of ‘hours’ students must accrue during their placement. Over the clinical education program students must gain experience across all range indicators and in all CBOS 2011 Units

STRUGGLING STUDENTS

It is the responsibility of the CE to highlight early concerns with a student’s progress to the allocated LTU Clinical Education staff member. They will provide advice and support to both the student and external Supervisor.

EARLY CONCERNS

If a CE is concerned about a student’s abilities or attitudes, the appropriate La Trobe staff member should be contacted.

HCS4ISP – Introduction to Speech Pathology Practice; - See the Subject Coordinator

Phonological Awareness for Literacy Clinic (PAL) see the Paediatric component: Preschool Clinic Coordinator / Subject Coordinator

HCS5AIB – Assessment & Intervention Clinic– see the Subject Coordinator


22/05/2023



Adult component: Assigned LTU Clinical Education staff member

HCS5SPA = Speech Pathology Practice A -see assigned LTU Clinical Education staff member

HCS5SPB/C/D = Speech Pathology Practice B/C/D see assigned LTU Clinical Education staff member

SOME GENERAL SUPPORT GUIDELINES INCLUDE:

CEs should take notes of observed examples of concerning behaviours / actions. Concerns should be discussed with the student ASAP. CEs should relate concerns to the

relevant units in the COMPASS® assessment tool More detailed discussion should follow in a formal supervision session. Ask the student to

self-evaluate prior to this session Encourage the student to formulate objectives and strategies, using the learning agreement to

address the issues and plan implementation of strategies If there is no improvement after feedback, the CE may need to identify the student as ‘at risk’

on the mid-placement COMPASS® (if relevant). Provide a rationale (specific examples) and suggestions for improvement

CEs are requested to notify the relevant LTU staff member immediately if a student is not meeting placement responsibilities, so that the Department can take appropriate action. Arrangements can be made for the student to meet / call the LTU staff member, or the LTU staff member may be able visit the student and CE in order to review the student’s progress. This may involve developing a contract agreed upon by both the CE and the student in order to continue with the placement. In rare cases, the cessation of the placement may be advised and a further placement recommended.

Ongoing assessment is carried out by CEs and through the LTU Clinical Education staff members, written learning agreements, and the COMPASS® assessment. It is important that the student is made aware by their CE/s of any concerns about their performance or progress in meeting learning goals. Concerns should be raised, discussed and clearly documented by all parties. If a student is not / did not meet the performance requirements of the placement, then this MUST be reflected in their assessment. Any supporting documentation should be included. The COMPASS® Online Assessment must be completed even if it is agreed to cease the placement.

CASELOAD

The CE will where possible:

Provide students with a caseload of clients appropriate to the students’ level of learning and clinical skill

Provide a caseload demonstrating different disorders of communication, as appropriate to the specific placement.


22/05/2023

REPORT WRITING AND MAINTENANCE OF CLIENT RECORDS

The CE will:

Assist students to identify the appropriate format for and information to be included in clients’ management records

Assist students to use an appropriate professional style

CLINICAL EQUIPMENT

The CE will assist students in the use and maintenance of clinical equipment

EVALUATION OF STUDENTS’ LEARNING

The CE will:

Evaluate the students’ performance according to a standard format (COMPASS® Online Assessment)

Communicate evaluation to students at regular intervals Maintain supervisory records ensuring students’ confidentiality Facilitate students’ development and consolidation of self-evaluation skills

STUDENT LIFELONG LEARNING

The CE will:

Assist students to develop professional client and self-management skills Assist students to assign priorities to their learning program Facilitate students’ involvement in the implementation of the supervisory program

STUDENT EXPECTATIONS AND ASSESSMENT

STUDENT ASSESSMENT


22/05/2023

All students on clinical placement will be assessed with regards to their performance. Assessment is based on learning and growth in clinical practice during the placement and the ability to work consistently at the criterion set for that Subject and level. Students should NOT be assessed on the basis of their performance during a single session.

See COMPASS® Assessment Resource Manual (available on line) and individual criteria level information for more details.

The CEs are responsible for making a recommendation to the LTU Clinical Education staff member regarding a student’s performance at the end of the placement, unless assistance has been requested from the LTU Clinical Education staff member prior to that. Concerns regarding a student’s progress should be discussed with the student and LTU Clinical Education staff member as early as possible in the placement and prior to mid or final placement assessment feedback meetings (see information in 4.5 Struggling Students).

GRADING

Please refer to the relevant sections under each year level for specific definitions of Pass /Fail performance criteria.


22/05/2023

3RD YEAR CLINICAL EDUCATION PROGRAM (BACHELOR OF HEALTH SCIENCES AND MASTER OF SPEECH PATHOLOGY)

HCS4ISP INTRODUCTION TO SPEECH PATHOLOGY PRACTICE

CLASS REQUIREMENTS:

A 4 hour orientation session during the first week of the semester Completion of written tasks: online quiz, guided observation tasks and unstructured reflection

tasks Attendance at 2 x 3hr clinic observation sessions Attendance at 1 x 3hr Report writing/feedback workshop Attendance at pre-clinic tutorial for Phonological Awareness for Literacy placement (3 hours) Attendance at a 1hr parent tutor session Phonological Awareness for Literacy placement (La Trobe Communication Clinic) (5 x ½

days + ½ day orientation and ½ day feedback) Attendance at the Supported Conversation with Aphasics workshop (1 day) Attendance at a reflection tutorial in the final week of semester

LOCATION

La Trobe Communication Clinic (and/or contracted schools/Facilities) Royal Talbot Rehabilitation Centre

SUBJECT EXAMINER: Ms Rachel Davenport

BENDIGO INSTANCE COORDINATOR: Ms Kellie Stagg

OBJECTIVES

Students will increase their awareness and basic understanding of the nature of the speech pathology discipline, the culture of the speech pathology workplace and the required competencies, roles and functions of the speech pathologist. Students will be exposed to clients with communication impairments in a variety of social and clinical contexts. There will be an emphasis on developing an understanding of generic communication principles and practices involved in conversation, interviewing, assessment and management of clients and their families. There will be a strong emphasis on learning through structured reflective practice. The subject encompasses workshops, guided demonstration / observation sessions both on and off campus, client as tutor sessions and active participation in a highly structured evidence based therapy program for school aged children.


22/05/2023

Specific Objectives are:

Use a range of verbal and written communication skills with a variety of communication partners in both a social and clinic environment

Make meaningful observations of a range of client behaviours in a variety of speech pathology contexts and document these accurately

Reflect on their ability to relate to and engage in a meaningful manner with a client with communication impairments in their lived situation

Implement a structured therapy program with high levels of supervision Use both written and verbal modes of communication to facilitate self-reflection Start working within the professional and ethical guidelines set for a speech pathologist

DESCRIPTION OF EXPERIENCE

PHONOLOGICAL AWARENESS FOR LITERACY CLINIC

(7 x ½ days)

This is the first ‘hands on’ experience that students have working directly with clients. Students actively participate in a highly structured evidence based therapy program for school aged children (Phonological Awareness for Literacy).

LEVELS OF EXPECTATIONS FOR PAL CLINICS (ADAPTED FROM COMPASS® DESCRIPTORS)

The student is able to demonstrate appropriate professional behaviour (attendance, dress and communication style)

The student is able to establish rapport with clients, carers and relevant others The student is able to demonstrate basic therapy skills with a high level of guidance and

structure (i.e. Following a prescribed literacy program) The student is able to demonstrate emerging self-reflection skills with guidance (i.e. Identifies

some positive aspects of own performance and a skill to work on) The student is able to make some visible change in their own performance in response to

direct feedback


22/05/2023

The student is able to demonstrate emerging skills in planning and preparing a session (e.g.: generates an activity idea, organises and prepares required materials as per the program manual)

The student is able to demonstrate an emerging awareness of the requirements of working with a student peer (e.g.: sharing the workload and working collaboratively within the session)

The student is able to provide some contributions during group discussions / feedback

RESPONSIBILITIES – STUDENT

Clinicians can expect that students will:

Be familiar with the Speech Pathology Australia Code of Ethics (2010) and act within this code at all times

Have read, and signed a Confidentiality Agreement Have a valid Police Check and Working with Children’s Check Negotiate the learning agreement at the commencement of placement Maintain an accurate record of clinical experiences through completing the Competency

Based Checklist / Contact Hours form

TOC1


22/05/2023

Assessment for Phonological Awareness for Literacy (PAL) Clinic component

WEEKLY FEEDBACK

A formal mid-placement feedback is not completed in this clinic. Students are provided with regular verbal and / or written feedback from their Clinical Educator (CE) throughout the clinic.

END PLACEMENT ASSESSMENT

In the final week of clinic students meet with their CE individually to go through the ‘Hurdle Requirements for PAL Clinic’ assessment form. Prior to this meeting students will have been asked to identify some strengths in their clinical performance and some areas they wish to focus on in future clinics, which forms the basis for the discussion with their CE.

Both student and the CE will sign the Assessment form, and the student is then required to place the form in the Subject Examiner’s pigeon hole for filing.

Students are also required to complete the ‘Competency Based Checklist’ with their CE and submit this to the Subject Examiner.

DESCRIPTION OF THE GRADINGS PAL CLINIC:

FAIL LEVEL

A fail level will be determined by the Subject Examiner after considering the factors below:

The student’s performance has been rated as not reaching ‘Pre-Novice’ level on any one criteria as per the ‘Hurdle Requirements for PAL Clinic’ assessment form.

The CE has indicated that the student was not able to show change and respond to feedback provided to address their performance in the area/s of concern.

PASS LEVEL

The student’s competency level will be evaluated by the CE as being at a Pre-Novice level or above according to the ‘Hurdle Requirements for PAL Clinic’ assessment form.

Please note: A rating of ‘Not Applicable’ on any area of the ‘Hurdle Requirements for PAL Clinic’ assessment form (for example if the student did not administer any assessment to their client) does not impact on the student’s ability to satisfactorily pass the placement.


22/05/2023

SUBJECT RESOURCES

LEARNING AGREEMENT

Attached via email

CBOS CHECKLIST

Attached via email

HCS4ISP HURDLE REQUIREMENTS FOR PAL CLINIC FORM

APPENDIX1


22/05/2023

HCS5AIB ASSESSMENT AND INTERVENTION CLINIC

CLASS REQUIREMENTS: A 3 hour orientation session during the last week of Semester 1 An online grammatical quiz (hurdle) Attendance at a session plan tutorial (hurdle) A 9 week paediatric clinical placement at La Trobe Communication Clinic (Bundoora

students) or services in the Bendigo region (Bendigo students) (1/2 day per week) A 9 week adult clinical placement within a Clinical School network (1/2 day per week) Satisfactory completion of a clinical competency checklist at mid and final placement for

BOTH adult and paediatric placements (hurdle) Phonological analysis and phonetic inventory – online (hurdle) Videofluoroscopy observation and report – online (hurdle) Professional Competency Portfolio – peer review (hurdle)

LOCATION:

La Trobe Communication Clinic (LCC) Clinical School Agencies

SUBJECT EXAMINER:

Dr Simone Arnott

OBJECTIVES

In HCS4ISP students observed a range of service delivery models and speech pathology interventions, across both paediatric and adult settings. This subject is the initial avenue in which students will work directly with clients and their carers, and implement basic speech pathology assessments and intervention programs. The clinic is highly structured, and students are gradually exposed to client management, with limited exposure to other aspects of the speech pathology program (e.g.: admin tasks, booking appointments, follow up between sessions). Students are provided with high levels of guidance, observation, support and feedback throughout the placement. The adult component of this placement is focused on developing skills in assessment and interpretation only (not therapy).

SPECIFIC OBJECTIVES ARE:


22/05/2023

Use effective thinking skills and early professional reasoning strategies to assist in planning for client management with maximal assistance

Communicate effectively in a range of mediums to clients and their carers, with maximal assistance

Demonstrate early lifelong learning skills in relation to their clinical placement, with maximal assistance

Behave professionally with guidance within a highly structured and supported environment Participate in comprehensive assessments of clients with maximal assistance Analyse and interpret speech pathology assessment date for diagnostic and prognostic

purposes with maximal assistance Plan a variety of interventions appropriate to clients with maximal assistance Deliver speech pathology intervention for non-complex clients that is ethical, evidence based

and meets the clients’ needs with maximal assistance (for Paediatric component only)


Students undertake a 9 week paediatric placement at La Trobe Communication Clinic (LCC), or alternative paediatric site (for Bendigo students) consisting of 1 session of clinic per week. Clinical sessions are supplemented by group discussions. This clinical placement provides students with an opportunity to begin applying their theoretical knowledge to clients and their carers. The placement provides a high level of support for students to initially observe and assist in sessions and gradually taking a role in the management of the paediatric clients. Students have experience in both assessment and therapy aspects of paediatric speech pathology. Students are placed in small groups for the duration of the clinic and work with clients in pairs. Students are expected to be at Novice level on the COMPASS® assessment by the end of this placement.

Students undertake a 9 week placement within a Clinical School Network, consisting of 1 session of clinic per week. Clinical sessions are supplemented by on site group discussions. The focus is on working with Adult Communication and Swallowing Disorders of Neurological Origin. The placement provides a high level of support for students to initially observe and then assist in sessions, with a focus on assessment and/or review of the speech, language and swallowing abilities of these clients. Students are placed in small groups for the duration of the clinic and work with clients in pairs. Students are expected to be at Novice level on the relevant COMPASS ® units by the end of this placement.

** Please note: students may complete either the paediatric or adult clinical component first

LEVELS OF EXPECTATION FOR AIB CLINICS (TAKEN FROM COMPASS ® ASSESSMENT RESOURCE MANUAL)

The student is able to perform competently with the support of a high degree of supervision, collaborative participation, and / or monitoring and feedback on their performance;

The student can recall some aspects of relevant theory and how it relates to some features of the problem he/she is addressing in the speech pathology workplace, but will need support to draw conclusions about a client or develop a plan for action;


22/05/2023

The CE will need to promote the student’s understanding of the total situation and ensure a holistic approach through assisting them to identify aspects of the situation that they have not recognised. This may include theory and principles and how they interrelate and can be applied to the particular speech pathology situation;

The student needs support to apply problem solving strategies, principles and theories they have learned and will rely heavily on rules; they will need support to apply them flexibly within the specific situation to hand;

The student may have little previous relevant experience to draw upon and so will spend a high degree of time and conscious effort in meeting their professional responsibilities;

The student is highly focused on their own performance rather than the client.

Please see the COMPASS® Assessment Resource Manual for a detailed description of Novice level behaviours that may be demonstrated for each of the 4 Professional Competencies and 7 CBOS Units.






ASSESSMENT

Please note that the adult and paediatric clinics are assessed as two complete placements. Students are required to reach novice level during each placement in order to satisfactorily complete the subject.

The pass level expectations are used as the basis for both mid placement feedback and the final assessment. The CE with the student will complete the Clinical Competency Checklist (CCC) as follows:

MID-PLACEMENT FEEDBACK

The CE, together with the student, will complete the Clinical Competency Checklist (CCC) mid-way through the clinical placement. The student may complete a self-rating prior to mid-placement that can be used as a discussion point during mid-placement feedback with the CE. This mid placement feedback is to be considered a formative assessment process. The focus is on identifying the student’s current level of performance, highlighting areas of strengths and identifying areas for improvement and learning needs in order to reach a novice level by the


22/05/2023

conclusion of the placement. Once this assessment has been completed it will be submitted to La Trobe University and is definitive. Any changes will only be made following discussion with the LTU Clinical Education staff and the CE.

If there are concerns about a student's progress, after mid placement, or at other times, the CE should inform the assigned LTU Support Person (see 3.8 ‘Unsatisfactory Performance’). Strategies to assist the student will be identified. The LTU Support Person is available to assist if necessary and a visit to the clinic may be made by the LTU Support Person if requested, within the limitations of time and distance.


In the final week of placement the CE together with the student will complete the final Clinical Competency Checklist. Opportunity for individual verbal feedback to discuss the end placement assessment results is also given.


DESCRIPTION OF THE GRADINGS FOR AIB CLINICS:

FAIL LEVEL

A fail level will be determined by the Subject Examiner after considering all three factors below:

The student’s competency level is identified by the Subject Examiner as being at a Pre-Novice level rather than Novice level.

The CE has indicated concern (both in written and verbal form) that the overall level of student competence was not at the required Novice level of performance as described on the COMPASS ®behavioural descriptors.

PASS LEVEL

The student’s competency level will be evaluated by both the Subject Examiner and the CE as being at a Novice level on the Clinical Competency Checklist.

SUBJECT RESOURCES

LEARNING AGREEMENT

Attached via email


22/05/2023

CBOS CHECKLIST

Attached via email

COMPASS® RESOURCE MANUAL

Available online when you login to COMPASS

INFORMATION FOR CE’S RE: COMPASS®

Available online when you login to COMPASS

HCS5AIB PROCEDURE FOR MID AND FINAL PLACEMENT ASSESSMENT

(The Clinical Competency Checklist will be emailed to you. Students will also have access to this form via their Moodle site)

HCS5AIB EXPECTATIONS

(Will be emailed to you)

HCS5AIB SESSION PLAN TUTE

Students can provide this to you from their Moodle site.

HCS5AIB PAEDIATRIC CLINIC SESSION PLAN TEMPLATE


HCS5AIB ADULT CLINIC TEACHING STRUCTURE


HCS5AIB ADULT CLINIC SESSION PLAN TEMPLATE


HCS5AIB ADULT CLINIC OBSERVATION SHEET


22/05/2023


HCS5AIB ADULT CLINIC ORAL PERIPHERAL SHEET



22/05/2023

4TH YEAR CLINICAL EDUCATION PROGRAM (BACHELOR OF HEALTH SCIENCES AND MASTER OF SPEECH PATHOLOGY)

HCS5SPA SPEECH PATHOLOGY PRACTICE A

CLASS REQUIREMENTS:

Orientation Session during the University Orientation week A 12 day clinical placement

LOCATION:

La Trobe Communication Clinic Clinical School facilities Other clinical agencies

SUBJECT EXAMINER:

Ms Regina Fitzpatrick

OBJECTIVES

Speech Pathologists work in a range of settings with various degrees of specialty and fill various roles within their work place. Their goal is to provide evidence-based practice that meets the needs of individuals, service providers and the community. In their final clinical experiences, students need to be exposed to a range of work settings and client types and the variety of roles and responsibilities speech pathologists can undertake in the workplace.


Analyse and interpret clinical information with minimal guidance Communicate effectively in a range of mediums and to a range of audiences with minimal

guidance Demonstrate a commitment to lifelong learning Manage familiar clients across a routine workday with minimal guidance in a professional

manner Establish the communication and / or swallowing condition and issues of the client with

minimal guidance


22/05/2023

Analyse and interpret speech pathology assessment data for diagnostic and prognostic purposes with minimal guidance

Plan a variety of interventions appropriate to clients with minimal guidance Deliver speech pathology intervention that is ethical, evidence based and meets the clients’

needs with minimal guidance Plan, maintain and deliver speech pathology services with minimal guidance and in

accordance with specific workplace environments Contribute to professional teams and groups and community education within the context of a

specific workplace with minimal guidance Demonstrate a developing professional identity with minimal guidance


In this subject students attend 12 days of clinic in either an adult or a paediatric setting. This may be through the La Trobe Communication Clinic or at an external facility. The placement may take place intensively or take place one day a week over 12 weeks. Students begin to refine the clinical skills acquired over the previous two semesters applying these more independently as the subject progresses. Students develop specialist clinical skills related to particular work settings and develop their clinical management skills further. Through block placements students develop an understanding of and participate in the broader range of roles and activities of a speech pathologist working across a working week. Students monitor their progress in obtaining the desired level of professional competency and devise a plan of action to address competency gaps. Students are expected to achieve Intermediate level on the COMPASS® assessment by the end of the subject.

LEVELS OF EXPECTATION FOR HCS5SPA CLINIC (TAKEN FROM COMPASS® ASSESSMENT RESOURCE MANUAL)

The complexity of the client, the workplace environment, and the student’s previous experience with a particular situation will determine:

Whether they require a moderate or low degree of supervision, monitoring, and feedback to perform competently

Their ability to recognise the meaningful aspects of a situation The student is able to recognise several aspects of a problem and relate these to relevant

theory, to their conclusions about a client, and plan for action. He/she will require support to identify all relevant aspects of a problem to ensure a holistic, accurate, and appropriate conclusion/plan for action;

The student will need some support to be able to prioritise tasks appropriately; The student is developing automaticity in managing routine aspects of their work and is less

driven by abstract principles. This results in: A moderate expenditure of time and effort in carrying out their tasks; A developing ability to focus more on the client or situation in hand than on his/her own

performance, except when undertaking new or complex procedures;


22/05/2023

A developing ability to use what is actually observable in the particular situation to draw conclusions and assist professional reasoning.

Please see the COMPASS® Assessment Resource Manual (available online) for a detailed description of Intermediate level behaviours that must be demonstrated for each of the 4 Professional Competencies and 7 CBOS Units.






ASSESSMENT

The pass level expectations are used as the basis for both mid placement feedback and the final assessment. The CE with the student will complete the COMPASS® Online Assessment, as follows:


The CE, together with the student, will complete the COMPASS® Online Assessment mid-way through the clinical placement. The student may complete a self-rating prior to mid-placement that can be used as a discussion point during mid-placement feedback with the CE. This mid placement feedback is to be considered a formative assessment process. The focus is on identifying the student’s current level of performance, highlighting areas of strengths and identifying areas for improvement and learning needs in order to reach an Intermediate level by the conclusion of the placement. Once this assessment has been completed it will be submitted to La Trobe University and is definitive. Any changes will only be made following discussion with the LTU Clinical Education staff and the CE.

If there are concerns about a student's progress, after mid placement, or at other times, the CE should inform the assigned LTU Clinical Education staff member. Strategies to assist the student will be identified. The LTU Clinical Education staff member is available to assist if necessary and a visit to the clinic may be made by LTU Clinical Education staff member if requested, within the limitations of time and distance.


22/05/2023


In the final week of placement the CE together with the student will complete the COMPASS ® Online Assessment. Opportunity for individual verbal feedback to discuss the end placement assessment results is also given.


DESCRIPTION OF THE GRADING FOR HCS5SPA

FAIL LEVEL

A fail level will be determined by the LTU Clinical Education staff member after considering all three factors below:

The student’s competency level is identified by the LTU Clinical Education staff member as being less than Intermediate level on the COMPASS ® Online Assessment.The student rating was shown to have a high degree of variability as a result of particularly low performance (Novice level) on the competencies (Professional Competencies 1-4 and CBOS Units 1-4) on the COMPASS ® Online Assessment.The CE has indicated concern (both in written and verbal form) that the overall level of student competence was less than an Intermediate level of performance as described on the COMPASS ® Online Assessment.

PASS LEVEL

The student’s competency level will be evaluated by both the LTU Clinical Education staff member and the CE as being at an Intermediate level or above on the COMPASS ® Online Assessment.

Eight out of eleven COMPASS® units must be rated to ensure validity of the assessment.

SUBJECT RESOURCES

LEARNING AGREEMENT

Attached via email


22/05/2023

CBOS CHECKLIST

Attached via email


Available on line when you log in to COMPASS and go to resources for CEs

INFO FOR CE’S RE: COMPASS®

Available on line when you log in to COMPASS and go to resources for CEs

TOC2


22/05/2023

HCS5SPB/C/D SPEECH PATHOLOGY PRACTICE B, C & D

CLASS REQUIREMENTS:

Orientation session HCS5SPB – a 24 day clinical placement HCS5SPC – a 12 day clinical placement HCS5SPD – a 36 day clinical placement

LOCATION:

La Trobe Communication Clinic Clinical School Facilities Other clinical agencies

SUBJECT EXAMINER:

Dr Simone Arnott- SPB&SPD

Regina Fitzpatrick-SPC

OBJECTIVES

Speech Pathologists work in a range of settings with various degrees of specialty and fill various roles within their work place. Their goal is to provide evidence-based practice that meets the needs of individuals, service providers and the community. In their final clinical experiences, students need to be exposed to a range of work settings and client types and the variety of roles and responsibilities speech pathologists can undertake in the workplace.


Analyse and interpret clinical information Communicate effectively in a range of mediums and to a range of audiences Demonstrate a commitment to lifelong learning Manage clients across a routine workday in a professional manner Establish the communication and/or swallowing condition and issues of the client Analyse and interpret speech pathology assessment data for diagnostic and prognostic

purposes


22/05/2023

Plan a variety of interventions appropriate to clients Deliver speech pathology intervention that is ethical, evidence-based and meets the clients’

needs Plan, maintain and deliver speech pathology services in accordance with specific workplace

environments Contribute to professional teams and groups and community education within the context of a

specific workplace Demonstrate a developing professional identity

DESCRIPTION OF EXPERIENCE:

HCS5SPB

In this subject students attend 24 days of clinic in either an adult or a paediatric setting. This may be through the La Trobe Communication Clinic or at an external facility. Students will attend one 24 day placement at one facility. Students begin to refine the clinical skills acquired over the previous two semesters applying these more independently as the subject progresses with the aim of achieving entry level on the COMPASS ® Online assessment by the end of the subject. Students develop specialist clinical skills related to particular work settings and develop their clinical management skills further. Through block placements students develop an understanding of and participate in the broader range of roles and activities of a speech pathologist working across a working week. Students monitor their progress in obtaining the desired level of professional competency and devise a plan of action to address competency gaps.

HCS5SPC

In this subject students attend 12 days of clinic in either an adult or a paediatric setting. This may be through the La Trobe Communication Clinic or at an external facility. This placement may offer students experience of a specialist nature e.g. a specialised voice clinic, intensive fluency experience, paediatric feeding clinic etc. Students will attend 12 days at one facility. This may take the form of one day a week for 12 weeks or consist of a more intensive period proceeded by follow up sessions. Students begin to refine the clinical skills acquired over the previous three semesters applying these more independently as the subject progresses with the aim of achieving entry level on the COMPASS ® Online assessment by the end of the subject. Students develop specialist clinical skills related to particular work settings and develop their clinical management skills further. Through block placements students develop an understanding of and participate in the broader range of roles and activities of a speech pathologist working across a working week. Students monitor their progress in obtaining the desired level of professional competency and devise a plan of action to address competency gaps.

HCS5SPD

In this subject students attend 36 days of clinic in either an adult or a paediatric setting. This may be through the La Trobe Communication Clinic or at an external facility. Students will attend 36 days at one facility. Students begin to refine the clinical skills acquired over the previous three semesters applying these more independently as the subject


22/05/2023

progresses with the aim of achieving entry level on the COMPASS ® Online assessment by the end of the subject. Students develop specialist clinical skills related to particular work settings and develop their clinical management skills further. Through block placements students develop an understanding of and participate in the broader range of roles and activities of a speech pathologist working across a working week. Students monitor their progress in obtaining the desired level of professional competency and devise a plan of action to address competency gaps.

LEVELS OF EXPECTATIONS FOR HCS5SPB/HCS5SPC/HCS5SPD CLINICS (TAKEN FROM COMPASS ASSESSMENT RESOURCE MANUAL)

PASS:

The student is able to perform the majority of their work independently and competently. Consultation, collaboration, or supervision is required for situations or clients that the student has not previously experienced, or where a number of features about the client or workplace setting combine to create complexity;

The student is able to identify relevant information and meaningful aspects of problems encountered. He/she can integrate the different aspects of the problem and generate a number of logically possible conclusions that need to be kept in mind during assessments and interventions. The student will establish a perspective that is based on conscious, abstract, analytic consideration of the problem and will be modified with new information;

The student is able to prioritise appropriately, and attend to the most relevant issues at hand. His/her responses may be consciously monitored, but he/she has developed sufficient automaticity such that a focus on the client or situation is maintained;

The student’s responses to familiar and uncomplicated situations are efficient, being economical in time and effort, and timely.

Please see the COMPASS® Assessment Resource Manual (available on line when you login to COMPASS) for a detailed description of Entry level behaviours that may be demonstrated for each of the 4 Professional Competencies and 7 CBOS Units.







22/05/2023

ASSESSMENT

The pass level expectations are used as the basis for both mid placement feedback and the final assessment. The CE with the student will complete the COMPASS ® Online Assessment for each clinical unit, as follows:


The CE, together with the student, will complete the COMPASS ® Online Assessment mid-way through the clinical placement. The student may complete a self-rating prior to mid-placement that can be used as a discussion point during mid-placement feedback with the CE. This mid placement feedback is to be considered a formative assessment process. The focus is on identifying the student’s current level of performance, highlighting areas of strengths and identifying areas for improvement and learning needs in order to reach Entry level by the conclusion of the placement. Once this assessment has been completed it will be submitted to La Trobe University and is definitive. Any changes will only be made following discussion with the LTU Clinical Education staff and the CE.

If there are concerns about a student's progress, after mid placement, or at other times, the CE should inform the assigned LTU Clinical Education staff member. Strategies to assist the student will be identified. The LTU Clinical Education staff member is available to assist if necessary and a visit to the clinic may be made by LTU Clinical Education staff member if requested, within the limitations of time and distance.


In the final week of placement the CE together with the student will complete the COMPASS ® Online Assessment. Opportunity for individual verbal feedback to discuss the end placement assessment results is also given.


DESCRIPTION OF GRADING FOR HCS5SPB/HCS5SPC/HCS5SPD

PASS LEVEL

The student’s competency level will be evaluated by both the LTU Clinical Education staff member and the CE as being at an Entry level on the COMPASS ® Online Assessment.

Eight out of eleven COMPASS® units must be rated to ensure validity of the assessment.


22/05/2023

FAIL LEVEL

A fail level will be determined by the LTU Clinical Education staff member after considering all three factors below:

The student’s competency level identified (by the LTU Clinical Education staff member) as being below Entry level on the COMPASS ® Online Assessment.

The student’s rating was shown to have a high degree of variability as a result of particularly low performance (below Entry level) on the competencies (General Professional Competencies 1-4 and CBOS Units 1-4) on the COMPASS ® Online Assessment.

The CE has indicated concern (both in written and verbal form) that the overall level of student competence was not at the required Entry level of performance as described on the COMPASS ® Online Assessment.

SUBJECT RESOURCES

LEARNING AGREEMENT

Attached by email

CBOS CHECKLIST

Attached by email


Available on line when you login to COMPASS and go to CE resources

INFO FOR CES RE: COMPASS®

Available on line when you login to COMPASS and go to CE resources

TOC2

RESOURCES


22/05/2023

GENERAL- ALL ATTACHED VIA EMAIL

Clinical and Professional Education Supervisors Manual

The La Trobe Learning Agreement

Competency Based Checklist / Clinical Contact Hours Form

CASLPA definition of countable clinic hours

Clinical Placement feedback form

COMPASS RELATED DOCUMENTS- ALL ARE AVAILABLE ONLINE WHEN YOU LOG IN

COMPASS ® Resource Manual

Clinical Educator’s Module for COMPASS ® Online

Information for Clinical Educators re: COMPASS ®

SUBJECT RELATED DOCUMENTS

HCS4ISP INTRODUCTION TO SPEECH PATHOLOGY CLINIC

CBOS Checklist- attached via email

PAL Clinic Assessment Form – Appendix 1APPENDIX1

HCS5AIB CLINIC

HCS5AIB Adult Clinic Teaching Structurehttp://www.latrobe.edu.au/health/downloads/aib-adult-clinic-teaching-tructure2012.pdf

HCS5AIB Session Plan Tutorial for Students http://www.latrobe.edu.au/__data/assets/pdf_file/0018/143073/speech-session-plan-tute-for-novice-students.pdf

HCS5AIB Paediatric Clinic Session Plan Templatehttp://www.latrobe.edu.au/health/downloads/l-and-p-Sessionplantemplate.pdf


22/05/2023

http://www.latrobe.edu.au/health/downloads/l-and-p-Sessionplantemplate.pdf

http://www.latrobe.edu.au/__data/assets/pdf_file/0018/143073/speech-session-plan-tute-for-novice-students.pdf

http://www.latrobe.edu.au/health/downloads/aib-adult-clinic-teaching-tructure2012.pdf

HCS5AIB Adult Clinic Session Planhttp://www.latrobe.edu.au/__data/assets/pdf_file/0009/141120/speech-aib-adult-sessionplan.pdf

HCS5AIB Adult Clinic Observation Sheethttp://www.latrobe.edu.au/__data/assets/pdf_file/0015/141117/speech-aib-adult-clinical-observsheet.pdf

HCS5AIB Adult Clinic Oral Peripheral Sheethttp://www.latrobe.edu.au/__data/assets/pdf_file/0012/141123/speech-oral-peripheral-exam.pdf

HCS5AIB Procedure for Mid and Final Placement Assessmenthttp://www.latrobe.edu.au/health/downloads/procedure-mid-final-placement-COMPASS.pdf

HCS5AIB Expectations of Novice Students http://www.latrobe.edu.au/__data/assets/pdf_file/0010/141121/speech-novice-level-students-aib.pdf

HCS5SPA CLINIC

HCS5SPB, HCS5SPC, HCS5SPD CLINIC

Learning Agreement –Attached via email

CBOS Checklist-Attached via email


22/05/2023

http://www.latrobe.edu.au/__data/assets/pdf_file/0010/141121/speech-novice-level-students-aib.pdf

http://www.latrobe.edu.au/health/downloads/procedure-mid-final-placement-compass.pdf

http://www.latrobe.edu.au/__data/assets/pdf_file/0012/141123/speech-oral-peripheral-exam.pdf

http://www.latrobe.edu.au/__data/assets/pdf_file/0015/141117/speech-aib-adult-clinical-observsheet.pdf

http://www.latrobe.edu.au/__data/assets/pdf_file/0009/141120/speech-aib-adult-sessionplan.pdf

APPENDIX 1

HCS4ISP – Phonological Awareness for Literacy Clinic

HURDLE REQUIREMENTS FOR PAL CLINIC

Student: ________________________________________________________________________________________

Clinical Educator: _________________________________________________________________________________

PAL Day: _______________________________ Clinic Dates: _____________________________________

Hurdle Requirement

Performed at a Pre-Novice level? (Yes/No)

Comments (Optional)

Conducted an assessment

Completed a final report

Files up to date and in order

Assessment report, progress notes, learning agreement, induction checklist and session


22/05/2023

plans handed in on time

Professional conduct at all times, including attendance, dress and communication style

Able to establish rapport with client, carers and relevant others

Demonstrated basic therapy skills with guidance

Demonstrated emerging self-reflection skills (e.g.: identified positive aspects of sessions and areas to work on) with guidance

Able to change performance in response to direct feedback

Demonstrated emerging skills in planning and preparation of the sessions (e.g.: generating activity ideas, organisation and preparation of materials)

Demonstrated emerging awareness of requirements of working in a student pair (e.g.: sharing workload, working collaboratively)


22/05/2023

Contributed to group discussions and feedback

Student Comments (to be completed by students prior to feedback with clinical educator)


22/05/2023

Overall comments from Clinical Educator

Signatures:


22/05/2023

Clinical Educator: ___________________________________________ Date: ________________________

Student: __________________________________________________ Date: ________________________


22/05/2023

Documents

€¦ · Web viewFaculty of Health Sciences. Department of Human Communication Sciences. Clinical Educators Handbook. For clinical educators supervising students enrolled in the