SPH533 Introductory Guide: Clinical Reasoning for Integrated Client Care 2

Subject Overview and Learning Outcomes

• Subject Name: SPH533: Clinical Reasoning for Integrated Client Care in Speech Pathology 2.

• General Purpose: This subject serves as an introductory follow-up to SPH532, focusing on clinical reasoning and integrated client care.

• Alignment with SPH532: There is a strong, intentional alignment between the learning outcomes of SPH533 and those from SPH532. However, SPH533 represents a "step up" in development and progression.

• Key Frameworks: The curriculum continues to integrate two central frameworks:

  • The Clinical Reasoning Cycle.

  • Evidence-Based Practice (EBP).

• Knowledge Base: Students are expected to draw upon knowledge and skills developed throughout their entire degree course, particularly from the second year and SPH532.

• Learning Focus: The subject provides opportunities to extend knowledge through research and peer-sharing. It emphasizes navigating unfamiliarity, real-life clinical practice constraints, and service delivery contexts.

Comparison Between SPH532 and SPH533

• Practice Area Focus:

  • In SPH532, case studies often focused on one primary practice area while maintaining a broad awareness of others.

  • In SPH533, there is a requirement to consider multiple practice areas simultaneously within a single case study. Examples of integrated areas include speech and hearing, or language and cognition.

• Tutor Variety: Unlike SPH532, SPH533 features a wider variety of module tutors. This allows students to engage with a range of specialists possessing diverse knowledge and experience.

• Tutorial Variance: Due to the variety of tutors and their varying availability, tutorial days and times may change from module to module. Students must check their diaries regularly and not assume a recurring weekly schedule.

Subject Modules and Curriculum Structure

• Total Modules: There are $6$ modules in the subject.

• Module Breakdown:

  • Module 1: Transdisciplinary Practice and Global Developmental Delay. This is the first case-based module.

  • Module 2: Neurodiversity and Literacy.

  • Module 3: Attitudes and Hearing Loss. While this module extends across the lifespan, it remains part of the child-oriented first half of the session. Assessment 1 (Child Client Management) is based on these first three modules.

  • Module 4: Service Access and Progressive Motor Health Conditions. (Adult-oriented focus).

  • Module 5: Multilingualism and Aphasia. (Adult-oriented focus).

  • Module 6: Counseling and Head and Neck Cancer. (Adult-oriented focus). Assessment 2 (Adult Client Management) is aligned with these final three modules.

• Workflow per Module:

  • Duration: Each module is designed to take approximately $2$ weeks.

  • Structure: Typically consists of $5$ to $6$ pages/sections.

  • Pacing: Students can progress at their own pace, but the following guideline is suggested:

    • Week 1: Review introductory content and complete Steps $1, 2, 3, \text{ and } 4$ of the Clinical Reasoning Cycle.

    • Week 2: Complete Activities for Steps $5, 6, 7, \text{ and } 8$ of the Clinical Reasoning Cycle.

• Module Components: Each module contains an introduction, signposts to prescribed and optional readings, videos, podcasts, and case-study activities (e.g., developing assessment plans, intervention plans, reporting on outcomes, and handover notes). Some modules include a conclusion/wrap-up page with feedback signposts.

Assessment Details and Hurdle Requirements

• Assessment Task 1: Case Study on Child Client Management.

  • This task is broken down into Part 1 and Part 2.

  • Part 2 case information is only released after Part 1 is submitted to ensure Part 2 data does not influence the work for Part 1.

• Assessment Task 2: Interactive Oral.

  • This task is based on adult client management.

• Hurdle Requirements: Both assessments are hurdle tasks. Students must pass both assessments outright to pass the overall subject.

• Grading: For Assessment 1, Part 1 and Part 2 are added together. The total mark must meet the pass threshold of $50\%$.

Policies on Generative Artificial Intelligence (GenAI)

• General Usage: GenAI tools are allowed for general study and to support discussion board posts. Students must critically evaluate GenAI output and declare its use in their posts.

• Assessment 1 Restrictions:

  • Permitted: General research on topics, enhancing academic writing (seeking advice on drafts), referencing advice (though not always accurate for APA), and creating images/logos for simulated professional documents (e.g., email headers).

  • Prohibited: Uploading assessment task descriptions or case study documentation into GenAI; using GenAI to generate the final written content for submission. Students should make their own edits based on GenAI advice rather than letting the tool write for them.

• Assessment 2 Restrictions: GenAI use is not permitted for any aspect of the interactive oral task itself (e.g., uploading materials during the exam).

• Record Keeping: Students must keep logs of their GenAI history and use. The subject coordinator may request evidence of how tools were used. Assessment 1 requires a statement explaining if and how GenAI was utilized.

Extensions and Work-Integrated Learning (WIL) Placement Adjustments

• Automatic Extension: Students have one automatic $7$-day extension available, applicable only to Assessment 1 (either Part 1 or Part 2, but not both).

• Implications for Assessment 1, Part 2:

  • Standard release for Part 2 case info is Monday, August 10, at midnight for those who submit Part 1 by the deadline.

  • If an extension is used for Part 1, the release of Part 2 data is delayed until Part 1 is submitted. This may result in less time to complete Part 2.

• Placement Overlaps:

  • It is not recommended to manage a full placement load and active subject study simultaneously.

  • Students with overlapping placements are encouraged to apply for extensions early.

  • The formula for placement-related extensions is generally: $\text{Length of placement overlap} + 1 \text{ week}$.

  • Evidence required: A screenshot of InPlace or an email confirming placement dates.

• Assessment 2 Timing: Usually completed in weeks $15$ or $16$. Students with significant placement overlaps can schedule their oral assessment for a time after week $16$.

Administrative Next Steps and Study Access Plans

• Study Access Plans (SAP): Students with an SAP must send it to the coordinator at the start of the subject.

• Assessment 2 Accommodations: Students requiring additional time for Assessment 2 due to an SAP must submit a specific request when the coordinator calls for them; accommodations are not applied automatically based on the initial SAP submission.

• Completion Dates: For students aiming to finish the Master of Speech Pathology and start work by January 1st, the coordinator will announce specific deadlines to ensure all requirements are met before the end of the calendar year.

• Immediate Action Items: Review the subject outline, check the schedule against personal placement dates, and begin Module 1 when available.