SPEECH PATHOLOGY
WORKPLACE LEARNING MANUAL
To be read in conjunction with the School of Community Health Allied Health
Workplace Learning Manual
Revised May 2016
2016
Contact Information:
If you have questions regarding student learning and progress of the placement,
please contact:
Lindsey Duncan (Workplace Learning Coordinator) (Mon-Fri 9-3)
on (02) 6051 9236
or email: [email protected]
If you have questions regarding dates, placement requests and administrative details,
please contact:
Andrea Zanin (Workplace Learning Officer) (Tues, Wed, Fri, 9-3)
on (02) 6051 9260
or email: [email protected]
If the matter is urgent and you are unable to get through to the above staff members,
please phone the School Secretary on (02) 6051 9238
or email: [email protected]
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Dear Clinical Educator
Thank you for offering to supervise our students! You are fulfilling a very important role in
supporting students’ workplace learning. The ‘real-life’ experiences during placements enable
students to translate their theoretical knowledge into clinical practice, so you are facilitating a
crucial aspect of students’ learning.
The purpose of this manual is to provide speech pathology clinical educators with the necessary
information related to having students on placement. The manual covers information such as the
structure and content of the current undergraduate speech pathology course at CSU, including
practice-based experiences across all four years. It also provides guidelines for the assessment of
students’ clinical skills using COMPASS® Online, requirements for documentation of fieldwork
hours, and suggestions for supporting students during placement.
Please note that this manual is to be used in conjunction with the School of Community Health
Workplace Learning Manual which describes important issues such as insurance, occupational
health and safety, roles of university fieldwork staff, managing students with marginal performance,
and policies/procedures regarding discontinuation of placements.
Training and support for clinical educators can be provided in a variety of forms – attendance at
CSU clinical education workshops offered annually in different locations, email support from the
clinical education coordinator, provision of relevant clinical education readings, and other
information as required.
Workplace learning involves three main players – the student, the clinical educator, and the
university. Please do not hesitate to contact me at any stage if you have queries.
Regards
Workplace Learning Coordinator
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TABLE OF CONTENTS
INFORMATION FOR CLINICAL EDUCATORS
The Course
Overview of the Speech Pathology Course and Charles Sturt University
Staff List
Philosophical Background
Key Learning Areas
Subject Codes and Descriptions
Practice-Based Experiences
Strategies for Supporting Students
Clinical Assessment of Students’ Performance
Speech Pathology Student Fieldwork Hours
Absence and Illness
Radiation Safety Policy
APPENDICES
1
Professional Learning Agreement (PLA)
2
Professional Development Profile (PDP)
3
Informed Consent
4
Speech Pathology Clinical Hours Record Sheet
5
Speech Pathology Clinical Practice Hours Summary Sheet
6
Clinical Educator and Placement Student Feedback Form
7
CSU Clinical Placement Preparation and Support Student Feedback
Form
5
6
7
8-9
10
11
12
13
14-16
16
17
19-20
21-23
24
25
26
27-29
30-31
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INFORMATION FOR CLINICAL EDUCATORS
The Course
Overview of the Speech Pathology Course at Charles Sturt University
The Speech Pathology program was established in 1998, specifically to address the need for speech
pathologists in rural Australia. The program introduced an integrated bachelor Honours course in 2000. The
annual intake is approximately fifty new students. Students are full time on-campus, although interactive
information technology is used extensively to deliver and support subjects.
The Speech Pathology course is located within the School of Community Health which is part of the Faculty
of Science. The School of Community Health hosts five health science courses: Speech Pathology,
Occupational Therapy, Podiatry, Physiotherapy (offered internally at Albury and Orange), and Health and
Rehabilitation Science (offered internally at Albury and Orange, and via distance education). A range of
other undergraduate courses are offered within the Faculty, covering the areas of medical radiography,
health services management, pre-hospital care, pharmacy, dietetics, and public health.
The Faculty offers post-graduate studies at Masters level by coursework and by research, and at doctoral
level by research. A professional doctorate by research and portfolio is also available. The School of
Community Health offers a Masters degree by coursework tailored to the interests of each of the disciplines
within the School. The focus is on social and health policy influencing the delivery of health care. Within the
speech pathology discipline, there is a focus on service delivery issues and the increasing scope of practice.
Projects can be tailored to candidates’ areas of specialty or interest.
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Staff Who Support the Speech Pathology Course
Prof. Tim Wess
Dr. Catherine Easton
Dean,
Faculty of Science
Head, School of
Community Health
Discipline Leader
[email protected]
(02) 6051 9159
Dr. Linda Wilson
Lecturer
[email protected]
(02) 6051 9257
Dr Michelle SmithTamaray
Lecturer
[email protected]
(02)6051 9132
Libby Clark
Lecturer
[email protected]
(02) 6051 9205
Dr Lisa Brown
Lecturer
[email protected]
(02) 6051 9266
Dr Christopher Plant
Dr Lyndal Sheepway
Gemma Mirtschin
Lindsey Duncan
Lecturer
Lecturer
Lecturer
Workplace Learning
Coordinator
Workplace Learning
Officer
School Secretary
[email protected]
[email protected]
[email protected]
[email protected]
(02) 6051 9218
[email protected]
(02) 6051 9260
[email protected]
(02) 6051 9238
A/Prof. Megan Smith
Andrea Zanin
(02) 60519 244
(02) 6051 9236
Lecturers from other programs
Dr. Herbert Jelinek
Senior Lecturer, Biomedical Sciences
(02) 6051 9219
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Philosophical Background
The course aims to develop an understanding of the theoretical background to normal
communication and swallowing, approaches to the promotion of normal communication, disorders
of communication and swallowing, and assessment and intervention of people with impaired
communication and/or swallowing. It builds on a base of liberal studies and science subjects to
develop a high level of professional skill, with emphasis in the following areas:
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the fundamentality of caring human relationships in the practice of the profession;
the importance of communication and swallowing as innate human needs and as having an
impact on human health, wellness and social interaction across the lifespan;
the diversity of theoretical approaches to speech pathology assessment and intervention;
community based, multidisciplinary practice;
social, political and cultural aspects, in particular those relevant to rural health and lifestyle
issues;
the importance of evidence based practice/research skills for evaluation of practice and ongoing
analysis and development of theory; and
resource based learning, including the use of information technology, and the development of
critical thinking skills.
All CSU courses leading to the award of a Bachelor degree will foster in their graduates the CSU
Graduate Attributes. These aim to build students’ capacity to contribute to their community and to
the wider society.
By the conclusion of their studies, CSU students are expected to have a comprehensive
understanding of relevant disciplines, professional knowledge and skills appropriate to their award,
complemented by the ability to:
 apply this knowledge in the workplace
 learn to work both independently and collaboratively;
 write and speak effectively;
 exercise reflective and critical judgement;
 use appropriate information and communication technologies effectively;
 demonstrate a national and international perspective
CSU graduates will also demonstrate:
 A willingness to contribute to their community and wider society;
 An understanding of, and commitment to, open inquiry, ethical practice, social justice,
tolerance and cultural diversity
 A capacity for, and commitment to, continuing personal and professional development; and
 An appreciation of the need for balance between economic development and environmental
sustainability
Current fourth year students will need to attain clinical and professional competence as defined by
the Competency-Based Occupational Standards for Entry Level Speech Pathologists in Australia
(Revised) (Speech Pathology Australia (SPA), 2011) by the end of the course.
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Key Learning Areas in the Speech Pathology Course
Seven key learning areas have been identified to address the objectives for the speech pathology
course. Subjects and elective options are grouped according to these areas:
Indigenous Issues and the Health Context
In years 1-3, students study subjects relating to Indigenous issues and health order to provide a
basis for speech pathology practice subjects.
Biological and Behavioural Sciences
In years 1-2, students complete subjects such as psychology, anatomy and physiology in order to
provide a basis for speech pathology practice subjects.
Linguistics and Normal Speech and Language Development
In years 1-2, students study subjects regarding the structure and functions of normal speech and
language. Students learn phonetic transcription and other skills for the description of normal
speech and language. They apply these skills to understanding normal communication
development of children and to the collection and analysis of samples of normal speech and
language across the life span.
Communication and Swallowing Disorders
In years 2-3, students apply their understanding of normal communication development and usage
across the life span, their skills in linguistic description and analysis, and their knowledge from
biomedical sciences, to the study and description of disordered communication and swallowing in
children and adults.
Speech Pathology Practice
In years 2-4, students learn more about assessments and interventions appropriate to
communication and swallowing disorders, and have the opportunity to apply these in a variety of
clinical and community settings.
Professional Issues
Professional issues in speech pathology are highlighted from the first year of the course. However,
students are given the opportunity to study these in depth, and contribute to the clarification or
development of these in the Australian content, in the final year subjects.
Research and Evaluation
In year 1, students study subjects covering research methodology. Students apply and expand
these research skills in the critical evaluation of literature pertinent to diagnosis and intervention
with communication and swallowing disorders, and the trialing and evaluation of clinical
interventions in the clinical subjects. In addition, HIP202 Research Methods for Health Practice is
undertaken in Year 2, and research skills are utilized in the projects undertaken in Year 4.
Honours students have the opportunity to develop more advanced skills in this area.
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Curriculum Threads
In addition to the key learning areas, a number of curriculum threads have been woven through
the course. These include:
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communication skills
information technology
multiple models of health literacy
health issues and policies
rural service delivery issues
multiculturalism
multidisciplinary practice
research and evaluation
peer learning and life-long learning
These topics are addressed in each year of the course, gradually developing the students’
sophistication in knowledge and skills in each area.
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BACHELOR OF SPEECH AND LANGUAGE PATHOLOGY
COURSE STRUCTURE 201
Honours subjects in italics
Bolded subjects contain workplace learning
FIRST YEAR
SECOND YEAR
THIRD YEAR
FOURTH YEAR
Session 1 (30)
Session 3 (30)
Session 5 (30)
Session 7 (30)
BMS126
Foundations of Human
Physiology
SPH201
Speech Impairments in
Children
SPH308 Communication,
Disability and Neurological
Impairment (commenced)
SPH403 Therapeutic
Communication
Practice 4a (16 points)
OR SPH405 Therapeutic
Communication
Practice 4a (Honours)
(12 pts)
SPH101
Speech, Language,
Learning, and Culture
SPH211
Language Impairments
in Children and
Adolescents
SPH 309
Analysing Professional
Interaction
SPH413 Therapeutic
Communication
Practice 4b (16pts)
HIP 100
Introduction to Health &
Rehabilitation
HIP202
Research for Health
Practice
SPH312 Swallowing
OR SPH415Therapeutic
Communication
Practice 4b (Honours)
(12 points)
SPH105
Foundations of
Therapeutic
Communication A
SPH214
Therapeutic
Communication
Practice 2
(commenced)
SPH314 Therapeutic
Communication Practice
3 (commenced) (16
points)
AND HLT441 Community
Health Research project
(commenced)
OR HLT333 Community
Health Research
Preparation (commenced)
Session 2 (60)
Session 4 (60)
Session 6 (60)
Session 8 (60)
BMS224
Head and Neck
Anatomy
BMS255
Neuroscience for Health
Practice
SPH308 Communication,
Disability, and Neurological
Impairment (completed)
SPH421 Management
and Reflexive Practice in
Speech and Language
Pathology (16 points)
SPH106
Foundations of
Therapeutic
Communication B
SPH204
Communication and
Disability
Elective
SPH423 Advanced Topics
in Communication and
Swallowing (16 points)
IKC100
Indigenous Health
PSY111
Foundations of
Psychology for Health
and Human Services
OR HLT333 Community
Health Research
Preparation (completed)
SPH202
Managing Auditory
Impairments
SPH306 Evidenced Based
Management of Stuttering
SPH214
Therapeutic
Communication
Practice 2 (completed)
SPH314 Therapeutic
Communication Practice
3 (completed) (16 points)
OR SPH422 Advances in
Professional Practice (8
points)
AND HLT441 Community
Health Research Project
(completed)
OR SPH315 Therapeutic
Communication Practice
3 (Honours) (8 points)
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Workplace Learning Experiences Across
the CSU Undergraduate Speech Pathology Course
Year 1
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Community Partnership Project - Introductory volunteer involvement in community
organisations (i.e. special schools, group homes, aged care).
Parent Tutor Program – small group learning with parents of children with communication
impairment / developmental disabilities (3 hours per week over 4 weeks)
Year 2
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Refugee Action Support Program (CSU/Australian Literacy and Numeracy Foundation)
– 10-12 days (weekly visits)
On Campus Demonstration Clinic (5 hours per week over 12-14 weeks)
Audiology screening on campus (6 hours)
Learning Exchange – paired learning with local disability providers (paediatric or adult)
(4 hours per week for 6-8 weeks)
Year 3
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Adult block placement (3 weeks)
Specialist Integrated in Community Education (SpICE) placement – health promotion and
community engagement project placement (3 weeks)
Client Tutors Program - small group learning with adults with acquired neurological
impairments (2- 3 hours per week for 4 weeks)
Residential aged care placement (4 days over 4 weeks)
On-campus clinic observation sessions
Year 4
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Adult block placement – 10 weeks x 4 days per week
Paediatric placement – 10 weeks x 4 days per week
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Strategies for Supporting Students
Structure
 Discuss/clarify expectations from the beginning of the student’s placement in terms of
‘phases.’ For instance, Orientation (wk 1 & 2), learning and development (wks 3 – 8),
consolidation & evaluation (wks 9 –10).

Encourage the student’s use of session plans to ensure comprehensive planning.
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Encourage peer learning where other students are available (eg. Joint case study/research).
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Consider modifying workload if the student is experiencing stress (eg. More observation time,
reduce number of clients to be seen, select less complex cases).
Environment
 Create a supportive environment for learning to occur – share time over lunch, collegial
relationships.

Discuss expectations regarding a realistic amount of time to be spent after hours on planning
and preparation.
Knowledge and Learning
 Use ‘challenge’ tests at the start of placement to clarify the baseline level of the student’s
knowledge in relevant clinical areas.
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Review the student’s goals collaboratively and establish measurable objectives for change
that are explicit and observable.
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If a significant area of practice/theory has been identified by the student/CE as an area for
improvement, this topic could be used as a learning opportunity/focus for the following week.
Self-Reflection
 Encourage the student to use self-evaluation forms after a session – to complete in their own
time, then use as a basis for discussion. (Students have copies of these.)
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Encourage student to audio/video record assessment/therapy sessions for later review/data
collection/reflection.
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Encourage the student to write reflections at the end of each week about what they have
learnt.
Feedback/Evaluation
 Regularly document your comments from observed sessions and provide a copy to the
student as a basis for feedback conversations.

Try to balance any negatives with several positives during feedback conversations and/or
evaluation sessions.
Compiled by Marion Vile, Speech Pathology Clinical Education Coordinator, Charles Sturt University
2010
Acknowledgements: Clinical Education Research Project, Albury Hospital
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Assessment of Students’ Performance
The COMPASS® Online Assessment Tool which uses the Competency-Based Occupational
Standards for Speech Pathologists – Entry Level (Revised) (Speech Pathology Australia, 2001)
will be used for clinical assessment of Year 3 and Year 4 students.
Please refer to the accompanying letter and forms for learning objectives and specific
expectations for students’ satisfactory performance for this placement.
Years 3 & 4: Submit COMPASS® Online assessment scores at mid-placement and
at the end of the placement.
The CSU Speech Pathology program also provides two forms which aim to assist clinical educators
and students with clinical supervision planning and assessment (refer to Appendices 1 & 2) - the
Professional Learning Agreement (PLA) and the Professional Development Profile (PDP).
The Professional Learning Agreement (PLA) is intended to guide the learning, teaching and
supervision strategies that will best suit both the student and clinical educator. It also outlines the
expectations of the roles and responsibilities of each party. It should be completed in the first week
of workplace learning and revised collaboratively on a regular basis by the student and CE
throughout the learning experience. It is not essential that students reach all goals on their PLA
however they are to be used as a guide for students’ learning over the course of the placement.
The Professional Development Profile (PDP) should be reviewed by the student and clinical
educator at commencement of the workplace learning to optimise the learning opportunities during
the learning experience. The student is responsible for actioning and monitoring their progress
towards achieving goals, including objectives and strategies, as well as maintaining accurate and
current information on this form. The student will submit a copy of the updated PDP together with
their clinical assessment form to the Clinical Education Coordinator at the completion of the
workplace learning.
If you need information regarding the management of students with marginal performance,
please refer to the SCH Workplace Learning Manual.
Please contact the Workplace Learning Coordinator to discuss if your student that may be at risk
of not meeting competencies for Workplace Learning. An ‘At Risk’ package will be emailed to
you if required.
13
Workplace Learning Hours
Speech Pathology Australia (SPA) no longer requires students to accumulate 300 hours of faceto-face client contact to be eligible for professional membership. Competence as defined by the
Competency-Based Occupational Standards (SPA, 2011) is now the criterion for membership.
However, CSU will track the range and amount of clinical experience, as do other speech
pathology programs.
Absence or Illness
Undue absence from the placement due to student illness or other personal reasons should be
reported. Students are not permitted to be absent for more than 10% of the workplace learning. If
absence has compromised learning in the clinical educator’s opinion, the learning experience
should be extended to allow the student to make up time, provided the clinical educator and
student are willing and able to continue the workplace learning.
In the event of clinical educator illness, alternative arrangements should be made with another
speech pathologist or team member to supervise the student for a short period, if possible. If the
illness is prolonged, the Workplace Learning coordinator must be contacted to discuss either
ceasing the placement or making alternative arrangements.
Documentation of Clinical Hours
A Clinical Practice Hours Record Sheet is included as Appendix 4. Students are required to keep
a running record of their client specific and client related services and other clinical/professional
activities. Also included, as Appendix 5, is a Clinical Practice Hours Summary Sheet. Students
should complete these forms and have their clinical educator sign them before leaving the
workplace learning site.
Clinical hours will be tallied in accordance with definitions provided by the Canadian Association of
Speech-Language Pathologists & Audiologists (CASLPA). This is in response to the reciprocity
arrangements between Speech Pathology Australia, the American Speech-Language-Hearing
Association, CASLPA, and the Royal College of Speech & Language Therapists.
Students and clinical educators are advised to count clinical hours as follows:
In the following, the “client” is identified as the individual presenting with a speech, language,
and/or hearing disorder; “family member” is defined as any family member or care giver (e.g.
parent, grandparent, child, sibling, spouse, legal guardian, foster parent, attendant, etc.).
A. CLIENT SPECIFIC SERVICES
a. Screening, Identification, Assessment
b. Intervention, Therapy, Management
c. Interviewing
d. Counselling
“Client Specific Service” refers to clinical activities where the client or family member is present and
the focus of the clinical activity. It could also include phone calls with clients and family members.
B. CLIENT RELATED SERVICE
a. Case Conference, Rounds, Team Meetings
b. Consultation with other professionals, support personnel
c. Supervisor-Case Discussion
“Client Related Service” refers to clinical activities related to a specific client. The client or family is
not necessarily present. Service involves face-to-face contact with those – other than family
members – involved in a specific client’s care. Case conference, rounds, team meetings, and
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consultation refer to presentation or exchange of information related to a specific client in a one-to
one or group situation. Supervisor-case discussion refers to discussion between student clinician
and clinical supervisor of clinical activities related to a specific client.
C. CLINICAL/PROFESSIONAL ACTIVITIES
a. Simulated Clinical Activities
b. Promotion
c. Presentations (e.g. Workshops, In-Service)
d. Inter-professional Activities
e. Program Development
f. Planning/Analysis
g. Other – e.g. special project approved by Clinical Education Coordinator
“Clinical/Professional Activities” includes activities that are clinically relevant and meaningful
learning experiences, but not necessarily related to a specific client. “Promotion” and
“Presentation” refer to those activities related to increasing awareness of and providing information
about communication disorders and the professions. These activities are not directed toward
specific clients. Clock hours include time spent in front of the group only, and do not include hours
involved in preparation.
“Inter-professional Activities” refer to time spent with allied professionals intended to increase the
awareness of scope of practice of those individuals and enhance understanding of collegial
relationships. “Program Development” and “Planning and Analysis” activities refer to complex
activities such as quality improvement projects, and do not include general therapy preparation,
materials development, or follow up.
CHILD: Refers to clients from 0-18 years (i.e. includes pre-school, school-age, and adolescent)
ADULT: Refers to clients over 18 years (i.e. includes adult and geriatric populations)
Note:
Ancillary clinical activities, such as report writing, record keeping, materials development, and
planning for sessions are not considered clock hours and may not be counted, according to
CASLPA. It is acknowledged that these essential activities comprise an indirect component of
specific client service. However one hour for each report under the ‘Other’ category on the Clinical
Practice Hours form will be permitted as this is indirect evidence of competency development.
Time spent in supervisory conferences in which the supervisee’s clinical skill development is the
focus of discussion is not counted.
Communication Categories – Definitions for clinical hours forms
LANGUAGE
Delays or disorders in the areas of morpho-syntax, semantics, pragmatics and discourse in oral,
graphic and/or manual modalities. Includes work with any individual who has a developmental
language delay or disorder including the following special populations: Specific Language
Impairment, Autism Spectrum Disorders, Cognitive Impairment, Hearing Impairment, Cerebral
Palsy.
15
Neurogenic disorders of comprehension and/or expression in oral, graphic and/or manual
modalities resulting from traumatic brain injury, stroke, neoplasm, dementia, or other progressive
neurological conditions.
DYSPHAGIA
Disorders of swallowing and oral function for feeding.
ARTICULATION/PHONOLOGY
Delays or disorders of speech sound production and/or phonological awareness.
MOTOR SPEECH
Disorders of speech resulting from apraxia and dysarthria.
Includes regular examination or oral peripheral structures for speech production.
FLUENCY
Disordered repetition of speech sounds, syllables, words and/or phrases, problems with speech
rate; problems with pacing/juncture between syllable/word boundaries.
VOICE/RESONANCE
Abnormalities in vocal quality, pitch, loudness, and/or resonance resulting from neurologic, organic,
functional, or hyperfunctional causes. Includes the production of voicing post-laryngectomy (e.g.
use of electro larynx, T-E puncture, esophageal speech).
N.B. It is recognized that work with a client may fall within more than one clinical disorder area. For
example, when working with a client who requires the use of an AAC system, hours may be
counted under the category of Language, (depending on etiology) and may also fall under the
category of Motor Speech. Hours should be divided between categories according to the amount of
time spent on each. Questions about recording of hours with varied caseloads should be directed
to the Clinical Education Coordinator.
Ref: CASLPA Clinical Hours Requirements for Certification – Speech-Language Pathology 2010
16
Radiation Safety Policy
Charles Sturt University introduced a Radiation Safety Policy in 2003. This policy has since been revised, in
May 2004. The policy results from the University’s duty of care towards its students. Please see below for
details of the current policy.
Radiation Safety Policy for Speech Pathology Students
Policy
Speech Pathology students from Charles Sturt University are required to wear radiation safety monitoring badges at
all times when participating in or observing procedures that may result in occupational radiation exposure (e.g.
modified barium swallow studies, mobile X-rays).
If students do not have their radiation monitoring badges on their person, they are not permitted to participate in
procedures that may result in occupational radiation exposure. This extends to not being permitted to observe from
behind a safety screen, if that safety screen is situated within the radiology suite.
Responsibilities of the University
Charles Sturt University will purchase and provide students with a radiation monitoring badge for any placement that
requires students to participate in procedures that may result in occupational radiation exposure. The University will
inform students about radiation safety issues and will advise students of the Occupational Health and Safety
Procedures that may be required in the workplace. The University will also ensure that students are provided with
records resulting from monitoring, and will provide these to students upon them exiting the course. The University will
advise students of this policy and will undertake to revise it every three years.
Responsibilities of Students
Students are required to adhere to the policy of wearing radiation safety monitoring badges at all times when
participating in or observing procedures that may result in occupational radiation exposure (e.g. modified barium
swallow studies, mobile X-ray). It is the student’s responsibility to obtain the radiation safety badge from their clinical
educator (the University will issue badges prior to commencement of placement) and to ensure that it is on their
person for any procedures that may result in occupational radiation exposure. Students are also responsible for
replacing lost, stolen of damaged badges, and for returning badges to the University immediately on completion of
their placement. Students are required to adhere to any relevant work place Occupational Health and Safety
Procedures while on clinical placement. Students are also responsible for ensuring that they follow other
recommended safety precautions, such as wearing protective clothing, whenever occupational radiation exposure is
likely.
Responsibilities of Clinical Educators
Speech Pathology Clinical Educators will ensure that students are advised of the relevant Occupational Health and
Safety procedures in their work place. Speech Pathology Clinical Educators are also responsible for informing the
University prior to the commencement of a placement if there is any likelihood that the student may be subject to
occupational radiation exposure (e.g. modified barium swallow studies, mobile X-Ray).
NB: Students will be provided with a Radiation Monitoring Badge prior to going on
placement, if required. These are to be returned to Andrea Zanin within 2 weeks of
completing placement. The replacement cost of a badge is $15 if badges are not returned
within one month after completion of placement.
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APPENDICES
Appendix 1
Professional Learning Agreement (PLA)
Appendix 2
Professional Development Profile (PDP)
Appendix 3
Informed Consent
Appendix 4
Speech Pathology Clinical Practice Hours Record Sheet
Appendix 5
Speech Pathology Clinical Practice Hours Summary
Sheet
Appendix 6
Clinical Educator and Placement Student Feedback
Form
Appendix 7
CSU Clinical Placement Preparation and Support
Student Feedback Form
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APPENDIX 1
CSU Professional Learning Agreement (PLA)
This document acknowledges the critical learning relationship between the student & clinical educator & aims to facilitate this relationship.
The student is expected to reflect on their professional development goals (PDP) & learning needs prior to commencement of each workplace learning experience.
The student should contact the CSU Clinical Education Coordinator if they require guidance when completing this document.
Where possible the PLA should be completed within the first week of workplace learning.
The Professional Learning Agreement is a working document intended to be revised & updated collaboratively by the clinical educator & the student throughout the workplace learning.
The CSU Workplace Learning Coordinator is available to support this process if required.
19
CSU Professional Learning Agreement (PLA)
The agreement is to be completed in the first week of workplace learning (WPL) & revised collaboratively by the clinical educator & student throughout the learning experience.
The CSU Workplace Learning Coordinator is available to support this process if required.
Student:
Clinical Educator:
Collaborative Learning Plan
Key Area
Date of WPL:
CSU Workplace Learning Coordinator:
Student
Clinical Educator
Preferred Learning strategies
Preferred Teaching & Supervision strategies
Support needs for successful learning, teaching & supervision
Expectations of roles & responsibilities.
Student’s current professional development goals (refer to your PDP & complete this section before the commencement of your workplace learning)
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Date & time mid-WPL feedback:
Date & time final WPL feedback
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APPENDIX 2
Professional Development Profile - PDP

This document reflects the continuum of learning around professional development for the student and should integrate clinical practice & theoretical knowledge.

Before the start of the workplace learning, the student may prepare some professional development goals with the knowledge of the particular likely caseload of the workplace. At the
commencement of the workplace learning, these goals can be further developed collaboratively between the student & clinical educator (CE), or the student & university clinical education
coordinator. Where appropriate, professional development goals may be developed between all three of the abovementioned parties. (A sample has been included for initial reference only and
should be deleted from the student’s own form.)

The student is responsible for actioning & monitoring their progress on the achievement of each goal, including objectives and strategies, as well as maintaining accurate & current information
on this form. The Workplace Learning Coordinator may request individual students submit updates more frequently.

It is suggested that these goals and strategies should be reviewed and updated after mid-WPL assessment has occurred.

The Workplace Learning Coordinator can be contacted if the student requires extra guidance with developing initial professional development goals, or with later modification of goals.

The clinical educator is responsible for signing off achievement of goals.

The student will submit a copy of the updated PDP together with their assessment form to the Workplace Learning Coordinator at the completion of each workplace learning experience.

The Workplace Learning Coordinator will review each student’s PDP at completion of workplace learning, and where necessary, will respond to professional development issues by establishing
a suitable learning program with the individual student.
If a student fails to achieve professional development goals, the Workplace Learning Coordinator will make recommendations that either: the student not progress further through the
course until goals are achieved, failure of WPL, or failure of subject.
21
PROFESSIONAL DEVELOPMENT PLAN
Student Name:
Clinical Educator (CE):
CBOS/COMPASS
Unit
Workplace Learning Site:
Smart Goal(s)
Strategies used to achieve goal
-
-
Date
Goal Achieved
achieved (C.E’s signature)
22
APPENDIX 3
Informed Consent
Permission for Speech Pathology Students to Observe and Interact with Speech Pathology Clients
and to video/audio record student-client interaction
As part of their professional education, speech pathology students are required to observe and interact with
clients, under the supervision of your speech pathologist.
These observations and interactions help them make sense of what they are learning at university, and help
them develop clinical skills for assisting clients and their caregivers.



During these interactions, the students will need to take notes and video or audio-record their
conversations to review at a later time.
Steps are taken to ensure that the students do not reveal information which might identify you to
anyone; their notes from observing and the video/audio recording they made will be labelled only with
the client’s age and initials. No other personal information is recorded.
These notes and recordings are only viewed or listened to by speech pathologists and students in
educational settings. In this way your privacy is ensured.
Please feel free to discuss this request with your speech pathologist or with the University’s Workplace
Learning Coordinator (Lindsey Duncan [email protected] Ph 02 6051 9236) before you make a decision.
You do not have to agree to have a student observe or interact with you.
I, .............................................................................................................................
hereby give consent for a student of the Speech Pathology Program at Charles Sturt University to observe and
interact with myself and/or the child/adult under my care, under the conditions described above.
 The purpose of the speech pathology student’s observation and/or interaction has been explained to
me

I am satisfied that all measures will be taken to protect my privacy.
Signature:..................................................………………………… Date:.......................................
Witness:.....................................................………………………….. Date:.......................................
You do not have to agree to have a student video- or audio-record you.
I, .............................................................................................................................
hereby give consent for a student of the Speech Pathology Program at Charles Sturt University to videoor audio- record the interaction, under the conditions described above.
 The purpose of the video- or audio- recording of has been explained to me.
 I understand that the recording of my speech may be used to assist the education of speech pathology
students.
Signature:..................................................…………………………. Date:.......................................
Witness:.....................................................…………………………. Date:.......................................
APPENDIX 4
CHARLES STURT UNIVERSITY
SPEECH PATHOLOGY WORKPLACE LEARNING HOURS RECORD SHEET
Student’s Name: ____________________
Year:
____________________
DATE
COMMUNICATION
CATEGORY
CHILD
or ADULT
(under or over
18 yrs)
Clinic:
Semester:
____________
ASSESSMENT
Client Specific
Services
Client Related
Services
TREATMENT
Client Specific
Services
Client Related
Services
OTHER
Clinical/professional CLINICAL EDUCATOR’S
Activities
SIGNATURE
APPENDIX 5
CHARLES STURT UNIVERSITY SPEECH PATHOLOGY WORKPLACE LEARNING HOURS SUMMARY SHEET
Name
Clinic
Year
Semester:
(All activities to be recorded to the nearest quarter hour)
AGE GROUP
ASSESSMENT / IDENTIFICATION
C= CHILD
A= ADULT
Client Specific Services
Client Related services
______
TREATMENT / MANAGEMENT
Client Specific Services
Client Related Services
Clinical/
Professional
Activities
C
LANGUAGE
A
C
DYSPHAGIA
ARTICULATION/
PHONOLOGY
A
C
A
C
MOTOR SPEECH
A
C
FLUENCY
VOICE/
RESONANCE
A
C
A
C
HEARING
A
OTHER
TOTALS
C
A
Signature of Student:
Signature of Supervising Speech Pathologist (or other Professional): _______________________
Date: ______________
Sub-Total
Hours
Child/
Adult
Total
Hours
(all ages)
APPENDIX 6
SPEECH PATHOLOGY
SCHOOL OF COMMUNITY HEALTH
CHARLES STURT UNIVERSITY
CLINICAL EDUCATOR & WORKPLACE LEARNING (WPL)
STUDENT FEEDBACK FORM (Years 3 & 4)
To be completed by the student at the end of the workplace learning experience
The purpose of this questionnaire is to provide students with an opportunity to reflect on the supervision they received during their
workplace learning (WPL), to provide feedback to clinical educators (CEs), and to provide the Workplace Learning Coordinator with
feedback about the range and quality of the experiences offered by the WPL. Please return the completed form to the Fieldwork
Officer.
Clinical Educator/s:
Clinic:
Dates of Placement:
Year: 20__
Stage of course (please circle): Year 3 / 4
Intended WPL type:
Your name (optional):
Session: Autumn / Spring
Adult/ Child/ Mixed
IMPORTANT: Tick here if you do NOT want your CE to see the relevant parts
of this form


CEs value feedback from you about your perceptions of your WPL, whether negative or positive.
Obviously if you have negative experiences, your CE will want to know, so please take the time to detail
these.
 Please be clear about what were personality differences, your own reactions, what were reasonable
expectations, and which aspects were beyond the control of you or your CE. Attach extra paper if more
space is needed.
Never
Occasionally
Sometimes
Frequently
Always
Please circle the number which applies:
1. Did your CE encourage self-evaluation?
1
2
3
4
5
2. Were your contributions in discussion and
1
2
3
4
5
feedback times expected and valued?
3. Did the CE ensure optimal treatment for the
1
2
3
4
5
client? (eg. through the use of feedback to
you, discussion, suggestions, direction, etc.)
4. Did your CE encourage your growing clinical
1
2
3
4
5
independence?
5. Did your CE positively acknowledge your
1
2
3
4
5
skills and abilities?
6. Did your CE tell you about specific areas for
1
2
3
4
5
future professional growth?
About your Clinic Assessment
7. Did the markings and recommendations agree
1
2
3
4
5
with your own evaluation of your clinical
performance?
If your rating for question 7 is  3, please give details:
8. Did your CE ask for feedback on his/her supervision?
9. Was the supervisory process discussed and negotiated with you?
PART B
10. Thinking about the SUPERVISORY CONTINUUM,
which says that students have different supervisory
needs according to their stage of clinical learning,
(i) Where do you feel you are placed in terms of
this continuum?
Mark an X on the line:
1. evaluation
2. transition
3. self-evaluation
feedback
_____________________________________________
(ii) At what stage do you think your CE supervised
you?
1. evaluation
2. transition
3. self-evaluation
feedback
_____________________________________________
If there is a discrepancy, please comment:
10. YOUR LEARNING. If you didn’t know something,
how did your CE help you find out?
Tick which items apply:
 referral to other people (clinicians etc)
 demonstrating, modelling
 referral to other resources, materials
 discussion, explanation
 OTHER: (please specify)
13. (a) What type of FEEDBACK did you receive from your
clinical educator? (eg, written, verbal, positive, negative,
suggestions for improvement, things to think about,
practical ideas, etc.)
(b)
Never
1
Was this feedback appropriate to your needs and
skills? (Circle one)
Always
2
3
4
5
14. (a) Did you have any problems in your interactions with
your CE?
YES / NO
(b)
If yes, describe:
(c)
How were these addressed?
11. How would you describe your CE? Circle the rating
which applies to each descriptor














approachable
aloof
interesting
professional
positive
resourceful
negative
supportive
boring
demanding
informative
organised
knowledgeable
other (specify):
Never
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
Always
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
4
5
12. (a) What was the best/most useful part of this WPL?
(b) What was the worst/least useful part?
15. (a)
(b)
What could your CE have done MORE of?
What could s/he have done LESS of?
16. Did you feel that you could discuss negative aspects of your WPL with your CE?
______________________________________________________________________________________________
______________________________________________________________________________________________
17. Did your CE raise negative aspects with you constructively and sensitively?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
18. What would you like to say to the next student who has this CE?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
PART C
19. Please describe the type of caseload seen at this clinic.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
20. Please describe the experiences, other than standard assessment and therapy, offered to you at this clinic.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
21. Would you recommend this WPL to another student?
Yes/No
Why/why not?
______________________________________________________________________________________________
______________________________________________________________________________________________
23. What sort of transport did you use, e.g. bus, train (route, numbers, etc)?:
24. What sort of cheap/good places to eat for lunch/dinner?
1. Did CSU arrange your accommodation?
Yes/No
If “yes”, please answer the question below. If “no”, you have completed the questionnaire.
Please comment on the suitability of the accommodation.
Adequate/Inadequate
______________________________________________________________________________________________
______________________________________________________________________________________________
21. What sort of things did you have to take with you for your accommodation, e.g. pillow, sheets, etc?
APPENDIX 7
CSU WORKPLACE LEARNING (WPL) PREPARATION & SUPPORT
STUDENT FEEDBACK FORM
WORKPLACE LEARNING SITE:
SUPERVISOR:
DATES OF WPL:
YEAR LEVEL:
PRECLINICAL PREPARATION:
Orientation information (preclinical info sessions)
Information specific to
placement (manuals,etc.)
Quantity
Usefulness
Inadequate
1
Satisfactory
2
Good
3
Very Good
4
N/A
N/A
1
2
3
4
N/A
1
1
2
2
3
3
4
4
N/A
N/A
Suggestions for improvement
SUBJECT COORDINATOR ROLE
Please indicate your level of satisfaction with your WPL subject coordinator in the following areas:
Inadequate
Satisfactory
Good
Very Good
N/A
Preparation
1
2
3
4
N/A
Support
1
2
3
4
N/A
Availability
1
2
3
4
N/A
Approachable
1
2
3
4
N/A
Provided guidelines and a
process which was clear
Followed up special
requests and considerations
Forwarded feedback as
required from supervisors
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
Overall preparation for
placement
1
2
3
4
N/A
Comments:
WPL OFFICER ROLE:
Please indicate your level of satisfaction with your WPL officer in the following areas:
Inadequate
Satisfactory
Good
Very Good
Preparation
1
2
3
4
N/A
N/A
Support
1
2
3
4
N/A
Availability
1
2
3
4
N/A
Approachable
1
2
3
4
N/A
Assisted with
accommodation issues
Followed up special
requests and considerations
Overall preparation for
placement
1
2
3
4
N/A
1
2
3
4
N/A
1
2
3
4
N/A
Good
3
3
3
Very Good
4
4
4
N/A
N/A
N/A
N/A
Comments:
EXPECTATIONS:
1. Expectations prior to WPL were satisfactory in regard to
Inadequate
Satisfactory
Pre-clinical requirements
1
2
Professionalism
1
2
Time management
1
2
Comments:
2. Were there any situations in which you felt inadequately prepared?
Comments:
SUMMARY
1. SUGGESTIONS FOR IMPROVEMENTS:
2. PROCESSES WORKING WELL:
❐Yes
❐ No