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  2. Evidence-Based Practice in Speech Pathology [SPE1100]

Faculty of Health, Engineering and Science

School: Psychology and Social Science

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Evidence-Based Practice in Speech Pathology

  • Unit Code

    SPE1100

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit introduces students to the concept of evidence-based practice in the health sciences. An emphasis will be placed on the skills and knowledge required in order to locate and evaluate examples of evidence-based practice from the domains of human communication science across the lifespan. Students will learn to be active observers, and identify the range of skills required to achieve excellence as practicing Speech Pathologists. Skills associated with team work, oral presentations, and information literacy will be facilitated throughout the unit to complete the unit assessments.

Co-Requisite Rule

Must be enrolled in course version K71, Y02

Learning Outcomes

On completion of this unit students should be able to:

  1. Compare and contrast speech pathology range of practice: developmental and acquired disorders in speech, language, swallowing, voice, fluency and multi-modal communication.
  2. Conduct structured observations and prepare evaluative reports of current clinical practice.
  3. Evaluate theory and its role in evidence-based practice for the management of developmental and acquired communication disorders.
  4. Explain the concept of evidence-based practice within the context of speech pathology professional practices.
  5. Locate and critically evaluate published evidence in speech pathology range of practice as defined in the Competency Based Occupational Standards (CBOS) for developmental and acquired disorders in speech, language, swallowing, voice, fluency and multi-modal communication.

Unit Content

  1. Introduction to speech pathology scope of practice.
  2. Competencies required for conducting evidence-based practice.
  3. Issues involved in applying theory to practice.
  4. Information literacy skills required to locate publications specific to evidence-based practice in health sciences.
  5. Introduction to measurement tools and instrumentation required for management of acquired and developmental speech, language, voice, swallowing and fluency disorders.
  6. Identification of management issues through case-based learning.
  7. Processes involved in group work.
  8. Oral presentation skills.

Additional Learning Experience Information

Workshops, laboratories, case-based learning and clinical practicum. Duty-of-care requirements need to be met to attend clinical practicum.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentEvidence-based practice30%
ReportAnalysis report50%
PresentationGroup presentation and observation summary20%

Text References

  • Speech Pathology Australia. (2011). Competency-based occupational standards. Melbourne: Speech Pathology Australia.
  • Sackett, D., L, Straus, S., E, Rosenburg, W., S, & Haynes, R., B. (2000). Evidence-Based Medicine: How to practice and teach EBM (2nd ed.). Edinburgh: Churchill Livingstone. Note: Seminal Reference.
  • Reilly, S., Douglas, J., & Oates, J. (Eds.). (2004). Evidence-based practice in speech pathology. Australia: Whurr.

Journal References

  • Language Speech and Hearing Services in Schools
  • International Journal of Speech-Language Pathology
  • Taylor, D., & Miflin, B. (2008). Problem-based learning: Where are we now? Medical Teacher, 30, 742-763.
  • International Journal of Evidence Based Health Care
  • Dodd, B. (2007). Evidence-based practice and speech-language pathology: Strengths, weaknesses, opportunities and threats. Folia Phoniatrica Logopaedica, 59, 118-129.
  • Neuropsychological Rehabilitation
  • Seminars in Speech and Language
  • The Journal of the Acoustic Society of America
  • International Journal of Language and Communication Disorders

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SPE1100|2|1

Faculty of Health, Engineering and Science

School: Psychology and Social Science

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Evidence-Based Practice in Speech Pathology

  • Unit Code

    SPE1100

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit introduces students to the concept of evidence-based practice in the health sciences. An emphasis will be placed on the skills and knowledge required in order to locate and evaluate examples of evidence-based practice from the domains of human communication science across the lifespan. Students will learn to be active observers, and identify the range of skills required to achieve excellence as practicing Speech Pathologists. Skills associated with team work, oral presentations, and information literacy will be facilitated throughout the unit to complete the unit assessments.

Co-Requisite Rule

Must be enrolled in course version K71, Y02

Learning Outcomes

On completion of this unit students should be able to:

  1. Compare and contrast speech pathology range of practice: developmental and acquired disorders in speech, language, swallowing, voice, fluency and multi-modal communication.
  2. Conduct structured observations and prepare evaluative reports of current clinical practice.
  3. Evaluate theory and its role in evidence-based practice for the management of developmental and acquired communication disorders.
  4. Explain the concept of evidence-based practice within the context of speech pathology professional practices.
  5. Locate and critically evaluate published evidence in speech pathology range of practice as defined in the Competency Based Occupational Standards (CBOS) for developmental and acquired disorders in speech, language, swallowing, voice, fluency and multi-modal communication.

Unit Content

  1. Introduction to speech pathology scope of practice.
  2. Competencies required for conducting evidence-based practice.
  3. Issues involved in applying theory to practice.
  4. Information literacy skills required to locate publications specific to evidence-based practice in health sciences.
  5. Introduction to measurement tools and instrumentation required for management of acquired and developmental speech, language, voice, swallowing and fluency disorders.
  6. Identification of management issues through case-based learning.
  7. Processes involved in group work.
  8. Oral presentation skills.

Additional Learning Experience Information

Workshops, laboratories, case-based learning and clinical practicum. Duty-of-care requirements need to be met to attend clinical practicum.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentEvidence-based practice30%
ReportAnalysis report50%
PresentationGroup presentation and observation summary20%

Text References

  • Speech Pathology Australia. (2011). Competency-based occupational standards. Melbourne: Speech Pathology Australia.
  • Sackett, D., L, Straus, S., E, Rosenburg, W., S, & Haynes, R., B. (2000). Evidence-Based Medicine: How to practice and teach EBM (2nd ed.). Edinburgh: Churchill Livingstone. Note: Seminal Reference.
  • Reilly, S., Douglas, J., & Oates, J. (Eds.). (2004). Evidence-based practice in speech pathology. Australia: Whurr.

Journal References

  • Language Speech and Hearing Services in Schools
  • International Journal of Speech-Language Pathology
  • Taylor, D., & Miflin, B. (2008). Problem-based learning: Where are we now? Medical Teacher, 30, 742-763.
  • International Journal of Evidence Based Health Care
  • Dodd, B. (2007). Evidence-based practice and speech-language pathology: Strengths, weaknesses, opportunities and threats. Folia Phoniatrica Logopaedica, 59, 118-129.
  • Neuropsychological Rehabilitation
  • Seminars in Speech and Language
  • The Journal of the Acoustic Society of America
  • International Journal of Language and Communication Disorders

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SPE1100|2|2