Speech–language pathologists often lack preparation for palliative care practice and this lack of training can lead to poor outcomes for patients. Lack of training can additionally lead to burnout and compassion fatigue in clinicians. Careful implementation of training is necessary to increase the knowledge base for palliative practice and careful attention must also be paid to the emotional component of end-of-life care. The history and current practice of palliative care education across health care disciplines are examined. Finally, a pilot study evaluating a course module on palliative and end-of-life care for speech–language pathologist graduate students is presented. Results from the pilot indicate that students improved both their knowledge and comfort related to issues of end-of-life care topics. In addition, students responded positively to the opportunity to learn about the topic and the instructional strategies used within the course module.

Purpose: Research has repeatedly shown that having children negatively affects the early academic careers of women. The purpose of this exploratory study was to investigate whether this well-established negative impact in “science, technology, engineering, and math” applies to the discipline of communication sciences and disorders (CSD) as well as to examine what solutions or supports would ensure their retention and success. Method: A national survey of 84 academic mothers in CSD was conducted to capture their experiences. An inductive, qualitative approach to the analysis of the survey transcripts was implemented to distinctly understand the participants' views and experiences of the interaction of motherhood and their academic careers. Qualitative research methods were used to provide a systematic way to explore complicated subjects that cannot be isolated from their contexts. Results: Analyses of the survey data revealed five major themes, including Balance, Expectations, Support, Solutions, and Fertility . Results of the survey indicate that academic mothers broadly feel as though they are being asked to choose which aspect of their lives they care about more (career or family). They also indicated that simple solutions, many of which have been implemented at various academic institutions, would alleviate many of their barriers to success and well-being. Conclusions: The findings of this exploratory study emphasize alignment with national data detailing the barriers academic mothers face within the academy within the discipline of CSD. Implications for change include developing supportive cultures around families, support with child care financials and logistics, autonomy around scheduling, and flexible positions.

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