An optimal environment for placement learning: listening to the voices of speech and language therapy students

Abstract

BackgroundPlacements are a core component of learning within speech and language therapy (SLT) undergraduate and postgraduate university programmes. They facilitate the development of students’ professional and clinical competencies and socialization into the profession. It is indicated that an optimal environment for placement learning often pivots on the mentoring, supervision and feedback the student receives.AimsTo explore the perspectives of student SLTs in the Republic of Ireland in relation to factors that would best support their learning and competency development on placement.Methods & ProceduresQualitative data were collected from an anonymous online student survey that consisted of eight open‐ended questions. Thematic analysis was applied to the data. Excerpts from the data were selected to illustrate the themes constructed.Outcomes & ResultsA total of 117 students responded. Four salient themes were generated that capture the students’ perspectives of an optimal environment for placement learning and competency development.Conclusions & ImplicationsThis study supports quality assurance within the practice education of student SLTs and highlights aspects of an optimal learning environment that practice educators can strive to develop. In parallel, this study points to the need for improved supports from university personnel and placement site managers, and an increased need for student preparedness and self‐reflection. Implications for continuing professional development specific to the role of a practice educator is described, in addition to the recommendation of an expanded perspective of supervision within SLT.What this paper addsWhat is already known on the subject Placements are an integral component of SLT undergraduate and postgraduate university programmes that enable students to translate theory to practice. Placement involves a transition from structured and predictable learning of the classroom to more dynamic learning environment within the placement site. Assessment of placement is carried out by practice educators using competency assessment tools. An optimal environment for placement learning often pivots on the mentoring, supervision and feedback that the student receives from their practice educator.What this paper adds to existing knowledge This study explores student SLTs’ voices in relation to what they consider an optimal environment for placement learning should be and what they believe may best support them in their journey to develop their clinical competencies. It supports quality assurance of the practice education of our future colleagues.What are the potential or actual clinical implications of this work? The findings of this enquiry emphasize the distinction between competence as a SLT and competence as a practice educator and have subsequent implications for the content of continuing professional development for practice educators. In particular, an expanded perspective of the models and frameworks of supervision to promote and implement within the practice education of SLT students is presented.

–A cross-sectional study of clinical learning environments across four undergraduate programs using the undergraduate clinical education environment measure

“…A negative CLE experience has been associated with the quality and safety of patient care [ 12 ] and students’ quality of life [ 13 ]. Thus, a supportive CLE does not exist self-evidently [ 14 ]; it needs active maintenance and continuous assessment [ 15 ].…”

Supporting speech and language therapy students in uncertain times

“…However, the degree of exposure to, depth of immersion in, and the diversity of these communities has differed from what they might have experienced in 'usual' times. As Quigley et al (2020) state, the ideal is for "multiple opportunities to apply academic theory to clinical practice, to develop discipline-specific and cross-disciplinary skills, to socialise into their chosen profession, and to hone relevant interpersonal, clinical reasoning and management skills" (p. 507). In 2020 and 2021, the gradual accumulation of experience through placement has been disrupted for many students.…”

“…While students commented on practical benefits, (e.g., discussing placements, lectures and assignments), most comments related to the emotional and social support they conferred: a way of making friends at a time where it was socially challenging to do so, a safe space to share experiences and feel supported, reassurance that other people were feeling the same, and a space to feel of use to others. Quigley et al (2020) state that where a student has reduced opportunity to imbibe learning through immersion in communities of practice "it is often difficult for a learner to fit in" (p. 514). However, comments indicated that these groups went some way to reducing isolation and fostering a sense of belonging.…”

Establishment of an Innovative Telehealth Speech and Language Therapy Placement as a Rapid Response to COVID-19: Sharing the Learning

“…Clinical placements provide practical opportunities for students to apply theory to practice and they facilitate socialisation into the profession (Quigley et al, 2020). Speech and language therapy (SLT) students are required to complete a minimum of 450 hours of clinical placements before they can qualify and are eligible to register.…”