Impact of placement type on the development of clinical competency in speech–language pathology students

Sheepway, Lyndal; Lincoln, Michelle; McAllister, Sue

doi:10.1111/1460-6984.12059

Cited by 40 publications

(30 citation statements)

References 53 publications

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“…Prescriptiveness about placement and patient types denies what we know about the generalisability and transferability of knowledge and skills. For example, Sheepway, Lincoln and McAllister (2014) studied the development of student competence in speech language pathology degree students and found that their competencies developed over a one year period of clinical placements irrespective of placement type or context or intensity of placement (daily versus block mode) thus indicating that there was a possible transfer of learning occurring between placement types.…”

Section: Prescriptivenessmentioning

confidence: 99%

Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities

McAllister

Nagarajan

2015

JTLGE

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This paper reviews the accreditation requirements for six Allied Health (AH) degree programs in Australia to understand the range of accreditation requirements and approaches, with a particular focus on requirements around clinical education in AH education. Strengths of current approaches and further requirements are identified. Of particular interest are those areas where accreditation could better support educational goals and processes, including the preparation of work ready graduates and the encouragement of the use of currently underutilized opportunities for preparing the AH workforce for future healthcare needs. The findings suggest that the accreditation criteria perform well for the development of students' conceptual and procedural knowledge. However, there are several opportunities for improvement where accreditation could better support preparation of graduates to meet current and future needs of healthcare. These opportunities include increased emphasis on biopsychosocial perspectives of health as healthcare models shift from hospital to community-based settings, increased emphasis on development of interprofessional skills, encouragement of diverse supervision models, explicitness about intentions and interpretations of accreditation requirements, and increased employer representation on accreditation panels. Constraints on universities' uses of new educational approaches imposed by or arising from non-explicit accreditation requirements are outlined. Arising from this analysis, a summary of considerations for AH accreditation bodies is provided.

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Section: Prescriptivenessmentioning

confidence: 99%

Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities

McAllister

Nagarajan

2015

JTLGE

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“…Students were drawn from the undergraduate program and some from the Masters of SLP program, representing differences in maturity, background knowledge, and experience. Although the students' prior knowledge and experiences were not explored in this study, it is plausible that their ability to generalise prior learning across clinical settings and placements presented a challenge for them (Sheepway, Lincoln, and McAllister 2014). This aspect of competence is particularly important in the context of increased demand for placements, where it may not be possible for education providers to expose students to all clinical populations and recognition of transferrable knowledge and skills is essential.…”

Section: Discussionmentioning

confidence: 98%

“…Firstly, SLP students are never placed on year-long clerkships (Sheepway, Lincoln, and McAllister 2014); the SLP placements provided were 24 days long, over 6 or 8 weeks depending on the university placing the students. This study did not examine the potential effects of the different duration of the placement on the outcomes.…”

Section: Discussionmentioning

confidence: 99%

Continuum of Care in Speech-Language Pathology Student Placements: Identifying Key Learning Themes

et al. 2017

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Despite growing evidence in favour of longitudinal integrated clerkships (LICs) for medical student placements, allied health student placements continue to address single caseload types, often representing one stage of the patient journey. This study explored perceptions of speechlanguage pathology (SLP) students in a continuum of care placement in Australia, following the patient journey of stroke survivors from acute admission to rehabilitation. Four pairs of students participated in 24-day continuum of care placements. Student clinical competence was assessed in the usual way using the COMPASS® tool to ascertain if students achieved required levels of competency and were not disadvantaged by the new placement structure. Student satisfaction was assessed with a 5-point Likert scale. Learning outcomes were explored in individual semistructured interviews at conclusion of placement. Thematic analysis was undertaken on interview transcripts to identify key themes from interviews. All students achieved entry-level competency upon completion of their placement. Positive learning outcomes reported included improvement in understanding of the post-stroke journey, broadened clinical knowledge, improved adaptability to different clinical settings, and awareness of and ability to deliver patient-centred care. As a result of this placement model, students reported developing an increased sense of their professional role and responsibility in advocacy for the patient. It is recommended that continuum of care placements be considered as an alternative placement experience structure in hospital settings to enhance student learning of the patient journey.

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“…Individual universities can enter into formal agreements with other universities to share data . This has allowed the development of large scale research projects on the development of competence in different types of students, the impact of placement types on competence development 22 and the impact of different curricula models 23 (e .g ., traditional vs problem based learning; 4 year bachelor vs 2 year graduate entry masters) on the trajectories of competence development .…”

Section: Assessment Of Students' Competency On Practicum: Competency mentioning

confidence: 99%

The Role of Competency-Based Occupational Standards in Speech Pathology Education and Governance in Australia

McAllister

2017

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Summary: Integrated competency-based occupational standards allow detailed description of the knowledge, skills and attributes which in combination portray competent professional practice . Competency-based occupational standards have been in place within the speech pathology profession in Australia since 1994, and are used for a range of educational and assessment purposes, including assessing eligibility for membership of the Speech Pathology Association of Australia . This paper describes the reasons for and process of development of the standards, the framework for the standards, and how they are used for curriculum development and assessment . The paper also describes the use of CBOS in the development of a validated tool for the assessment of clinical performance .

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Impact of placement type on the development of clinical competency in speech–language pathology students

Abstract: Article titleImpact of placement type on the development of clinical competency in speech language pathology students AbstractBackground: Speech language pathology students gain experience and clinical

Cited by 40 publications

References 53 publications

Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities

Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities

Continuum of Care in Speech-Language Pathology Student Placements: Identifying Key Learning Themes

The Role of Competency-Based Occupational Standards in Speech Pathology Education and Governance in Australia

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