Teaching Nursing Assistant Students about Aphasia and Communication

Welsh, Jessica Dionne; Szabo, Gretchen

doi:10.1055/s-0031-1286178

Cited by 32 publications

(20 citation statements)

References 19 publications

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“…This study contributes to the body of literature showing that training students can improve communication skills with patients and improve the quality of care performed (Finch et al, 2017;Finch et al, 2013;Kagan et al, 2001;C. Legg et al, 2005;Rayner & Marshall, 2003;Welsh & Szabo, 2011). It is one of the first studies of its kind completed with OT student clinicians who treated PWA across the continuum of care.…”

Section: Discussionmentioning

confidence: 92%

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Development of a Training Program to Increase Student Clinician Competency when Communicating with People with Aphasia

Doherty

Lay

2019

JOTE

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The Washington University in St. Louis Stroke Clinic is a student-run free clinic (SRSC) designed to enhance student learning and provide the community with no-cost evidence-based occupational therapy services. Aphasia is a common communication impairment after stroke that affects the ability to access services and give and get information, and impacts life participation and satisfaction. Conversation partner training is an evidence-based treatment approach to improve communication with people with aphasia (PWA). The purpose of this project was to develop and evaluate the effectiveness of student clinician training about communicating with PWA using conversation partner training in the SRSC. This study was a single-group prospective pre-post cohort study with two phases. In Phase 1, eight students completed a series of formal and informal feedback measures to evaluate student perception of the current training. In Phase 2, six students completed a conversation partner education protocol with a flipped classroom model and includes selfevaluation and evaluation of competency with a skills check-out. Student clinicians reported increased knowledge, skills, and confidence in their ability to communicate with PWA. Students demonstrated increased skill in acknowledging and revealing the competence, building rapport, as well as giving and receiving valuable information. This was the first study looking solely at the value of student occupational therapy education on communicating with PWA. Through this experience, these students were better prepared to interact with future clients with aphasia.

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Section: Discussionmentioning

confidence: 92%

“…SCA training is effective with volunteer community members, medical students, speech therapy students, and nursing students (Duchan, Linda, Garcia, Lyon, & Simmons-Mackie, 2001;Finch et al, 2017;L. Legg & Langhorne, 2004;Rayner & Marshall, 2003;Welsh & Szabo, 2011).…”

Section: Introductionmentioning

confidence: 99%

Development of a Training Program to Increase Student Clinician Competency when Communicating with People with Aphasia

Doherty

Lay

2019

JOTE

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“…Beckley et al, 2013;Jensen et al, 2015), and in 7 studies in combination with another professional or "assistant" (psychologist, nurse, family therapist, communicative disorders assistant, community volunteer, graduate student, or PWA). In four studies, trained PWA were directly involved in CPT provision by conversation practice and giving immediate feedback to trainees (Cameron et al, 2015;Mc Menamin et al, 2015;McVicker et al, 2009) and in co-delivering presentations with SLT (Welsh & Szabo, 2011). In four further studies, CPT was provided by professional teams including SLT and other professionals as psychologist, neurologist, social worker, and nurse (e.g.…”

Section: Tidier Item 4: What "Procedures: Describe Each Of the Procedmentioning

confidence: 99%

“…Cunningham & Ward 2003;Lesser & Algar, 1995); Mixed setting (e.g. rehab unit and home) (n = 3) (Blom Johansson et al, 2013;Lyon et al, 1997;Nykänen et al, 2013); Educational setting (university/college) (n=3) (Saldert et al, 2013(Saldert et al, , 2015Welsh & Szabo 2011); Residential course (n = 2) (Borenstein et al, 1987;Fox et al, 2004); and Community centre (n = 2) (Kagan et al, 2001;McVicker et al, 2009). Communication partner training provided in clinical settings covered the range of recipient groups.…”

Section: Tidier Item 7: Where "Describe the Type(s) Of Location(s) Whmentioning

confidence: 99%

Reporting interventions in communication partner training: a critical review and narrative synthesis of the literature

et al. 2018

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Background: Communication partner training (CPT) is an umbrella term for a complex behavioural intervention for communications partners (CPs) of people with aphasia (PWA) and possibly PWA themselves, with many interacting components, deployed in flexible ways. Recent systematic reviews (Simmons-Mackie, Raymer, Armstrong, Holland, & Cherney, 2010; Simmons-Mackie, Raymer, & Cherney, 2016) have highlighted the effectiveness of CPT in addressing the skills of conversation partners and the communicative participation of people with aphasia but have suggested that CPT has been variably delivered, with no clear picture of what the essential elements of CPT are and how CPT is expected to achieve its results through hypothesized mechanisms of change (Coster, 2013). Aim: This paper aims broadly to consider specification of CPT and describes how CPT has been conducted overall and in relation to treatment recipients. Recommendations for CPT and areas for future research are considered. Methods & Procedures: A critical review and narrative synthesis was carried out through: i) the systematic application of the 12-item TIDieR checklist (Hoffmann et al., 2014) to the 56 studies appraised in the Simmons-Mackie et al. (2010; 2016) reviews, providing a quantitative overview of the completeness of CPT intervention reporting; and ii) a qualitative synthesis of the reviewed CPT literature according to TIDieR items. Results: Half of the TIDieR checklist items were reported by 71% or more of the studies, and the rest of the items were reported by 0-63% of studies. TIDieR items relating to the treatment (goal, rationale or theory of essential elements, materials and procedures) and provision (provider, mode, timing, dose) were more frequently reported, however the level of detail provided was often inadequate or incomplete. The interventions were insufficiently specified to enable replication for most of the studies considered. The most infrequently reported items were: name, location, intervention tailoring and modification, and planned and Reporting interventions in communication partner training 3 actual intervention adherence/fidelity. Conclusion: For a better understanding of an intervention, it is necessary to identify and describe potentially central elements and perhaps especially in complex interventions as CPT, where it is likely also more difficult. Whilst the reviewed CPT studies are on average reporting on slightly more than half of the TIDieR items, they are overall insufficiently detailed. Some items appear easier to report on, whereas other items have not been attended to, are too complex in nature to give a full report on, or simply have not been relevant for the individual study to include.

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“…15,16 Prior research suggests that training health care providers has potential to improve their skills in interacting with patients with communication disorders; however, prior studies are extremely scarce and are limited in that they have addressed primarily the communication disorder of aphasia or the care of patients with dementia in long-term care facilities. [17][18][19][20][21] Less emphasis has been placed on training to improve health care providers' skills in communicating with individuals with dysarthria or across communication disorders. Because health care providers routinely encounter patients exhibiting a variety of communication disorders, it is important that the focus of communication skills training extend beyond training only for patients with aphasia.…”

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confidence: 99%

Patient-Provider Communication Training for Dysarthria: Lessons Learned from Student Trainees

2017

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Patient-provider communication skills training programs rarely include content addressing how health care providers can improve communication with patients exhibiting dysarthria and other communication disorders. Consequently, these patients often struggle to access quality health care services. This article describes a training program focused on giving health care students the opportunity to interact with standardized patients portraying dysarthria and aphasia. A summary of the program's outcome is then provided from the perspective of the students involved as well as lessons students taught us about how to continue improving this type of program and to make it a more universal part of health care education.

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Teaching Nursing Assistant Students about Aphasia and Communication

Cited by 32 publications

References 19 publications

Development of a Training Program to Increase Student Clinician Competency when Communicating with People with Aphasia

Development of a Training Program to Increase Student Clinician Competency when Communicating with People with Aphasia

Reporting interventions in communication partner training: a critical review and narrative synthesis of the literature

Patient-Provider Communication Training for Dysarthria: Lessons Learned from Student Trainees

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