The confidence of speech-language pathology students regarding communicating with people with aphasia

Abstract

BackgroundAphasia is an acquired language disorder that can present a significant barrier to patient involvement in healthcare decisions. Speech-language pathologists (SLPs) are viewed as experts in the field of communication. However, many SLP students do not receive practical training in techniques to communicate with people with aphasia (PWA) until they encounter PWA during clinical education placements.MethodsThis study investigated the confidence and knowledge of SLP students in communicating with PWA prior to clinical placements using a customised questionnaire. Confidence in communicating with people with aphasia was assessed using a 100-point visual analogue scale. Linear, and logistic, regressions were used to examine the association between confidence and age, as well as confidence and course type (graduate-entry masters or undergraduate), respectively. Knowledge of strategies to assist communication with PWA was examined by asking respondents to list specific strategies that could assist communication with PWA.ResultsSLP students were not confident with the prospect of communicating with PWA; reporting a median 29-points (inter-quartile range 17–47) on the visual analogue confidence scale. Only, four (8.2%) of respondents rated their confidence greater than 55 (out of 100). Regression analyses indicated no relationship existed between confidence and students‘ age (p = 0.31, r-squared = 0.02), or confidence and course type (p = 0.22, pseudo r-squared = 0.03). Students displayed limited knowledge about communication strategies. Thematic analysis of strategies revealed four overarching themes; Physical, Verbal Communication, Visual Information and Environmental Changes. While most students identified potential use of resources (such as images and written information), fewer students identified strategies to alter their verbal communication (such as reduced speech rate).ConclusionsSLP students who had received aphasia related theoretical coursework, but not commenced clinical placements with PWA, were not confident in their ability to communicate with PWA. Students may benefit from an educational intervention or curriculum modification to incorporate practical training in effective strategies to communicate with PWA, before they encounter PWA in clinical settings. Ensuring students have confidence and knowledge of potential communication strategies to assist communication with PWA may allow them to focus their learning experiences in more specific clinical domains, such as clinical reasoning, rather than building foundation interpersonal communication skills.

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

“…These results mirror those of similar trainings developed for conversation partners of PWA as well as students and practitioners in healthcare fields (Simmons-Mackie et al, 2016). 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).…”

High confidence, yet poor knowledge of infant feeding recommendations among adults in Nova Scotia, Canada

“…Participants were then asked to self‐rate their confidence in the accuracy of the answers they provided for each of the knowledge questions using a visual analog scale (VAS; out of 10, from ‘not at all confident' to ‘very confident'). VAS scores are widely used in various fields to measure subjective experiences, such as pain (Boonstra, Schiphorst Preuper, Reneman, Posthumus, & Stewart, ), sensory evaluations (Ramaekers et al, ), well‐being (Johnson, Culverwell, Hulbert, Robertson, & Camic, ), and confidence in knowledge and skills (Finch et al, ). VAS has been preferred over ordinal Likert scales as they are often more responsive, and easy to use and understand, particularly among a diverse population (Hasson & Arnetz, ).…”

‘I've got to get something out of it. And so do they’: experiences of people with aphasia and university students participating in a communication partner training programme for healthcare professionals

“…, , Finch et al . , ). The evaluation consisted of a self‐report questionnaire that asked questions pertaining to (1) demographics and clinical experience; (2) level of confidence for communicating with PWA on a 100 mm visual analogue scale (VAS) from ‘Not at all confident’ (0) to ‘Very confident’ (100); and (3) HPs and HP students providing specific strategies that could be used in a clinical context to facilitate interactions between PWA and healthcare providers.…”

“…, Finch et al . , ). While qualitative studies have explored experiences of PWA and HPs participating in CPT programmes, the present paper adds to the literature by also considering the perspectives of HP students.…”