The Transition from Speech and Language Therapy Student to Newly Qualified Professional

Brumfitt, Shelagh; Hoben, K

doi:10.1002/9780470777909.ch4

Cited by 2 publications

(2 citation statements)

References 10 publications

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“…However, in this instance, they lack the opportunity to receive feedback, which is necessary to bridge the gaps in both theoretical and clinical knowledge. In contrast, students who rarely experience working independently without the guidance of a supervisor risk having difficulty developing critical thinking skills and being able to think spontaneously on demand 22 . Thus, a careful balance of feedback and support to develop these skills needs to be provided in undergraduate training.…”

Section: Resultsmentioning

confidence: 99%

Exploring perceptions of factors aiding the development of critical thinking in adult dysphagia: A study among fourth‐year speech‐language pathology students

Catania,

Coutts,

Barber

2023

The Clinical Teacher

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BackgroundThe assessment and management of adult dysphagia in South Africa is complex as appropriate intervention requires a balance of theoretical knowledge and critical thinking to ensure service delivery is appropriate within a resource‐constrained health care system. Critical thinking involves the skilful evaluation of information to make informed decisions for effective assessment and intervention. It is imperative for Speech‐Language Pathologists (SLPs) to cultivate these skills from an early stage in their careers. This study therefore aims to investigate the factors perceived to enhance critical thinking to shed light on how students transition theory into clinical decision‐making. This is vital to inform future practice in the realm of dysphagia and to enhance Speech Therapy education.MethodsA qualitative research design was utilised to identify what facilitators assist SLP students to develop critical thinking skills in adult dysphagia. Data were gathered from students across three universities. Fifteen participants answered a self‐developed online survey, and of those, four participated in a follow‐up focus group. The data were analysed using a top‐down approach and reflexive thematic analysis.Results and DiscussionThe results revealed that viewing videos on instrumental assessment measures, case studies and peer learning were perceived to expand critical thinking theoretically. Similarly, critical thinking was best supported in clinical contexts, which provided opportunities to observe expert clinicians at the bedside, obtain individual feedback and access supervision.ConclusionThe findings yielded recommendations for clinical educators involved in dysphagia training. This is necessary to better prepare SLP students to provide contextually relevant and responsive dysphagia services.

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Section: Resultsmentioning

confidence: 99%

Exploring perceptions of factors aiding the development of critical thinking in adult dysphagia: A study among fourth‐year speech‐language pathology students

Catania,

Coutts,

Barber

2023

The Clinical Teacher

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“…In the labour market, too, the balance of responsibility for career progression and learning is shifting from employers to individual workers (Potgierter, 2012, p. 2), who can find themselves isolated from supervisors and peers, expected to perform management tasks and needing to balance multiple roles from the point of graduation. The shift in responsibility explains in part why industry can be critical of universities for not providing graduates who are "oven ready" (Brumfitt, 2004) for their specific context. However, Crebert et al (2004) find that when industries relegate developmental responsibility entirely to institutions and fail to acknowledge that graduates face a learning curve as employees, graduates' confidence is negatively impacted.…”

Section: The Challenge Of Reaching Every Studentmentioning

confidence: 99%

Fostering Equitable Access to Employability Development Through an Institution-Wide, In-Curricular Strategy

Bennett

2021

Student Retention and Success in Higher Education

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Inequitable access to employability development opportunities presents a risk to equitable retention, student success and graduate outcomes among students with disadvantage. With a focus on equity, this chapter describes the development and initial incorporation of a strength-based, in-curricular and whole-of-institution approach to employability. At the core of the initiative was the metacognitive framing of employability as the ability to find, create and sustain meaningful work across the career lifespan and in multiple settings. The chapter outlines the challenges and opportunities inherent in a whole-of-institution approach. Key stakeholders including students, academic staff, career practitioners and institutional leaders are discussed. The chapter includes a synthesis of what was learned and makes recommendations for the design of similar equitable approaches.

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The Transition from Speech and Language Therapy Student to Newly Qualified Professional

Cited by 2 publications

References 10 publications

Exploring perceptions of factors aiding the development of critical thinking in adult dysphagia: A study among fourth‐year speech‐language pathology students

Exploring perceptions of factors aiding the development of critical thinking in adult dysphagia: A study among fourth‐year speech‐language pathology students

Fostering Equitable Access to Employability Development Through an Institution-Wide, In-Curricular Strategy

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