Training Future Speech–Language Pathologists for Work in End-of-Life and Palliative Care

Stead, Amanda; Dirks, K.R; Fryer, Melissa; Wong, Sami

doi:10.1097/tld.0000000000000219

Cited by 11 publications

(3 citation statements)

References 37 publications

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“…Corroborating previous research, 25–28 exposure to palliative care during undergraduate training facilitated greater understanding of this area. Despite this, students did not feel confident or prepared to work in palliative care due to insufficient academic teaching hours and limited opportunities for competency development.…”

Section: Discussionmentioning

confidence: 51%

“…62 Teaching in palliative care is emotionally challenging 63 and a taboo subject. 9,25 Insufficient palliative care education has resulted in uncertainty of the speech and language therapist’s role in this area amongst practising speech and language therapists. 14,15,18 Therefore, it is not surprising that some speech and language therapists may not feel confident to educate students regarding this role and thus, may avoid it.…”

Section: Discussionmentioning

confidence: 99%

“…9,12,14,15,20,24 Limited studies have explored undergraduate palliative care education for student speech and language therapists to date, however teaching in this area results in improved knowledge and confidence. 25–28 Despite this, undergraduate palliative care education remains inconsistent worldwide and has not significantly progressed in speech and language therapy curricula in recent years. 15 Inadequate undergraduate education has resulted in both practising and student speech and language therapists feeling unprepared to work with patients with life-limiting illnesses.…”

Section: Introductionmentioning

confidence: 99%

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‘There’s this big fear around palliative care because it’s connected to death and dying’: A qualitative exploration of the perspectives of undergraduate students on the role of the speech and language therapist in palliative care

Collins

2022

Palliat Med

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Background: Speech and language therapy in palliative care is a developing discipline of clinical practice. Research literature has highlighted that undergraduate palliative care education in speech and language therapy is inconsistent and inadequate. However, limited research has been carried out to date in relation to student speech and language therapists and palliative care. Aim: To explore the role of speech and language therapists in palliative care from the perspective of speech and language therapy students in Ireland. Design: A qualitative descriptive research study was conducted, involving focus group interviews. Setting/participants: Purposive sampling was used to recruit 12 student speech and language therapists from one university site for this study. Undergraduate second, third and fourth year students were eligible for inclusion. Results: This study revealed that undergraduate student speech and language therapists collectively agree that there is a role for speech and language therapy in palliative care. Although students acknowledged that speech and language therapists can make a positive difference to patients’ lives, and academic lectures were positively received, insufficient exposure to palliative care has resulted in fear, uncertainty and a lack of confidence amongst student speech and language therapists. Conclusions: A greater emphasis on palliative care is needed in undergraduate speech and language therapy education to ensure confidence and competency development. An exploration of student speech and language therapists’ experiences in a specialist palliative care unit would be advantageous to determine the appropriateness of this setting for clinical placements.

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Section: Discussionmentioning

confidence: 51%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘There’s this big fear around palliative care because it’s connected to death and dying’: A qualitative exploration of the perspectives of undergraduate students on the role of the speech and language therapist in palliative care

Collins

2022

Palliat Med

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Facilitating End-of-Life Interaction Between Patients With Severe Communication Impairment and Their Families

2021

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Purpose The purpose of this report is to promote conversation among medical speech-language pathologists (SLPs) about their role in facilitating family–patient interaction involving patients who acutely encounter the end-of-life (EOL) phase and have severe communication impairment. Case Report We provide self-reflections from our own clinical practice, pertinent literature review, and medical chart review of a relevant patient to serve as a catalyst for such discussion. Reflections We share a preliminary handout containing strategies that SLPs could provide family members of patients who have encountered an EOL phase and have severe communication impairment (e.g., global aphasia) and reduced alertness level. Clinical Implications SLPs can play an important role in facilitating EOL patient–family interaction and alleviate suffering even when patients have severe communication impairment.

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Simulating an End-of-Life Care Conference Using Standardized Patients: Examining Students' Professional Communication

Stead

Vinson²,

Paul

et al. 2023

Perspect ASHA SIGs

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Purpose: Lack of preparation for working with patients near the end of life (EoL) can lead to poor outcomes for patients and burnout for clinicians. Additionally, graduate students must also receive preparation in professional communication skills necessary for family and interprofessional interactions. Simulation provides an opportunity to practice and demonstrate these skills in a safe environment. This study examined student performance and perceptions following a simulation of clinical communication in the context of an EoL care (EoLC) conference discussion. Method: By utilizing a formative simulation with standardized patients, students demonstrated skills associated with navigating an EoLC conference discussion. The supervising educators and standardized patients evaluated students on their clinical communication and debriefing skills through rubrics. Students also provided feedback on the simulation experience. Results: Results from this simulation indicated that most students demonstrated effective clinical communication skills. Judgments from educators and standardized patients corroborate students' skill demonstration in the areas of content delivery, delivering compassionate care, communicating evidence, representing their roles, and reflection. Students struggled more in the areas of terminology use and using summary and validation skills. Student feedback about the simulation was resoundingly positive. Students remarked how the simulation advanced their learning, helped them reflect on their clinical communication skills, and provided them with exposure to fragile medical patients. Conclusion: This study provides an example of a high-fidelity replicable simulation that can be implemented to measure and encourage student skill development in clinical communication and EoLC.

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Training Future Speech–Language Pathologists for Work in End-of-Life and Palliative Care

Cited by 11 publications

References 37 publications

‘There’s this big fear around palliative care because it’s connected to death and dying’: A qualitative exploration of the perspectives of undergraduate students on the role of the speech and language therapist in palliative care

‘There’s this big fear around palliative care because it’s connected to death and dying’: A qualitative exploration of the perspectives of undergraduate students on the role of the speech and language therapist in palliative care

Facilitating End-of-Life Interaction Between Patients With Severe Communication Impairment and Their Families

Simulating an End-of-Life Care Conference Using Standardized Patients: Examining Students' Professional Communication

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