Abstract
Background: In the context of palliative care (PC), individuals often face communication and swallowing challenges that necessitate speech-language pathology (SLP) intervention. However, there are current shortfalls in preparing SLP students for this unique field of practice. While some research addresses theoretical aspects, limited knowledge exists regarding the practical and systemic factors that hinder or facilitate students’ clinical placements in PC. Aims: This study aims to uncover barriers and facilitators in successful PC clinical placements by gathering insights from experienced SLPs working in the field. Method: Eight Australian SLPs, each with over a year of palliative care experience, participated in two focus groups. Qualitative data was analysed using reflexive thematic analysis and inductive coding. Results: The findings identified several key themes and sub-themes related to the role of universities in improving PC placements. Three categories of factors emerged: (i) fixed elements inherent to PC, such as its unique caseload; (ii) flexible elements modifiable by universities, like student preparedness; and (iii) variable elements beyond university control, including student characteristics. Conclusion: This research emphasises the importance of well-prepared SLP students engaging in successful PC placements. Achieving this requires adequate training from universities and support from clinical educators to develop comprehensive clinical competency.
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