Student and graduate perceptions of a ‘clients as teachers’ experiential learning program on development of family-centered practice

Abstract

ABSTRACT Family-centered practice (FCP) is a healthcare framework which prioritizes the voices of clients and their families to allow them to achieve their goals and optimize quality of life. However, current research evidence indicates weaknesses in the education of university students to develop skills in FCP. An Australian university’s Parent Tutor Program (PTP) is a ‘clients as teachers’ experiential learning program which aims to improve students’ understanding of FCP in their first year as speech-language pathology (SLP) students. This study aimed to investigate the impact of the PTP on (1) SLP students’ perceptions of their understanding of FCP and (2) SLP graduates’ perceptions of the long-term implementation of FCP. Two focus groups, one with SLP students, and one with SLP graduates, were conducted. Data were analysed inductively through open coding, followed by synthesis into themes and subthemes. Participants believed that the PTP instilled a strong value of FCP. The participants conveyed that the PTP was part of a larger experiential journey in learning FCP. The immediate and long-term impacts of the program were identified within the student and graduate reflections. The findings of this study will inform tertiary educators of the value of ‘clients as teachers’ programs in higher education.