Abstract
In this article, we describe an innovative approach for providing speech-language pathology graduate students with exposure to long-term care settings and clinical training in service delivery for persons with dementia. Our pedagogical approach emphasizes leading learners through distinct stages of creating awareness and a foundation of knowledge, teaching clinical skills, hands-on practice via service learning, and ongoing self-reflection. Outcome data presented in this article are derived from learner evaluations and written reflections as well as social validation data provided by dementia patients in a long-term care setting. Our findings reveal that a combination of high-impact practices, community-based service learning, and ongoing reflection can result in transformative learning and attitude shifts for speech-language pathology graduate students toward serving persons with dementia. This is a key finding given that a majority of our learners had little exposure to long-term care environments or had any prior interaction with persons with dementia.
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