Speech Pathology Students Research Articles

Evidence-based practice self-efficacy of undergraduate speech pathology students following training

Aim: The aims of this study were to determine the self-efficacy of speech pathology students in conducting evidence-based practice before and after a comprehensive evidence-based practice course, and the impact of timing of the course (Semester 1/2).Method: Students attended a 13-week course in their final year of study. The evidence-based practice confidence scale (EPIC) was used to measure the students’ self-efficacy pre- and post-training.Results: Ninety-two percent of students enrolled over six semesters participated. Students began the evidence-based practice course with high confidence in asking patients their preferences but low confidence in interpreting and analysing statistics. A significant improvement in confidence in all evidence-based practice areas was found, with greatest improvement occurring in the critical appraisal of research. Overall, the teaching had greatest effect on a group of skills for finding valid EBP information. There were significant differences between semester one and two students in only 18% of responses. Semester two students were more confident in half of these responses.Conclusions: An evidence-based practice course made a significant difference to student self-efficacy across all aspects, with few differences related to timing of the course. Implications are discussed.Implications for RehabilitationHealth professionals must be confident implementing evidence-based practice throughout the course of their careers, as best practice changes over time.A capstone unit of study/course for undergraduate speech pathology students significantly improved their self-efficacy in implementing evidence-based practice.This has positive implications for evidence-based practice across a wide range of clinical settings including rehabilitation and disability as the graduate entry level students enter the workforce.For on-going success, graduate entry level students must continue to implement evidence-based practice as clinicians if they are to maintain their confidence and further develop their skill set.

Growing health partnerships in rural and remote communities: what drives the joint efforts of primary schools and universities in maintaining service learning partnerships?

The partners included universities sending students on rural clinical placement, local host academic units and primary schools who worked together to provide paediatric speech and language services in primary schools in three sites in Australia. Rural and remote communities experience poorer health outcomes because of chronic workforce shortages, social disadvantage and high Aboriginality, poor access to services and underfunding. The study was in twofold: qualitative analysis of data from interviews/focus group with the partners in the university and education sectors, and quantitative social network analysis of data from an electronic survey of the partners.FindingsFactors supporting partnerships were long-term, work and social relationships, commitment to community, trust and an appetite for risk-taking. We postulate that these characteristics are more likely to exist in rural communities.

Design and delivery of an innovative speech pathology service-learning program for primary school children in Far West NSW, Australia

Children growing up in Australian rural communities have more communication impairments than their urban counterparts. Communication impairments, if left unresolved in school starters, lead to long-term learning and behavioural problems. Rural communities are disadvantaged by a scarcity of health professionals. Supervised speech pathology students on rural clinical placement provided speech, language and communication screening, assessment and therapy to children starting kindergarten in Broken Hill, New South Wales, Australia. The students collected service outcome data for children in the program. Analysis of the outcome data demonstrated improvements in communication impairments for approximately one-quarter of the children. The service-learning program used in this study is designed to facilitate implementation in other locations. The model resulted in some improvement in communication impairments. It has the potential to revolutionise undergraduate student learning placements, as well as address the chronic health professional shortage in rural Australia.

A Study Abroad to Nicaragua: Measuring Cultural Competence in Speech and Language Pathology Students

Purpose Cultural competence is key to the successful provision of speech, language, and audiologic services. This article summarizes the challenges, strategies, and lessons learned during a study a...

Benefits of providing an acute simulated learning environment to speech pathology students: An exploratory study

Introduction: Technology-enhanced simulation is being increasingly identified as a viable option for developing clinical experience and competency across all allied health disciplines. The need for simulation is being driven by increasing student numbers, reduced client hospital stays and reduced clinical educator availability. However, simulation is rarely used in existing speech pathology programmes in Australia. This study aimed to explore the impact of simulation on speech pathology students’ knowledge, experience, confidence and behaviour change when conducting a repeated initial consultation in a simulated acute-care environment.Methods: Twelve speech pathology students enrolled in the third year of a 4-year undergraduate programme took part in this embedded mixed-methods study. The study comprised two half-day simulated learning workshops, with workshops consisting of participation in one of three clinical scenarios in a simulated acute hospital setting. Students’ perceptions of their knowledge, experience and confidence were measured prior to and following the simulated experience, in addition to their actual performance being rated. Outcome measures used in this study included the Participant Perception Indicator (PPI), an observer checklist, the Satisfaction with Simulation Experience Scale (SSES) and qualitative feedback.Results: Statistically significant increases in students’ self-reported levels of knowledge, experience and confidence related to acute-care speech pathology practice were captured using the PPI. Positive behaviour change was recorded through repeated practice of the simulation scenario, and all students reported that the simulated learning experience was highly valued.Conclusion: Findings from this pilot study provide important insights into the benefits of simulated learning for speech pathology students, especially within the context of an acute-care setting.

Strategies for interprofessional facilitators and clinical supervisors that may enhance the emotional intelligence of therapy students

ABSTRACTEmotional intelligence (EI) is a critical skill for occupational therapy, physiotherapy, and speech pathology students (therapy students). This article reports the findings from an analysis of interviews with therapy students (n = 24) to determine the aspects of clinical placements that therapy students perceived as influencing the changes in EI scores. This article reports the findings of the qualitative phase of a longitudinal, retrospective mixed methods design. Interviewees were selected using purposive sampling. Of those interviewed, 95% agreed that clinical placements had a significant impact on a range of EI skills with changes being both positive and negative. Content analysis showed that students perceived their EI skills had changed because of the following aspects of clinical placements: student-supervisor interactions, student interactions with patients in emotional distress and being encouraged to reflect and hear feedback on their EI skills. To support and enhance student’s EI skills, interprofessional facilitators and profession-specific supervisors are recommended to utilise the following strategies with interprofessional cohorts. Supervisors and facilitators should be emotionally in-tune with students and trust students to work autonomously with patients experiencing emotional distress, pain and loss, especially those with complex needs. Importantly, interprofessional facilitators and direct supervisors should encourage students to reflect on their EI skills both individually and as a group. Supervisors should frequently evaluate and provide feedback to students on their EI skills, at the same time as providing feedback on their practical and clinical reasoning skills.

GERIATRIC HEALTH SCREENING: AN INTERPROFESSIONAL EDUCATION OPPORTUNITY

AbstractThe Institute of Medicine, among other organizations, has established interprofessional education (IPE) as a goal for all health professions. Most academic accrediting agencies are now requiring activity in this area. Programs located in largely rural areas without an academic medical center may have more difficulty in achieving IPE for their students.The Montana Geriatric Workforce Enhancement Program at the University of Montana provides interdisciplinary student training through geriatric health screening. Pharmacy, nursing, medicine, physical therapy, social work, and speech pathology students from four Montana academic institutions participate. In a typical year, approximately 65 pharmacy students, 40 physical therapy students, 20 nursing students, 30 social work students, and varying numbers of students from other disciplines are involved in over 50 screening events held throughout the state.Under faculty supervision, teams of students provide screenings for older individuals in rural communities, including counseling on the results and follow up of abnormal values. Screenings for lipids, hemoglobin A1c, bone density, blood pressure, hepatitis C, balance testing and fall risk assessment, caregiver stress, cognition and depression are provided. Barriers to participation include varying formats and schedules for clinical training, requirements for appropriate supervision of students and identification of community referral resources. Approaches utilized by pharmacy, two different nursing programs, physical therapy, social work, speech pathology, and medicine will be described and compared. Evaluation results from surveys of faculty and students will be included.

Fluctuations in the emotional intelligence of therapy students during clinical placements: Implication for educators, supervisors, and students

ABSTRACTThis study investigated the changes in emotional intelligence (EI) of occupational therapy, physiotherapy, and speech pathology students (therapy students). Clinical placements have multiple benefits including the development of interprofessional skills, enhancing practice skills and interpersonal skills. Higher EI competencies have been shown to have a positive impact on patient outcomes, teamwork skills, dealing with stress, and patient satisfaction. Data for this study were collected at two time points: before third-year therapy students commenced extended clinical placements (T1 with 261 students) and approximately 7 months later after students had completed one or more clinical placements (T2 with 109 students). EI was measured using the Emotional Quotient Inventory 2.0 (EQ-i2.0). Only one EI score, assertiveness, demonstrated a significant decline. No EI score showed a significant increase. A third or more of the students showed increases of five points or more in self-actualisation, emotional expression, independence, reality testing and optimism. However, of concern were the five EI scores where therapy students’ EI scores decreased by more than five points: assertiveness (where 38% of students declined), problem solving (37%), impulse control (35%), self-actualisation (35%), and stress tolerance (33%). With EI scores declining for some students during clinical placements, there are implications for clinical supervisors and interprofessional facilitators as clinical performance may decline concurrently. There is a range of potential reasons that clinical placements could negatively influence the EI competencies of a therapy student, including poor clinical supervision, conflict between a student, and supervisor and failing a clinical placement. The research suggests that interprofessional facilitators and university educators might consider students undertaking EI tests before clinical placements.

Exploring the development of cultural awareness amongst post-graduate speech-language pathology students

Purpose: Speech-language pathology programs globally need to prepare graduates to work with culturally and linguistically diverse populations. This study explored the knowledge, perceptions and experiences related to development of cultural awareness of graduate-entry Master of Speech Pathology students at an Australian university.Method: Sixty students across both year-levels completed a cultural awareness survey at the beginning of the semester. To explore how clinical placement influenced students’ knowledge and perceptions, year-2 students completed written reflections pre- and post-placement (n = 7) and participated in focus groups post-placement (n = 6).Result: Survey results showed student interest in working with culturally and linguistically diverse populations was high (over 80%) and confidence was moderate (over 50%). More than 80% of students reported awareness of their own cultural identities, stereotypes and prejudices. Content analysis of focus group and written reflection data identified key concepts comprising of: (1) context—university, and clinical placement site; (2) competencies—professional and individual; and (3) cultural implications—clients’ and students’ cultural backgrounds.Conclusion: Findings suggest clinical placement may positively influence cultural awareness development and students’ own cultural backgrounds may influence this more. Further exploration of how students move along a continuum of cultural development is warranted.

Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments.

BackgroundAdvanced communication skills are vital for allied health professionals, yet students often have limited opportunities in which to develop them. The option of increasing clinical placement hours is unsustainable in a climate of constrained budgets, limited placement availability and increasing student numbers. Consequently, many educators are considering the potentials of alternative training methods, such as simulation. Simulations provide safe, repeatable and standardised learning environments in which students can practice a variety of clinical skills. This study investigated students’ self-rated communication skill, knowledge, confidence and empathy across simulated and traditional learning environments.MethodUndergraduate speech pathology students were randomly allocated to one of three communication partners with whom they engaged conversationally for up to 30 min: a patient in a nursing home (n = 21); an elderly trained patient actor (n = 22); or a virtual patient (n = 19). One week prior to, and again following the conversational interaction, participants completed measures of self-reported communication skill, knowledge and confidence (developed by the authors based on the Four Habit Coding Scheme), as well as the Jefferson Scale of Empathy – Health Professionals (student version).ResultsAll three groups reported significantly higher communication knowledge, skills and confidence post-placement (Median d = .58), while the degree of change did not vary as a function of group membership (Median η2 < .01). In addition, only students interacting with a nursing home resident reported higher empathy after the placement. Students reported that conversing with the virtual patient was more challenging than conversing with a nursing home patient or actor, and students appeared to derive the same benefit from the experience.ConclusionsParticipants self-reported higher communication skill, knowledge and confidence, though not empathy, following a brief placement in a virtual, standardised or traditional learning environment. The self-reported increases were consistent across the three placement types. It is proposed that the findings from this study provide support for the integration of more sustainable, standardised, virtual patient-based placement models into allied health training programs for the training of communication skills.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0577-5) contains supplementary material, which is available to authorized users.

Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment.

Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students’ course of enrolment and (b) students’ year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct’s utility.

Meeting abstracts: Abstracts presented at the Australian and New Zealand association of clinical anatomists (ANZACA) 12th annual meeting “anatomy: virtual or real,” 9th‐11th december 2015, Adelaide, South Australia

Purpose: The use of human cadaveric specimens for effective teaching of clinical human anatomy is well documented1. However, the study of cadaveric human anatomy typically occurs early in the undergraduate curricula for most health professional degree programs and can be an intimidating method of study2. Methods: This paper describes preliminary studies into the design and development of a set of resources aimed to assist students in their preparation for, and study with, human cadaveric materials. Students in first year rehabilitation sciences (n=287) and speech pathology (n=43) in 2015 were provided with cadaveric-based resources prior to cadaveric practical classes. Student satisfaction, experience and competencies in anatomy were then assessed and compared to 2014 data from students who did not receive preparatory resources. Results and Conclusion: Academic results from two student cohorts (Occupational Therapy and Speech Pathology) increased significantly from 2014, and particularly in association with practical examination components (spot test results). Student feedback and focus group data showed that students felt better equipped and supported through the cadaveric study classes and believed themselves better prepared for self-study3. The teaching and learning strategies applied here have lead to demonstrated improvement in the study of anatomy and an enhanced student learning experience.

Clinical Educator and Student Perceptions of iPad™ Technology to Enhance Clinical Supervision: The Electronically-Facilitated Feedback Initiative (EFFI)

Purpose: Growing demands placed upon healthcare systems require more health professionals to be trained. Clinical placement education is an integral component of health professional training, however accommodating increasing numbers of student placements is a challenge for health services. Personal digital assistants such as iPads™ may assist in delivery of clinical education, by facilitating transfer of knowledge and skills from clinical educators to health professional students, however such an initiative has not been formally investigated. The present study sought to explore perceptions of clinical educators and allied health students regarding the impact of an iPad™-based feedback delivery system on student reflection and learning. Methods: A pilot study was performed using iPads™ with specialised software to deliver electronic formative feedback to physiotherapy, occupational therapy and speech pathology students during clinical placements. Students and clinical educators completed a questionnaire exploring advantages and disadvantages of the technology. Results: Nine clinical educators and 14 students participated and completed the survey. Clinical educators largely (n=7, 78%) reported the electronic feedback system was easy to use and 67% (n=6) reported it improved the quality of feedback provided to students. Five (56%) clinical educators thought electronic feedback improved student performance. Most students (n=10, 71%) reported electronic feedback facilitated reflection upon performance, and 64% (n=9) reported improved performance as a result. Disadvantages included poor wireless internet access and software inefficiencies (n=7 [78%] clinical educators, n=7 [50%] students), and difficulties using iPads™ in settings requiring infection control (n=2 [22%] clinical educators). Conclusions: Clinical educators and students perceived electronic feedback as a positive adjunct to student learning on clinical placement, however technological and software interface factors need to be considered for implementation in some settings.

Speech pathology student clinician attitudes and beliefs towards people who stutter: A mixed-method pilot study

PurposeStuttering is a disorder of fluency that extends beyond its physical nature and has social, emotional and vocational impacts. Research shows that individuals often exhibit negative attitudes towards people who stutter; however, there is limited research on the attitudes and beliefs of speech pathology students towards people who stutter in Australia. Existing research is predominantly quantitative; whereas this mixed-method study placed an emphasis on the qualitative component. The purpose of this study was to explore the attitudes and beliefs of final year Australian speech pathology students towards people who stutter. MethodsThis mixed-method study applied the Public Opinion Survey of Human Attributes – Stuttering (POSHA-S) and semi-structured interviews to gather data from final year speech pathology students from a major university in Australia. Principal resultsThe overall qualitative findings identified that final year Australian speech pathology students exhibit positive attitudes towards people who stutter. The results also illustrated the role of education in influencing attitudes of students as well as increasing their confidence to work with people who stutter. Major conclusionThis research revealed that Australian final year speech pathology students exhibit positive attitudes towards people who stutter. They displayed an understanding that people who stutter may have acquired traits such as shyness as a response to their personal situation and environment, rather than those traits being endemic to them. Results also suggested that education can play a role in creating confident student clinicians in their transition to practice, and positively influence their attitudes and beliefs.

Informal Learning Opportunities Matter: The Interprofessional Learning Experiences of Undergraduate Speech Pathology Students

Despite increasing recognition of the importance of interprofessional learning (IPL) for interprofessional practice, it is unclear how and where speech pathology students are developing their interprofessional competencies within the university curriculum. This study aimed to clarify how interprofessional competencies develop in students by using a qualitative approach to explore speech pathology students’ perceptions of their university interprofessional learning experiences. Nine individual semi-structured interviews were conducted. Thematic analysis was used to analyse the data. Two major themes emerged: (i) occurrence of informal interprofessional learning (including informal IPL opportunities/context and its contribution to interprofessional learning experiences), and (ii) factors influencing interprofessional learning (role of placement, clinical educators and student’s motivation to engage in IPL activities). Participants reported valuing their interprofessional learning experiences, which were mainly informal interactions with professionals that occurred during clinical placements. The findings suggest that informal interprofessional learning experiences are a valuable source of interprofessional learning which can assist students to develop competencies for interprofessional practice. Recommendations for universities to more effectively support students’ interprofessional learning are provided.

The effectiveness of mentoring speech and language pathology students when they face patients with cleft palate

IntroductionMentoring programs can boost Speech & Language (SL) pathologists’ satisfaction about their clinical skills, increasing their professional competence. A quality induction program provides a bridge for an efficient and comfortable transition between theoretical knowledge and clinical practice in front of clients. This transition can be especially difficult when the SL pathologist confronts patients with cleft palate. ObjectiveTo study whether a mentoring program can improve SL Pathology students’ performance for treating patients with cleft palate. Materials and methods18 SL Pathology students coursing the third year of a SL Pathology graduate program volunteered for participating in the study. The students were divided in two groups. All SL students from both groups were equally supervised. The students were followed for two semesters during their participation in the SL Pathology intervention for patients with cleft palate. The only difference between the students from each group was that one group (active group) was mentored by an experienced SLP who had previously received specific training to become a mentor. All SL students were assessed at the onset and at the end of the study. The assessment was performed through an analysis according to a previously validated scale (Learning Continuum of Speech & Language pathologists). ResultsA Wilcoxon test demonstrated a significant improvement (P<0.05) in the levels of The Learning Continuum of Speech & Language Pathologists at the end of the follow-up period in both groups of students. When the levels of performance at the end were compared between groups, a Mann Whitney test demonstrated a significant difference (P<0.05). The students included in the active group who were receiving additional mentoring besides the usual clinical supervision, showed a greater improvement as compared with the students from the control group. ConclusionsLearning how to conduct an adequate and effective intervention in cleft palate patients from an integral stand point is not easy for SL students. The support and guidance of an experienced mentor seems to enhance self-confidence and improve students’ performance confronting patients with cleft palate.

Student speech pathologists’ experiences of an aphasia therapy group

Background: There is evidence that group therapy for people with aphasia is effective, but the skills needed to interact with people with aphasia are complex. There is also evidence that training and guided experience can improve the skills of family members and health professionals in communicating with people with aphasia. However, there is limited research into how student speech pathologists learn to develop the communication strategies that they will teach others to use when interacting with people with aphasia.Aim: This qualitative study aimed to explore perceptions of the student learning experience in aphasia group therapy of four student speech pathologists, their clinical educator and group members with aphasia.Methods & Procedures: Four student speech pathologists, three clients with aphasia and two spouses participated in four consecutive aphasia group therapy sessions under the supervision of a speech pathology clinical educator. Semi-structured interviews with each student and the clinical educator, following the first, third and final group session, were audio recorded. Following the final session, each participant with aphasia was also interviewed. The interviews were transcribed and qualitative content analysis was used to describe the perspectives of the participants.Outcomes & Results: Analysis of the interviews revealed that student perceptions of their experience were linked to their understanding of group therapy for aphasia, their understanding of the role of communication strategies and their ideas concerning saving face and discourse equality. Findings indicated a close alignment of the perspectives of students, clinical educator and participants with aphasia in their understanding of the contribution of aphasia group therapy to student learning and client benefits.Conclusions: The findings of the present study provide preliminary information for the development of educational practices relevant to speech pathology students preparing for work with people with aphasia.

An Investigation of the Standardised Patient Interview Rating Scale (SPIRS) for the Assessment of Speech Pathology Students in a Simulation Clinic

Standardised patients (SPs) are increasingly utilised in health sciences education to assist students in the development of clinical competencies, including interviewing skills. This study investigated the development and validation of a rating scale for formative assessment of speech pathology students in an interview with an SP. Participants in this study were 76 undergraduate speech pathology students and 10 clinical educators who participated in a simulated clinic module. As part of the module, pairs of students interviewed an SP portraying a parent of a child with speech delay. The Standardised Patient Interview Rating Scale (SPIRS) was developed to assess students’ foundation clinical competencies of communication, interviewing and professional practice skills. Students’ interviews were videotaped, rated individually on the SPIRS by the clinical educator, and later re-rated by an expert rater. Data were analysed to determine the content validity, internal consistency, and inter-rater reliability of the tool. In addition, descriptive statistics were used to report student performance levels. Results indicated that the SPIRS had good content validity and internal consistency but that there may be some redundancy in individual items. An acceptable level of inter-rater reliability was achieved. Students generally scored highly, with non-verbal communication being the easiest and professional practice the most difficult skill to demonstrate. The SPIRS was found to be an appropriate tool for formative assessment of students in this simulated clinic module. Recommendations for improving its reliability were made. Further research is required to investigate use of the SPIRS as an assessment tool in other contexts utilising standardised patients.

Audiological Behavior of Speech Pathology Students

Introduction: The course of speech demand professionals able to prevent, assess, and treat communication disorders, therefore requires that they possess the peripheral and central hearing in its entirety. As a large part of the course are young students, with the possibility to be users of electronic devices (earphones coupled to cell phones, mp3). Viewed is needed to carry out basic hearing assessment in students who have recently entered the undergraduate for possible guidance preventive. It is known that these devices can expose the individual to high sound pressure levels, since the maximum capacity of this equipment are around 90 to 120 dB, and that the intensity associated to a few hours during a specific exposure time can bring the user of these devices an irreversible sensorineural hearing loss.

Fonoaudiologia como opção de carreira universitária: estudo exploratórioSpeech Language Pathology and Audiology as a higher education option: exploratory study

Objetivo identificar junto aos alunos dos Cursos de Fonoaudiologia: fatores que levaram a esta escolha de carreira e informações que gostariam de ter recebido sobre esta profissão antes do exame vestibular. Métodos estudo exploratório, descritivo, transversal. Discentes dos cursos de graduação em Fonoaudiologia oferecidos pela Universidade de São Paulo nos campi de Bauru, São Paulo e Ribeirão Preto e egressos do campus de Bauru foram convidados a preencher anonimamente, um questionário online composto por 10 questões a respeito de suas opções de carreira universitária e sobre as fontes e suficiência de informação a respeito da profissão Fonoaudiologia quando da inscrição no exame vestibular. Resultados responderam ao questionário 201 sujeitos (144 graduandos e 57 egressos). A Fonoaudiologia foi a primeira opção de carreira para 119 (59,2%) dos participantes. O interesse pela profissão foi o motivador de escolha para 42% dos participantes e o status da universidade, a relação candidato/vaga e a influencia de familiares, dentre outros, para 58% dos respondentes. Os guias de profissões foram as principais fontes de informação sobre a carreira. Cerca de 80% dos sujeitos não estavam satisfeitos com as informações que receberam antes do vestibular, a maioria indicando que gostariam de saber mais sobre o campo de atuação do fonoaudiólogo. Conclusão fatores não relacionados à afinidade ou pendor pela profissão levam à opção pela carreira Fonoaudiologia para a maioria dos participantes. Há necessidade de intensificar a veiculação de informações sobre a profissão, sobretudo o seu campo de atuação para candidatos ao exame vestibular.