Administration: Opportunities for Enhanced Clinical Experience Through Regional Stewardship

2012 ◽  
Vol 22 (2) ◽  
pp. 64-70
Author(s):  
Kelly A. Kleinhans ◽  
Sharon B. Hart
Keyword(s):  
Down Syndrome ◽  
Service Learning ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Speech Language Pathology ◽  
University Supervisors ◽  
Children With Down Syndrome ◽  
Language Pathology ◽  
Community Issues

Understanding the community in which one practices is equally important to the clinical skills and applications of knowledge acquired by a graduate student in speech-language pathology in clinical settings. Shifting political and economic landscapes that are the backdrop for service delivery necessitate that university supervisors help students recognize the influence of local and state community issues. In this article, the authors explain how a service-learning model was used to create a regional outreach activity to benefit stakeholders of a university speech and hearing clinic and members of the regional communities. Specifically, the clinical experience was designed to prepare Kentucky citizens to meet the unique needs of children with Down syndrome and their families.

scholarly journals Cultural Competence and Self-Efficacy After Study Abroad Experiences

2020 ◽  
Vol 29 (4) ◽  
pp. 1896-1909
Author(s):  
Beatriz de Diego-Lázaro ◽  
Kevin Winn ◽  
María Adelaida Restrepo
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Mixed Methods Approach ◽  
Language Pathology ◽  
Journal Entries

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647

scholarly journals An investigation into maternal use of telegraphic input to children with Down syndrome

2019 ◽  
Vol 47 (1) ◽  
pp. 225-249 ◽  
Author(s):  
Emily LORANG ◽  
Courtney E. VENKER ◽  
Audra STERLING
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Child Language ◽  
Speech Language Pathology ◽  
Language Abilities ◽  
Lexical Diversity ◽  
Children With Down Syndrome ◽  
Maternal Input ◽  
Language Pathology ◽  
Future Work

AbstractMaternal input influences language development in children with Down syndrome (DS) and typical development (TD). Telegraphic input, or simplified input violating English grammatical rules, is controversial in speech–language pathology, yet no research to date has investigated whether mothers of children with DS use telegraphic input. This study investigated the quality of linguistic input to children with DS compared to age-matched children with TD, and the relationship between maternal input and child language abilities. Mothers of children with DS simplified their input in multiple ways, by using a lower lexical diversity, shorter utterances, and more telegraphic input compared to mothers of children with TD. Telegraphic input was not significantly correlated with other aspects of maternal input or child language abilities. Since children with DS demonstrate specific deficits in grammatical compared to lexical abilities, future work should investigate the long-term influence of maternal telegraphic input on language development in children with DS.

scholarly journals Clinical Simulations in Academic Courses: Four Case Studies Across the Medical SLP Graduate Curriculum

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Amanda Stead ◽  
Rik Lemoncello ◽  
Caitlin Fitzgerald ◽  
Melissa Fryer ◽  
Marcia Frost ◽  
...  
Keyword(s):  
Clinical Skills ◽  
Simulated Patients ◽  
Speech Pathology ◽  
Patient Contact ◽  
Medical Patients ◽  
Speech Language Pathology ◽  
Graduate Curriculum ◽  
Academic Courses ◽  
Language Pathology ◽  
Low Incidence

Simulation practices are growing in both popularity and necessity within speech pathology programs. Simulation use can serve to not only minimize client risk but to increase student confidence and competence prior to patient contact, particularly with low incidence or medically fragile patients. This paper describes and reflects on four individual simulation experiences within one graduate speech language pathology program and their outcomes. The use of both simulated patients and mannequin training resulted in an increase in students' perception of knowledge and confidence in their clinical skills with medical patients.

Deliberate Supervision: Practical Strategies for Success

2020 ◽  
Vol 5 (1) ◽  
pp. 206-215
Author(s):  
Kelly A. Kleinhans ◽  
Christina Brock ◽  
Lauren E. Bland ◽  
Bethany A. Berry
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Practice ◽  
Clinical Education ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Clinical Supervisors ◽  
Practice Experience ◽  
Certification Standards ◽  
Language Pathology

Purpose Clinical supervisors play a fundamental role in enabling students to transform knowledge into clinical skills. The 2020 changes to Speech-Language Pathology Certification Standards will require speech-language pathologists who want to serve as clinical supervisors of applicants for certification to complete a minimum of 9 months of practice experience postcertification and 2 hr of professional development in the professional practice domain of supervision postcertification prior to overseeing a student in a clinical supervisor capacity. Conclusion This article describes a framework for clinical supervisors of graduate students to use based on the premise that supervision should be an intentional reflective activity. The authors describe how to plan for clinical education across practice settings, provide appropriate feedback, and use questions effectively. Supplemental Material https://doi.org/10.23641/asha.11528250

The Quadrad of Performance: A Leadership Tool for Professional Growth

2020 ◽  
Vol 5 (6) ◽  
pp. 1564-1576
Author(s):  
Michael D. Page
Keyword(s):  
Professional Growth ◽  
Clinical Skills ◽  
Clinical Care ◽  
Clinical Skill ◽  
Speech Language Pathology ◽  
Hiring Managers ◽  
Group Environment ◽  
Language Pathology ◽  
And Performance ◽  
Efficiency And Productivity

Purpose Clinical care in all aspects of audiology and speech-language pathology requires a significant and diverse skill set in order to screen, assess, diagnose, treat, and monitor performance of their patients. Communication skills are paramount in all directions of their relationship with patients and coworkers. Additionally, clinicians rarely work in isolation and are most often in a group environment and setting with other peer professionals, as well as affiliated professionals with differing yet complementary multifaceted skills associated with neighboring professions. Conclusions The aggregate of skills spans an enormous set. Expectations are high, and much is expected as a clinician and a colleague! While clinical skill and performance are certainly what most hiring managers look for, this clinical focus article will discuss the critical importance of aspects of relationship courtesy and trust. Indeed, these characteristics will be presented as even more critical than clinical skills alone. Four sets of skills will be presented, which the author claims mandatory for all clinical providers. They include knowledge and competence , efficiency and productivity , relationships with patients , and relationships with peers.

Exploring Outcomes of an Asynchronous Learning Module on Increasing Cultural Competence for Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-9
Author(s):  
Belinda Daughrity
Keyword(s):  
Graduate Students ◽  
Cultural Competence ◽  
Clinical Experience ◽  
Health Care Professionals ◽  
Cultural Awareness ◽  
Asynchronous Learning ◽  
Speech Language Pathology ◽  
Learning Module ◽  
Language Pathology ◽  
Pedagogical Approaches

Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided. Supplemental Material https://doi.org/10.23641/asha.14569482

scholarly journals A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions

2019 ◽  
Vol 4 (S1) ◽  
Author(s):  
Simone Howells ◽  
Elizabeth A. Cardell ◽  
Monique C. Waite ◽  
Andrea Bialocerkowski ◽  
Neil Tuttle
Keyword(s):  
Student Perceptions ◽  
Augmentative And Alternative Communication ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Learning Experience ◽  
Speech Pathology ◽  
Speech Language Pathology ◽  
Graduate Entry ◽  
Communication Assessment ◽  
Language Pathology

Abstract Background Simulation, as an activity in speech-language pathology training, can increase opportunities for students to gain required skills and competencies. One area that has received little attention in the simulation literature, yet is a growing area of clinical practice, is alternative and augmentative communication (AAC). Also growing, is the use of telepractice to deliver services. This exploratory study investigated graduate entry speech-language pathology student perceptions of a simulation learning experience working with an adult with complex communication needs via telepractice. Methods First year Master of Speech Pathology students completed a 1-day simulation using a videoconferencing delivery platform with an actor portraying an adult client with motor neurone disease requiring AAC. Quantitative and qualitative survey measures were completed pre- and post-simulation to explore students’ confidence, perceived impact on clinical performance, and perceived extent of learning, specifically, their interest, competence, and tension. Further, students’ perceptions about the telepractice system useability were explored. Fifty-two responses were received and analysed using descriptive statistics and content analysis. Results Post-simulation, students reported increased confidence and perceived positive impacts on their confidence and clinical skills across communication, assessment, and management domains. They felt better prepared to manage a client with a progressive neurological condition and to make AAC recommendations. For telepractice delivery, technology limitations were identified as impacting its use, including infrastructure (e.g., weak internet connection). In addition, some students reported feeling disconnected from the client. Conclusion This study supports the use of simulation in AAC through telepractice as a means of supporting Masters-level speech pathology student learning in this area of practice.

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