Speech-Language Pathology in a Freestanding Acute Care Children's Hospital

1991 ◽  
Vol 19 ◽  
pp. 5-10
Author(s):  
Sharon Lockwood
Keyword(s):  
Acute Care ◽  
Speech Language Pathology ◽  
Children's Hospital ◽  
Children’S Hospital ◽  
Language Pathology

Confidence and Training of Speech-Language Pathologists in Cognitive-Communication Disorders: Time to Rethink Graduate Education Models?

2021 ◽  
Vol 30 (2S) ◽  
pp. 986-992 ◽  
Author(s):  
Emily L. Morrow ◽  
Lyn S. Turkstra ◽  
Melissa C. Duff
Keyword(s):  
Graduate Education ◽  
Acute Care ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Communication Course ◽  
Graduate Curriculum ◽  
Language Pathology ◽  
And Training

Purpose The purpose of this article is to highlight the need for increased focus on cognitive communication in North American speech-language pathology graduate education models. Method We describe key findings from a recent survey of acute care speech-language pathologists (SLPs) in the United States and expand upon the ensuing discussion at the 2020 International Cognitive-Communication Disorders Conference to consider some of the specific challenges of training for cognitive communication and make suggestions for rethinking how to prepare future clinicians to manage cognitive-communication disorders. Results Results from the survey of acute care SLPs indicated inconsistent confidence and training in managing cognitive-communication disorders. We discuss the pros and cons of several avenues for improving the consistency of cognitive-communication training, including a standalone cognitive-communication course, integrating cognitive communication in all courses across the speech-language pathology undergraduate and graduate curriculum, and using problem-based learning frameworks to better prepare students as independent thinkers in the area of cognitive communication and beyond. Conclusions Cognitive-communication disorders cut across clinical diagnoses and settings and are one of the largest and fastest growing parts of the SLP's scope of practice. Yet, surveys, including the one discussed here, have repeatedly indicated that SLPs do not feel prepared or confident to work with individuals with cognitive-communication disorders. We propose several avenues for increasing educational emphasis on cognitive communication. We hope these ideas will generate discussion and guide decision making to empower SLPs to think critically and step confidently into their roles as leaders in managing the heterogeneous and ever-growing populations of individuals with cognitive-communication disorders.

scholarly journals Antimicrobial Use Over a Four-Year Period Using Days of Therapy Measurement at a Canadian Pediatric Acute Care Hospital

2015 ◽  
Vol 26 (5) ◽  
pp. 253-258 ◽  
Author(s):  
Bruce R Dalton ◽  
Sandra J MacTavish ◽  
Lauren C Bresee ◽  
Nipunie Rajapakse ◽  
Otto Vanderkooi ◽  
...  
Keyword(s):  
Acute Care ◽  
Medication Administration ◽  
Prescribing Patterns ◽  
Antimicrobial Use ◽  
Defined Daily Dose ◽  
Care Hospital ◽  
Surveillance Period ◽  
Children's Hospital ◽  
Days Of Therapy ◽  
Children’S Hospital

BACKGROUND: Antimicrobial resistance is a concern that is challenging the ability to treat common infections. Surveillance of antimicrobial use in pediatric acute care institutions is complicated because the common metric unit, the defined daily dose, is problematic for this population.OBJECTIVE: During a four-year period in which no specific antimicrobial stewardship initiatives were conducted, pediatric antimicrobial use was quantified using days of therapy (DOT) per 100 patient days (PD) (DOT/100 PD) at the Alberta Children’s Hospital (Calgary, Alberta) for benchmarking purposes.METHODS: Drug use data for systemic antimicrobials administered on wards at the Alberta Children’s Hospital were collected from electronic medication administration records. DOT were calculated and rates were determined using 100 PD as the denominator. Changes over the surveillance period and subgroup proportions were represented graphically and assessed using linear regression.RESULTS: Total antimicrobial use decreased from 93.6 DOT/100 PD to 75.7 DOT/100 PD (19.1%) over the 2010/2011 through to the 2013/2014 fiscal years. During this period, a 20.0% increase in PD and an essentially stable absolute count of DOT (2.9% decrease) were observed. Overall, antimicrobial use was highest in the pediatric intensive care and oncology units.DISCUSSION: The exact changes in prescribing patterns that led to the observed reduction in DOT/100 PD with associated increased PD are unclear, but may be a topic for future investigations.CONCLUSION: Antimicrobial use data from a Canadian acute care pediatric hospital reported in DOT/100 PD were compiled for a four-year time period. These data may be useful for benchmarking purposes.

scholarly journals Developing an Acute Care Simulation Lab and Practicum

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Erin Clark ◽  
Lori Lombard
Keyword(s):  
Acute Care ◽  
Clinical Training ◽  
Best Practice ◽  
Development Program ◽  
Speech Language Pathology ◽  
Clinical Practicum ◽  
Simulation Based ◽  
Health Related ◽  
Language Pathology ◽  
Computer Based

The benefits of simulation-based education have been well-documented in health-related disciplines and are emerging in speech-language pathology. Several clinical training paradigms for acute care speech-language pathology skills have been successful when implemented in high fidelity, nursing simulation labs with price tags that are cost prohibitive for most speech-language pathology programs. Through funding support from a grant and a four-phased simulation development program, the authors developed an acute care simulation lab dedicated to speech-language pathology students for under $9,000 and simultaneously piloted a one-credit, acute care, adult- and geriatric-focused clinical practicum course. The clinical practicum was structured to scaffold student learning using task trainers, computer-based simulations, and live simulations with low fidelity manikins and standardized patients. The authors are hopeful that this article provides speech-language pathology programs a practical framework for structuring a dedicated, simulation space and course, while empowering faculty to more fully integrate simulation-based learning experiences into their curricula in a way that is evidence-based and in keeping with the best practice resources that are currently available in the field of speech-language pathology.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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