Use of a simulation-based placement to develop foundational clinical skills in speech pathology.

Tracks
Concurrent session W5
Adult
Practice (clinical) education
Wednesday, May 29, 2024
11:30 AM - 11:45 AM
River View Room 05

Overview

Kristy Logan and Hamid Kamiri


Details

⏫ Research insights
📚 Assumed knowledge of attendees: Intermediate (some previous learning/working knowledge of topic e.g. treated a few cases)


Presenter

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Dr Hamid Karimi
Lecturer
Charles Darwin University

Use of a simulation-based placement to develop foundational clinical skills in speech pathology.

11:30 AM - 11:45 AM

Presentation summary

The demand for speech pathology in Australia has result in a subsequent increase in the number of universities in Australia offering speech pathology programs. An associated consequence has been a shortage of traditional clinical placements, particularly in adult-focused hospital settings. Practice education is a core component of speech pathology university curriculum, providing the foundation for students to develop professional and occupational competencies and ensure workforce readiness. New models of practice education are required to provide an increased number of students with quality clinical experiences, not limited by the capacity of the existing workforce. A growing number of universities are incorporating simulation as a component of, or an alternative to traditional clinical placements. Simulated clinical experiences have been demonstrated to provide valued learning experiences for students, resulting in equivalent clinical competencies and increased confidence at various stages of learning across a range of speech pathology contexts.

This session will focus on the use of simulation for students participating in their Novice adult-focused practice placement. Thirty-seven students enrolled in the Masters of Speech and Language Therapy at Charles Darwin University participated in a 4-day standardised, simulated Novice practice placement. Students worked with actors who simulated patients, family members, and healthcare professionals in acute, rehabilitation, and outpatient settings with experiences and patient caseload reflective of typical workplace encounters. Effectiveness of the placement was evaluated in two ways: pre and post-data collection using the Standardised Patient Clinic Student Survey (Hill et al., 2013) which measured students’ perception of their development of knowledge, competencies, and confidence; and students' development of skills required to meet Novice level competency, as measured by the Foundation Clinical Competency Assessment (adapted with permission from Hill et al., 2014). Outcomes of the placement will be discussed in addition to key learnings moving forward with simulated learning experiences.

Key messages

Key messages for attendees:
1. Simulated placements can be a viable alternative and addition to traditional clinical placements
2. Students highly value the learning experiences possible during simulation
3. Students are able to develop key knowledge, skills, and competencies through the use of simulated learning experiences in speech pathology

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Hamid Karimi is lecturing in the speech pathology program at CDU. He completed his PhD in Australian Stuttering Research Center at The University of Sydney in 2014.

Session chair

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Jeanne Marshall
Conjoint Clinical Research Fellow
Children's Health Queensland/ The University Of Queensland


Student volunteer(s)

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Georgia Fitzgerald
Student
Curtin University

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Hana Richmond
University of Melbourne

The information contained in this program is current at of the time of publishing but is subject to changes made without notice.

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Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.

 

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