Preparedness of Australian New Graduate Speech Pathologists in Managing Adult Dysphagia in Community Settings.
Tracks
7
Adult
Disability
Dysphagia
Evidence based practice
NDIS
Professional standards
Swallowing
| Friday, June 13, 2025 |
| 11:45 AM - 11:55 AM |
| Knowledge Hub | Halls MNO, Ground Level |
Overview
Jade Telfer
Details
⏫ Rapid impact
⏲️ 11.45am - 11.55am
⌛ 10-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
⏲️ 11.45am - 11.55am
⌛ 10-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Miss Jade Telfer
Everyday Independence
Preparedness of Australian New Graduate Speech Pathologists in Managing Adult Dysphagia in Community Settings.
11:45 AM - 11:55 AMPresentation summary
Background: Effective dysphagia management in adult community settings is essential for speech pathology practice, particularly within the NDIS landscape. While international competency frameworks guide training and skill progression for overseas new graduates (NGs), Australian standards differ, leading to variability in care quality based on individual organizational policies and access to professional development. Furthermore, university programs have been slow to adapt to contemporary workforce needs, especially concerning the social model of disability.
Methods: This study involved interviews with 40 NG speech pathologists to assess their preparedness and perspectives on dysphagia management in community settings. It aimed to explore NGs' experiences and perceived educational gaps, specifically regarding the application of the social model of care. Insights were drawn from a national organization providing lifespan allied health services to inform holistic mealtime support.
Results: Preliminary findings reveal that NG's feel unprepared for dysphagia management, particularly in holistic, social model contexts. Many reported inadequate exposure to community-based dysphagia training during their university education, emphasizing a need for enhanced education on holistic mealtime interventions, that includes psychosocial considerations. The reliance on workplace learning contributes to care quality discrepancies among NG's.
Conclusion: The study underscores the urgent need for universities to update curricula to better align with current practice, emphasizing dysphagia within the social model. Employers should also play a critical role in providing high-quality professional development to bridge gaps between academic preparation and clinical practice.
Implications: This research advocates for consistency in mealtime management approaches in the community. It is a call for action for better competency tools and frameworks from universities, employers, and professional bodies. This information can be used to emphasis the importance of supporting NGs during their transition to practice in this space, through improved professional development opportunities.
Methods: This study involved interviews with 40 NG speech pathologists to assess their preparedness and perspectives on dysphagia management in community settings. It aimed to explore NGs' experiences and perceived educational gaps, specifically regarding the application of the social model of care. Insights were drawn from a national organization providing lifespan allied health services to inform holistic mealtime support.
Results: Preliminary findings reveal that NG's feel unprepared for dysphagia management, particularly in holistic, social model contexts. Many reported inadequate exposure to community-based dysphagia training during their university education, emphasizing a need for enhanced education on holistic mealtime interventions, that includes psychosocial considerations. The reliance on workplace learning contributes to care quality discrepancies among NG's.
Conclusion: The study underscores the urgent need for universities to update curricula to better align with current practice, emphasizing dysphagia within the social model. Employers should also play a critical role in providing high-quality professional development to bridge gaps between academic preparation and clinical practice.
Implications: This research advocates for consistency in mealtime management approaches in the community. It is a call for action for better competency tools and frameworks from universities, employers, and professional bodies. This information can be used to emphasis the importance of supporting NGs during their transition to practice in this space, through improved professional development opportunities.
Refrences
American Speech, Language & Hearing Association. (2019). Dysphagia Competency Verification Tool. https://www.asha.org/siteassets/practice-portal/dysphagia-competency-verification-tool-users-guide.pdf
Cox, G., Breen, L. J., & Cocks, N. (2022). Being practically, professionally and personally prepared: Supporting people with intellectual disability and dysphagia to eat and drink outside the home. International Journal of Speech-Language Pathology, 25(2), 1–13 https://doi.org/10.1080/17549507.2022.2039765
Hazlewood, R. J., Bouldon, Erin. D., & Burford, Indigo. R. (2022). Speech-Language Pathology Graduate Student Clinicians’ Self-Perceived Competency in Dysphagia Management. Teaching and Learning in Communication Sciences and Disorders, 6(3). https://doi.org/10.30707/tlcsd6.3.1664996985.113836
Howells, S. R., Cornwell, P. L., Ward, E. C., & Kuipers, P. (2019a). Dysphagia care for adults in the community setting commands a different approach: perspectives of speech–language therapists. International Journal of Language & Communication Disorders, 54(6), 971–981. https://doi.org/10.1111/1460-6984.12499
Howells, S. R., Cornwell, P. L., Ward, E. C., & Kuipers, P. (2019b). Understanding Dysphagia Care in the Community Setting. Dysphagia, 34. https://doi.org/10.1007/s00455-018-09971-8
Royal College of Speech & Language Pathologists. (2014). Dysphagia Training & Competency Framework. https://www.rcslt.org/wp-content/uploads/media/dysphagia-training-and-competency-framework-2014-pdf.pdf
Trollor, J. (2019). A scoping review of causes and contributors to deaths of people with disability in Australia. Unsw.edu.au. https://doi.org/10.26190/unsworks/28600
Cox, G., Breen, L. J., & Cocks, N. (2022). Being practically, professionally and personally prepared: Supporting people with intellectual disability and dysphagia to eat and drink outside the home. International Journal of Speech-Language Pathology, 25(2), 1–13 https://doi.org/10.1080/17549507.2022.2039765
Hazlewood, R. J., Bouldon, Erin. D., & Burford, Indigo. R. (2022). Speech-Language Pathology Graduate Student Clinicians’ Self-Perceived Competency in Dysphagia Management. Teaching and Learning in Communication Sciences and Disorders, 6(3). https://doi.org/10.30707/tlcsd6.3.1664996985.113836
Howells, S. R., Cornwell, P. L., Ward, E. C., & Kuipers, P. (2019a). Dysphagia care for adults in the community setting commands a different approach: perspectives of speech–language therapists. International Journal of Language & Communication Disorders, 54(6), 971–981. https://doi.org/10.1111/1460-6984.12499
Howells, S. R., Cornwell, P. L., Ward, E. C., & Kuipers, P. (2019b). Understanding Dysphagia Care in the Community Setting. Dysphagia, 34. https://doi.org/10.1007/s00455-018-09971-8
Royal College of Speech & Language Pathologists. (2014). Dysphagia Training & Competency Framework. https://www.rcslt.org/wp-content/uploads/media/dysphagia-training-and-competency-framework-2014-pdf.pdf
Trollor, J. (2019). A scoping review of causes and contributors to deaths of people with disability in Australia. Unsw.edu.au. https://doi.org/10.26190/unsworks/28600
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Jade is the Speech Pathology Clinical Lead a leading national disability provider and has over 10 years of expertise working within the National Disability Insurance Scheme (NDIS). She is dedicated to promoting the social model of disability, ensuring person-centered and holistic care for individuals with diverse needs. Currently completing her Master of Autism Studies at Griffith University, Jade's academic focus aligns with her professional commitment to advocating for neurodivergent individuals.
Jade is passionate about mentoring and supporting early career speech pathologists. She is dedicated to bridging the gap between theory and practice by fostering the use of evidence-based interventions in everyday clinical work. With her experience and leadership, Jade is committed to helping shape the next generation of speech pathologists, ensuring they are well-equipped to deliver high-quality, inclusive care in alignment with contemporary disability practices.
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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