Co-designing learning modules with people with disability: The role of speech pathologists
Tracks
20-minute presentations
20-minute presentation
Acute care – adult
Aphasia
Autism (ASD)
Cognition
Cognitive communication
Disability
Down Syndrome
Head injury
Hearing loss
Laryngectomy
NDIS
Neurodiversity
Neurological disorders
Stroke
| Friday, June 13, 2025 |
| 2:45 PM - 2:55 PM |
| Room L1, Ground Level |
Overview
Janine Stenden and Assoc Professor Robyn O'Halloran
Details
⏫ Research insights
⏲️ 2.45pm - 3.05pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 2.45pm - 3.05pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Assoc Professor Robyn O'Halloran
La Trobe University
Co-designing learning modules with people with disability: The role of speech pathologists
2:45 PM - 3:05 PMPresentation summary
Background: People with communication disability have poorer healthcare and healthcare outcomes than people without communication disability (Stransky et al., 2018). Speech Pathologists have an important role to play in creating accessible and inclusive healthcare services for people with communication disability to improve health equity for this group (O'Halloran et al., 2014). Codesigned education programs for healthcare providers have been identified as one intervention to improve health equity (Greaux et al., 2023).
Objective: To provide an overview of the development and evaluation of a co-designed online learning module for healthcare providers in the hospital setting to improve healthcare access and inclusion.
Method: Project officers, including speech pathologists, autistic people, people with lifelong communication disability and acquired communication disability, worked together to identify the learning objectives and content of the online learning module. The online module was evaluated in terms of feasibility (Bowen et al., 2009), acceptability (Sekhon et al., 2022) and efficacy (Ross & Willson, 2017).
Results: Through an iterative process, a three-part online module was developed. The learning objectives included knowledge of i) direct and indirect discrimination, ii) the challenges experienced by people seeking healthcare and iii) strategies that may assist. Video content will be presented.
79 staff completed the evaluation. 92% of staff agreed that the modules were acceptable or completely acceptable. Less than 80% of staff who enrolled in the modules completed them, however completion rates improved when staff were given time in work to complete the module. Staff who completed the module demonstrated a significant increase in knowledge ( t (78) = -8.347 ), ( p < 0.001). Results will be presented with graphs.
Conclusions. The codesigned online modules were acceptable, feasible when staff were given time, and efficacious. Our co-designers recommend that people with disability must be included in the development of education for healthcare providers.
Objective: To provide an overview of the development and evaluation of a co-designed online learning module for healthcare providers in the hospital setting to improve healthcare access and inclusion.
Method: Project officers, including speech pathologists, autistic people, people with lifelong communication disability and acquired communication disability, worked together to identify the learning objectives and content of the online learning module. The online module was evaluated in terms of feasibility (Bowen et al., 2009), acceptability (Sekhon et al., 2022) and efficacy (Ross & Willson, 2017).
Results: Through an iterative process, a three-part online module was developed. The learning objectives included knowledge of i) direct and indirect discrimination, ii) the challenges experienced by people seeking healthcare and iii) strategies that may assist. Video content will be presented.
79 staff completed the evaluation. 92% of staff agreed that the modules were acceptable or completely acceptable. Less than 80% of staff who enrolled in the modules completed them, however completion rates improved when staff were given time in work to complete the module. Staff who completed the module demonstrated a significant increase in knowledge ( t (78) = -8.347 ), ( p < 0.001). Results will be presented with graphs.
Conclusions. The codesigned online modules were acceptable, feasible when staff were given time, and efficacious. Our co-designers recommend that people with disability must be included in the development of education for healthcare providers.
References
Bowen, D. J., Kreuter, M., Spring, B., Cofta-Woerpel, L., Linnan, L., Weiner, D., Bakken, S., Kaplan, C. P., Squiers, L., Fabrizio, C., & Fernandez, M. (2009). How we design feasibility studies. Am J Prev Med, 36(5), 452-457. https://doi.org/10.1016/j.amepre.2009.02.002
Greaux, M., Moro, M. F., Kamenov, K., Russell, A. M., Barrett, D., & Cieza, A. (2023). Health equity for persons with disabilities: a global scoping review on barriers and interventions in healthcare services. Int J Equity Health, 22(1), 236. https://doi.org/10.1186/s12939-023-02035-w
O'Halloran, R., Lee, Y. S., Rose, M., & Liamputtong, P. (2014). Creating communicatively accessible healthcare environments: Perceptions of speech-language pathologists. International Journal of Speech-Language Pathology, 16(6), 603-614. https://doi.org/10.3109/17549507.2014.894125
Ross, A., & Willson, V. L. (2017). Paired Samples T-Test. In A. Ross & V. L. Willson (Eds.), Basic and Advanced Statistical Tests: Writing Results Sections and Creating Tables and Figures (pp. 17-19). SensePublishers. https://doi.org/10.1007/978-94-6351-086-8_4
Sekhon, M., Cartwright, M., & Francis, J. J. (2022). Development of a theory-informed questionnaire to assess the acceptability of healthcare interventions. BMC Health Serv Res, 22(1), 279. https://doi.org/10.1186/s12913-022-07577-3
Stransky, M. L., Jensen, K. M., & Morris, M. A. (2018). Adults with communication disabilities experience poorer health and healthcare outcomes compared to persons without communication disabilities. Journal of General Internal Medicine, 33(12), 2147-2155. https://doi.org/10.1007/s11606-018-4625-1
Greaux, M., Moro, M. F., Kamenov, K., Russell, A. M., Barrett, D., & Cieza, A. (2023). Health equity for persons with disabilities: a global scoping review on barriers and interventions in healthcare services. Int J Equity Health, 22(1), 236. https://doi.org/10.1186/s12939-023-02035-w
O'Halloran, R., Lee, Y. S., Rose, M., & Liamputtong, P. (2014). Creating communicatively accessible healthcare environments: Perceptions of speech-language pathologists. International Journal of Speech-Language Pathology, 16(6), 603-614. https://doi.org/10.3109/17549507.2014.894125
Ross, A., & Willson, V. L. (2017). Paired Samples T-Test. In A. Ross & V. L. Willson (Eds.), Basic and Advanced Statistical Tests: Writing Results Sections and Creating Tables and Figures (pp. 17-19). SensePublishers. https://doi.org/10.1007/978-94-6351-086-8_4
Sekhon, M., Cartwright, M., & Francis, J. J. (2022). Development of a theory-informed questionnaire to assess the acceptability of healthcare interventions. BMC Health Serv Res, 22(1), 279. https://doi.org/10.1186/s12913-022-07577-3
Stransky, M. L., Jensen, K. M., & Morris, M. A. (2018). Adults with communication disabilities experience poorer health and healthcare outcomes compared to persons without communication disabilities. Journal of General Internal Medicine, 33(12), 2147-2155. https://doi.org/10.1007/s11606-018-4625-1
**********
Associate Professor Robyn O'Halloran is a teaching and research academic at La Trobe University, Melbourne. She led the Access and Inclusion program within the NHMRC CRE for Aphasia Recovery and Rehabilitation. Robyn has an interest in creating accessible and inclusive healthcare environments. She was a member of Speech Pathology Australia’s Communication Access Alliance and contributed to the SPA Access and Inclusion Terminology Report. Robyn is the first author of the Inpatient Functional Communication Interview: Screening, Assessment and Intervention, which is a resource for speech pathologists and other health professionals to improve access and inclusion in healthcare for people with communication support needs.
Ms Janine Standen
Alfred Health
Co-designing learning modules with people with disability: The role of speech pathologists.
2:45 PM - 3:05 PM**********
Session chair
Stacey Baldac
Manager Professional Standards
Speech Pathology Australia
Student volunteer(s)
Haylie Craig
Jessica Purvis
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
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.
.
