Introduction
While clinical placements are an essential component of speech pathology (SP) student training, they are a significant source of anxiety for students. The negative impact of excessive anxiety on learning and performance is well established. Simulation-based learning experiences (SBLEs) can be used to decrease anxiety and improve student readiness for clinical placements, however there are barriers to their implementation including financial, resourcing and access to facilities.

Aim
To explore differences in SP student perceptions of preparedness, anxiety and confidence for adult clinical placements before and after a 5-day SBLE compared to a modified 2-day version, shortened to overcome practical barriers to implementation.

Methods
Two consecutive cohorts of 3rd year SP students (n=30) participated in this mixed-methods study. Self-reported ratings of confidence, anxiety and preparedness were collected pre and post participation in respective 5-day and 2-day SBLEs. Focus groups were conducted post-SBLE and post-clinical placement.

Results
After completing the SBLE, both groups showed significantly increased ratings of confidence, decreased ratings of anxiety and increased ratings of preparedness for their adult placements. No significant differences were found between the 5-day and 2-day groups in post-SBLE ratings in all three areas. Thematic analysis of focus group transcripts revealed content from both groups describing the positive influence of the SBLE on their perception of readiness for clinical placement.

Conclusions
This research demonstrates a practical way in which an existing SBLE resource can be used in a modified form to contribute to student readiness for clinical placements whilst overcoming practical barriers to its implementation.

Keywords: simulation, students, clinical placement

Submission Statement: This presentation encourages academic staff, clinical coordinators and clinical educators to reflect on the needs of SP students as they commence clinical placements and respond to these needs with innovative use of existing teaching and learning resources.

Introduction: With an ageing population there is increased demand for Speech Pathologists (SPs) within the palliative care (PC) setting. Despite this, less than a third of SP students gain direct experience (clinical placement) in PC during their training. Palliative care is often viewed as an unsuitable setting for students given the complexity of patients, which may discourage SPs working in PC from facilitating student placements.

Aim: Identify barriers and facilitators to successful SP student placements in PC.

Methods: Two focus groups were conducted with SPs with at least 1 year of experience working in PC (n=8). Questions related to their experiences and perceptions supervising SP students in this clinical setting. Data were analysed using a thematic approach.

Results: Five major themes were identified: (1) nature of the PC setting, (2) role of the clinical educator, (3) student preparedness, (4) personal attributes, and (5) clinical education planning. Facilitators identified included clinical educator experience, personal characteristics of the student, and university support. Barriers included the complexity and unique nature of the setting.

Conclusions: This study elucidates what contributes to successful SP clinical placements in PC. Results highlight that the complex nature of the setting itself is not the only factor in play. Other factors, such as student preparedness and level of ‘death literacy’, are important to these placements. This in turn highlights ways that Universities can work with providers to facilitate PC placements, and better prepare students for working with PC in all settings.

Keywords: palliative care, clinical education, students, training, qualitative

Submission statement: This project arose from reflection on the evident gaps students experience during their training to prepare them to work with people with chronic conditions. Respecting the opinions of experienced clinicians working in palliative care informs our understanding of why students lack direct experience in this setting, and respond appropriately.

Introduction: Telepractice speech pathology services have grown exponentially since March 2020 with the onset of the COVID-19 pandemic. Student speech pathologists increasingly develop and demonstrate clinical competency on placements involving telepractice. Some report challenges in the use of technologies to support their clinical learning opportunities.

Aim(s): To determine the self-efficacy of speech pathology students in relation to delivering assessment and therapy using telepractice.

Methods: An online survey invited participation from any undergraduate and postgraduate Australian speech pathology students in 2022 who had completed at least one clinical placement including at least one telepractice session. The survey included 12 multiple choice questions, 3 open-ended questions about placement experiences, and 20 Likert scale questions adapted from the General Self-Efficacy (GSE) scale. Categorical data were analysed using descriptive and relational statistics and free-text responses were analysed using thematic analysis.

Results: In total, 48 students completed the survey, of whom 91.67% were in a Master’s program. Participants reported having commenced 1-4 placements that included from 1-30+ telepractice sessions. All had used telepractice for therapy; most when working with children (95.83%). Student self-efficacy did not significantly differ for assessment (mean GSE=29.62) and therapy (mean GSE=30.67) using telepractice (t(29)=-1.88, p=0.71). Written comments reflected that mastering technology, effective problem-solving, and strong relationships with clients contributed to students’ positive self-efficacy in the use of telepractice on placement.

Conclusions: Students with a range of telepractice experiences, reported moderate self-efficacy. The findings suggest that even a small amount of positive telepractice experience can increase confidence in telepractice service-delivery.

Keywords: Telepractice, self-efficacy, students, clinical education

Submission Statement: Reflecting on and understanding the student experience of clinical placements enables university staff and clinical educators to establish safe, responsive, and supportive telepractice environments for student learning. This research highlights factors that contribute to positive telepractice learning, giving educators tools to respond to student needs to achieve optimal clinical learning.

Introduction/or rationale: Australia is a culturally and linguistically diverse country. Accordingly, Speech Pathology Australia state in the 2020 Professional Standards that speech pathologists must “provide culturally safe and responsible services that acknowledge cultural and linguistic diversity”, however evidence suggests that Australian SPs have limited linguistic acceptability towards non-standard dialects.
Aim(s): This study aims to explore the perceptions of use and acceptability of SP students towards non-standard dialects, and the impact their linguistic background has on their perceptions.
Methods: A convergent parallel mixed-methods design survey of 15 examples of non-standard English dialect was used to measure 135 first-year SP students perceptions towards the constructs of use and acceptability. Descriptive statistics, non-parametric tests and thematic analysis were used to explore the participant responses.
Results: Participants showed neutral-low use and acceptability across the majority of items with participants reporting that 12/15 of the non-standard phrases were not used by students and unacceptable. There were no significant differences in participant responses based on linguistic background. There were 4 themes derived from 30 randomly selected student responses: 1) acceptability depended on the setting, speaker, and audience; 2) acknowledging the dynamic shift of language; 3) a need for linguistic correctness; and 4) reflective and reactional attitudes.
Conclusions: Students showed overall limited use and acceptability towards common examples of non-standard English, indicating linguistic bias towards non-standard English. This indicates a need for targeted university curricular to address individual biases towards non-standard English within SP training to promote cultural competence in practice.

Keywords - non-standard English, dialects, acceptability, use, reflective

Submission Statement: This study adds to current literature in promoting the need for reflective practice in acceptability of non-standard Australian English dialects within speech pathology practice. The results of this study can be applied within university curricular to enhance cultural competence in practice, aligning with Professional Standards for Speech Pathologists in Australia (SPA, 2020).

Educating speech pathology students on professional practice and preparing them for the workforce is a core part of any clinical education curriculum. It is critical that entry-level students attain a level of professional competency and standard upon graduating which is comparable across institutions. There is also an urgency to address equity issues and increase diversity in those entering the field. Do hidden curricula and stereotypes about our profession hinder our ability to respond to changing understandings of what our SLPs could or should be? This presentation examines some of the stories about SLP professional practice that undergraduate students bring with them into their education, such as "an SLT must speak perfect English" and, "can an SLT speak with an accent?" and provides a space to reflect on how our programs can corroborate or challenge these discourses.
The Professional Standards for Speech Pathologists in Australia has made great gains towards supporting SLPs to deliver a respectful and family and person-centered service and provides a reason for optimism.
This presentation aims to spark a conversation about curriculum and pedagogy in SLP education. How can we create the conditions for reflective practitioners to flourish and how prepared is the profession to 'redefine' what a professional looks like?

Introduction: Simulated placements and other learning experiences are incorporated into many speech pathology (SP) training programs. Evidence for improvements in knowledge, skills and confidence following simulations in SP is growing (e.g. Penman et al, 2020, Rose et al, 2017). However, greater understanding of what students perceive as potentially transferrable knowledge and skills is needed to guide curriculum development and maximise outcomes from simulated placements. Aim: This project explored student perceptions of what knowledge and skills developed during a simulated SP placement could transfer to future workplace contexts. Method: Undergraduate and masters students completed a 12 day simulated placement focussed on adult acute hospital, community and disability practice and were expected to reach intermediate level competence. Learning was supplemented by online discussion posts shared with a peer group (10 students). On the final day students considered how their skills could transfer to entry level placements. Results: 26/85 students gave consent for the research team to analyse their responses (average 284 words). Data were analysed using thematic analysis (Braun et al, 2019). This presentation shares student quotes illustrating five themes capturing the knowledge and skills that students developed during the simulated placement and felt could be applied to future contexts: 1) Extending communication skills 2) Confidence in clinical skills 3) Workplace skills 4) Client-centred care 5) The ways in which learning occurred. Conclusions: SP students can develop in key areas of knowledge and skills during simulated placements. Discussion boards can support students to identify transferable skills before subsequent workplace placements or employment.

Keywords: Simulation, learning transfer, student, placement

Submission statement: This paper reflects on the learning benefits of an extended simulated placement, our response to the COVID-19 pandemic. We reflect on how student awareness may impact how learning is transferred from simulation to workplace contexts. Our research responds to the importance of ensuring student voices influence curriculum design