Few studies have examined experiences and learning from the viewpoint of interprofessional facilitators of student placements, and limited research has investigated this learning enacted across ...traditional service boundaries or between health and education practitioners. This study aimed to address these gaps by exploring perceptions about the learning and experiences of Early Childhood Educators (ECEs) who facilitated placements in childcare settings for speech-language pathology students from a health professional background. Lave and Wenger's theory of Legitimate Peripheral Participation was utilised to design and interpret this study. Seven ECEs from two childcare centres and four Centre Directors participated in focus groups and individual semi structured interviews respectively. Thematic analysis revealed five themes that described how the ECEs came to accept the students as legitimate members of their practice community, and how this subsequently facilitated the ECEs' learning. The themes of power described in previous studies that explored status and hierarchical differences between facilitators and students from differing professions were not identified in this study. This absence of observed power differential, in addition to the embedded nature of the placement design, and the students' participation in the ECEs' everyday activities and routines contributed to the ECEs' positive interprofessional learning.
Celotno besedilo
Dostopno za:
DOBA, IJS, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Summary
Background
Student supervision training varies by design and mode and is typically evaluated via satisfaction and confidence rating surveys that consider participants’ subjective perceptions ...and attitudes. This study investigated the effectiveness of a 2‐day interprofessional student supervision training workshop by identifying participants’ confidence and their learning outcomes, through their responses to a clinical supervision scenario.
Methods
Four workshops were held with 112 of 142 workshop participants who consented to respond to a pre‐ and post‐training questionnaire investigating confidence ratings and to a critical clinical supervision scenario that identified key features, actions and subsequent intended outcomes. Critical incident theory was used in the study design and data analysis.
Results
Confidence in supervision knowledge and skills improved after the workshop. Participants identified similar key features of the scenario before and after the workshop; however, there were qualitative differences in their planned actions and intended outcomes. Pre‐workshop, participants focused on feedback and communication strategies to identify and resolve challenges using a didactic approach. Comparatively, post‐workshop, the participants’ response to the scenario suggested that they would collaborate with the student to explore the situation and plan strategies in partnership and to mutually understand the issues. Participants’ pre‐workshop learning goals related to their post‐workshop learning attainment, but findings suggested a deeper understanding and application of the learning after the workshop.
Discussion
Using a critical incident scenario in conjunction with confidence ratings in the evaluation of a student supervision workshop suggested that participants acquired an integrated understanding of students’ learning in clinical placement and provided a framework to guide future training.
Proficient clinical reasoning is a critical skill in high-quality, evidence-based management of swallowing impairment (dysphagia). Clinical reasoning in this area of practice is a cognitively complex ...process, as it requires synthesis of multiple sources of information that are generated during a thorough, evidence-based assessment process and which are moderated by the patient's individual situations, including their social and demographic circumstances, comorbidities, or other health concerns. A growing body of health and medical literature demonstrates that clinical reasoning skills develop with increasing exposure to clinical cases and that the approaches to clinical reasoning differ between novices and experts. It appears that it is not the amount of knowledge held, but the way it is used, that distinguishes a novice from an experienced clinician. In this article, we review the roles of explicit and implicit processing as well as illness scripts in clinical decision making across the continuum of medical expertise and discuss how they relate to the clinical management of swallowing impairment. We also reflect on how this literature may inform educational curricula that support SLP students in developing preclinical reasoning skills that facilitate their transition to early clinical practice. Specifically, we discuss the role of case-based curricula to assist students to develop a meta-cognitive awareness of the different approaches to clinical reasoning, their own capabilities and preferences, and how and when to apply these in dysphagia management practice.
PURPOSEAphasia is an acquired language impairment that commonly results from stroke. Non-invasive brain stimulation (NIBS) might accelerate aphasia recovery trajectories and has seen mounting ...popularity in recent aphasia rehabilitation research. The present review aimed to: (1) summarise all existing literature on NIBS as a post-stroke aphasia treatment; and (2) provide recommendations for future NIBS-aphasia research. MATERIALS AND METHODSDatabases for published and grey literature were searched using scoping review methodology. 278 journal articles, conference abstracts/posters, and books, and 38 items of grey literature, were included for analysis. RESULTSQuantitative analysis revealed that ipsilesional anodal transcranial direct current stimulation and contralesional 1-Hz repetitive transcranial magnetic stimulation were the most widely used forms of NIBS, while qualitative analysis identified four key themes including: the roles of the hemispheres in aphasia recovery and their relationship with NIBS; heterogeneity of individuals but homogeneity of subpopulations; individualisation of stimulation parameters; and much remains under-explored in the NIBS-aphasia literature. CONCLUSIONSTaken together, these results highlighted systemic challenges across the field such as small sample sizes, inter-individual variability, lack of protocol optimisation/standardisation, and inadequate focus on aphasiology. Four key recommendations are outlined herein to guide future research and refine NIBS methods for post-stroke aphasia treatment.
•Defining the intersectionality between global citizenship, social justice and cultural humility.•Speech-language pathologist work with various intersectionality's in populations and need empathy ...therefore we need to be considering how we develop, nurture and maintain these skills.•This article will affirm the 9 global citizenship capabilities for Speech-Language pathologist The GC capabilities will be influential in terms of improving both the education and employment of future speech language pathologists.•Social justice is part of the competency of a speech-language pathologist who can work with underserved communities.
This scoping review outlines the literature findings that relate to global citizenship and the interconnection between social justice among health professionals, specifically speech-language pathologists. The review aims to provide a synthesis of the relevant literature and thorough thematic identification of common themes.
Arksey and O'Malley's scoping review framework was used for the searching of critical databases, specifically CINAHL, Medline, the Cochrane Library and Google Scholar. Following the appraisal and synthesis process of the relevant literature, key themes were identified with particular reference to social justice among health professionals (especially speech-language pathologists).
Four (4) key themes were identified, namely, (i) education and ongoing developmental support, (ii) ethical and moral obligations, (ii) cultural competency, and (iv) community engagement for intergroup empathy and helping.
This review defines the parameters of a speech-language pathologists’ practice as a global citizen interconnected with social justice and the accountabilities to enable impactful changes creating culturally sustaining practice.
Professional development can provide opportunities to develop new skills and knowledge, and to apply them to practice in a sustainable way. However, delivery of professional development needs to ...consider the philosophies and pedagogies of training recipients, and activities should be tailored to meet their needs. This article reports on an exploratory study of an embedded, service-based model of professional development for early childhood educators (educators), targeting children’s speech, language, and communication skill development. This innovative model, conducted by speech and language therapy (SLT) students and a SLT professional practice educator, utilized co-teaching strategies to facilitate the professional learning of educators and SLTs in this context. A qualitative research design was employed and data gathered through focus group interviews with educators and individual semi-structured interviews with centre directors. The data were triangulated with some observational data of educators’ practices with young children several months post program completion to explore their application of skills and knowledge that had been covered in the professional development program. The data contained four main themes: Communication, relationships, environment, and translating knowledge into practice. Observational data lent further depth and validation to the results by confirming the presence or absence of expressed practice values and experiences in the educators’ everyday interactions with children. The observational data supported the themes relationships and translating knowledge into practice. The results contribute to our understanding of educators’ and childcare centre directors’ perspectives on their knowledge, skills, and practice in response to this embedded professional development program. This model of professional development may be appropriate to facilitate knowledge and skill development about children’s speech, language, and communication skills for educators working with young children in a childcare setting. Benefits for educators and SLTs were found where good working relationships and communication had been established.
The objective of this review is to identify the extent and nature of the existing literature on co-design with residents residing in aged care facilities.
Involving older people in their own care is ...a key challenge facing the aged care sector. Co-design is an approach that focuses on involving end users in the design of services. Mapping the evidence on co-design in residential aged care will identify the nature and extent of how older people living in residential care have been engaged in the design and delivery of their care.
This scoping review will include peer-reviewed primary studies; systematic and scoping reviews; and gray literature, including abstracts and reports of governments and non-governmental organizations. Older people residing in aged care homes, including those from culturally and linguistically diverse backgrounds and/or living with dementia, who are involved in the co-design, co-creation, participation, involvement, and engagement in their care will be considered for inclusion.
This review will be conducted in accordance with the JBI methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The databases to be searched will include AgeLine, Cochrane, CINAHL, Embase, Emcare, MEDLINE, PsycINFO, ProQuest, Scopus, Informit Health Collection, and Web of Science. Gray literature searches will include, GreyMatters, BASE, Google Advanced, and World Wide Science. The search will be limited to articles published after December 31, 1999, and to those written in English or with an English-language abstract or summary. Screening and data extraction will occur independently in duplicate. The review outcomes will be presented in tabular format and supported by a narrative summary.
Open Science Framework https://osf.io/6ukty.
Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it ...is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field.
Interviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups.
This analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice.
Building on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored.
Placements have an important role in the competency development of speech-language pathology students. Using data from 121 student questionnaires and a new graduate focus group, we used thematic ...analysis to explore clinical education from the perspective of speech-language pathology students and new graduates. Five themes were identified: university factors, placement factors, student factors, learning in real world, and transition to work. Findings suggest curriculum design and the quality of placements are important factors for student learning and new graduate transition to the workplace.
•Benign MS (BMS) is a subgroup of MS where PwMS experience minimal physical disability.•There has always been debate about whether BMS really exists.•In a group of 141 PwBMS, 38% of persons were ...found to have cognitive impairment.•Fatigue (78%) and depression (55%) were also common findings.•This data questions the further use of the term ‘benign MS’.
Multiple Sclerosis (MS) is a chronic inflammatory and degenerative disease of the central nervous system (CNS). The severity of disability in people with MS (PwMS) is generally measured with the Expanded Disability Status Scale (EDSS). A variant of MS known as ‘benign MS’ (BMS) has been defined as an EDSS score of 3 or lower, combined with a disease duration of 10 years or longer; however, there is disagreement in the field about whether BMS really exists. Given that the EDSS does not capture cognitive issues, communication dysfunction, fatigue, depression, or anxiety properly, its ability to accurately represent disability in all PwMS, including BMS, remains questionable.
In this study, 141 persons with BMS (PwBMS) were included, consisting of 115 females (82%) and 26 males (18%) with a mean age of 50.8 (±8.68). A computerized test battery (NeuroTrax®) was used to assess cognition, covering seven cognitive domains (memory, executive function, visual-spatial processing, verbal function, attention, information processing, and motor skills). Fatigue was measured using the Fatigue Severity Scale (FSS). The Beck Depression Inventory (BDI) was used to assess symptoms of depression. Cognitive impairment was defined for this study as when someone has a score lower than 85 in at least two subdomains of the cognitive test battery. Rates of impairment were compared to 158 persons with non-benign MS (PwNBMS; with a disease duration of 10 years and longer and an EDSS score higher than 3) and 487 PwMS with a disease duration of fewer than 10 years.
Cognitive impairment was found in 38% of PwBMS and in 66% of PwNBMS (p<0.001). In PwBMS, the lowest rate of impairment was found in the verbal function domain (18%) and the highest rate of impairment in the domain of information processing (32%). Fatigue and depression were found in 78% and 55% of all PwBMS, with no difference in these rates between PwBMS and PwNBMS (p = 0.787 and p = 0.316 resp.)
Cognitive impairment, fatigue and depression are common among people with an EDSS-based definition of benign MS. These aspects should be incorporated into a new and better definition of truly benign MS
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