A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions

Abstract

BackgroundSimulation, as an activity in speech-language pathology training, can increase opportunities for students to gain required skills and competencies. One area that has received little attention in the simulation literature, yet is a growing area of clinical practice, is alternative and augmentative communication (AAC). Also growing, is the use of telepractice to deliver services. This exploratory study investigated graduate entry speech-language pathology student perceptions of a simulation learning experience working with an adult with complex communication needs via telepractice.MethodsFirst year Master of Speech Pathology students completed a 1-day simulation using a videoconferencing delivery platform with an actor portraying an adult client with motor neurone disease requiring AAC. Quantitative and qualitative survey measures were completed pre- and post-simulation to explore students’ confidence, perceived impact on clinical performance, and perceived extent of learning, specifically, their interest, competence, and tension. Further, students’ perceptions about the telepractice system useability were explored. Fifty-two responses were received and analysed using descriptive statistics and content analysis.ResultsPost-simulation, students reported increased confidence and perceived positive impacts on their confidence and clinical skills across communication, assessment, and management domains. They felt better prepared to manage a client with a progressive neurological condition and to make AAC recommendations. For telepractice delivery, technology limitations were identified as impacting its use, including infrastructure (e.g., weak internet connection). In addition, some students reported feeling disconnected from the client.ConclusionThis study supports the use of simulation in AAC through telepractice as a means of supporting Masters-level speech pathology student learning in this area of practice.

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

“…In the current study, remote learning was reportedly less intimidating for students, health practitioners, and end-users as it allowed for greater control of the environment (Howells et al, 2019;Karaksha et al, 2013;Martin et al, 2012). These findings were confirmed by Hassenburg (2009) who asserted that, while there are benefits to being physically present and interacting with a human teacher, remote learning allows freedoms and benefits that were not previously imagined.…”

Simulation-based Learning Experiences in Stuttering Management Delivered Online: What Do Students, Clinical Educators and Simulated Patients Think?

“…Participants perceived online SBL to be a primarily positive experience that enabled comparable learning to an in-person SBL experience, as well as yielding additional clinical learning. Previous literature investigating online SBL in speech pathology has similarly found that students' perceived confidence and skills increased (Howells et al, 2019). The current qualitative study further contributes to the body of literature through an exploration of students', clinical educators', and simulated patients' voices.…”

“…The use of online SBL has already proven to be effective across a number of health disciplines, including dietetics, exercise physiology, physiotherapy, occupational therapy, and nursing (e.g., O'Shea et al, 2019;Randall et al, 2016). In the field of speech pathology, to the authors' knowledge, only one study has reported the use of online SBL (Howells et al, 2019). Howells and colleagues (2019) reported that students perceived increased confidence following an online SBL experience focussed on working with adults requiring alternative and augmentative communication devices to support complex communication needs.…”

Clinician and consumer perceptions of head and neck cancer services in rural areas: Implications for speech pathology service delivery

“…40,41 The ability to model clinical skills and assist in complex decision-making is critical in caseloads like HNC and the importance of providing supervision for regional/rural professionals is well documented. 42 Novel approaches to training and supervision in speech pathology have shown promise and could be expanded to rural settings; for example, students using telehealth simulation training in motor neurone disease 43 and new graduates using Esupervision. 44 Further research examining the best means of fostering a culture of clinical supervision in speech pathology HNC care in rural services is needed.…”