Are You Ready to Manage Dysphagia?

Urban, Megan; Hazelwood, R. Jordan

doi:10.1044/leader.otp.24072019.38

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While supervision is viewed as a facilitating factor, few studies have identified that access to supervision post‐graduation upon entering community service is not always deemed possible in the South African context given the broad challenges associated with the public health care sectors, and the demands placed on seniors to effectively manage their teams 23 . Resultingly, supervision should be maximised at an undergraduate level to better prepare SLP students to enter the workforce and function independently during their community service year 23 …”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Exploring perceptions of factors aiding the development of critical thinking in adult dysphagia: A study among fourth‐year speech‐language pathology students

Catania,

Coutts,

Barber

2023

The Clinical Teacher

View full text Add to dashboard Cite

BackgroundThe assessment and management of adult dysphagia in South Africa is complex as appropriate intervention requires a balance of theoretical knowledge and critical thinking to ensure service delivery is appropriate within a resource‐constrained health care system. Critical thinking involves the skilful evaluation of information to make informed decisions for effective assessment and intervention. It is imperative for Speech‐Language Pathologists (SLPs) to cultivate these skills from an early stage in their careers. This study therefore aims to investigate the factors perceived to enhance critical thinking to shed light on how students transition theory into clinical decision‐making. This is vital to inform future practice in the realm of dysphagia and to enhance Speech Therapy education.MethodsA qualitative research design was utilised to identify what facilitators assist SLP students to develop critical thinking skills in adult dysphagia. Data were gathered from students across three universities. Fifteen participants answered a self‐developed online survey, and of those, four participated in a follow‐up focus group. The data were analysed using a top‐down approach and reflexive thematic analysis.Results and DiscussionThe results revealed that viewing videos on instrumental assessment measures, case studies and peer learning were perceived to expand critical thinking theoretically. Similarly, critical thinking was best supported in clinical contexts, which provided opportunities to observe expert clinicians at the bedside, obtain individual feedback and access supervision.ConclusionThe findings yielded recommendations for clinical educators involved in dysphagia training. This is necessary to better prepare SLP students to provide contextually relevant and responsive dysphagia services.

show abstract

Section: Resultsmentioning

confidence: 99%

“…23 Resultingly, supervision should be maximised at an undergraduate level to better prepare SLP students to enter the workforce and function independently during their community service year. 23…”

Section: The Role Of Clinical Supervision In Developing Critical Thin...mentioning

confidence: 99%