Does a simulation‐based learning programme assist with the development of speech–language pathology students’ clinical skills in stuttering management?

Penman, Adriana; Hill, Anne; Hewat, Sally; Scarinci, Nerina

doi:10.1111/1460-6984.12670

Cited by 5 publications

(2 citation statements)

References 29 publications

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“…Investigation of students' insights into and development of clinical skills in an in-person stuttering SBL revealed that students demonstrated an improvement in the management of stuttering (Penman et al, 2021). The present study suggests that similar positive outcomes are also achievable when the SBL experience is converted to an online modality.…”

Section: Discussionsupporting

confidence: 55%

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

Penman

Waite

Hill

et al. 2022

IJPBL

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Speech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students’ clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students.

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Section: Discussionsupporting

confidence: 55%

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

Penman

Waite

Hill

et al. 2022

IJPBL

View full text Add to dashboard Cite

show abstract

“…In some simulation programmes, there are timetabled slots to give individual one‐to‐one feedback. There is evidence to suggest in specific contexts that personalized feedback from the facilitator can aid the student's learning (Penman et al., 2021). This was not included in this simulation programme due to time constraints.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a pilot to introduce simulated learning activities to support speech and language therapy students’ clinical development

Ormerod,

Mitchell

2023

Intl J Lang & Comm Disor

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BackgroundSpeech and language therapy (SLT) education must meet the needs of the future workforce, training enough students who are competent practitioners able to meet the workforce demands. Increasing student numbers and the impact on placement providers mean students must be equipped for learning on placement. Simulation is a way of supporting students to develop their clinical skills and decision‐making in a safe, supportive environment.AimsTo explore the perspectives of SLT students who were introduced to simulation during their undergraduate degree at a UK university as part of a pilot study. The aim of the pilot was to listen to the students’ voices to begin to understand their lived experiences of simulation and to gather views on how simulation can support their clinical learning.Methods & ProceduresFocus groups and semi‐structured interviews were carried out with second‐year BSc SLT students in semester 2 following the simulated learning activities and clinical placement. Qualitative data were gathered and thematic analysis was applied to the data to identify the barriers and enablers to students’ clinical learning in simulation.Outcomes & ResultsA total of 11 students responded out of a cohort of 38. Three key themes were identified from the analysis: individual learning needs, facilitator skill and programme‐level organization.Conclusions & ImplicationsStudent experience of simulation was positive. One of the key elements students found to support their clinical skills was the importance of the safe space; support for learning instead of correction led them to engage in active learning. Key barriers to simulation related to having sufficient prior knowledge, the skills of the facilitator, group size and the wider learning landscape of the programme. In response to this pilot, there are plans to continue developing this model of simulation and embed simulation across the programme, led by a sound pedagogical approach with clear preparation and planning and building the necessary infrastructure. Other SLT programmes and practice educators developing simulation as part of their programmes or placement may wish to consider some of these findings to support the use of simulation in their workplace.What this paper addsWhat is already known on this subject Simulation as a teaching methodology is widely used in medicine and nursing programmes. It is now used in various allied health professions and in some SLT programmes. There is evidence to suggest simulation increases student confidence and clinical skills without increasing the capacity on those offering clinical placements in practice.What is already known on this subject This study offers a practical example of introducing simulation in an established undergraduate programme for SLT students. It explains the background to this innovative way of teaching clinical skills and explains why this approach could be beneficial for the future speech and language therapist.What are the clinical implications of this work? This study gives practical examples of how simulation can work to facilitate student clinical learning and knowledge. It may offer ideas to those working in clinical practice to organize placements differently or add simulation elements to improve the student experience. Other educational establishments and placement educators may find the recommendations helpful in developing their own simulation approach.

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Improving Clinical Competence Through Simulated Training in Evidence-Based Practice for Stuttering: A Pilot Study

Byrd

Croft

Kelly

2022

Am J Speech Lang Pathol

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Purpose: The purpose of this pilot study was to determine the effectiveness and acceptability of an initial module (1.1; active listening skills) of the Simulated Training in Evidence-Based Practice for Stuttering (STEPS) program, a theory-driven, multimodule, content and learning platform designed to advance knowledge and skills in working with culturally and linguistically diverse persons who stutter of all ages. Method: Fifteen preservice speech-language pathologists (SLPs) were randomly assigned to complete either the STEPS 1.1 module or a control module. In both conditions, all participants engaged in pre– and post–clinical interviews with a standardized patient portraying a parent of a child who stutters. Prior to participation, all participants provided self-ratings on the Jefferson Scale of Physician Empathy–Health Profession Student. Post participation, trained observers rated all participants' active listening behaviors using the Active Listening Observation Scale–Modified. Post participation, the STEPS 1.1 participants also completed an intervention acceptability questionnaire. Results: No differences between groups were found in self-perceived clinical empathy prior to participation. Participants who completed the STEPS 1.1 condition utilized paraphrasing and client-directed eye gaze significantly more frequently at posttest than at pretest and significantly more than the control group at posttest. Quantitative and qualitative responses from the participants who completed STEPS 1.1 indicated high acceptability of its content, structure, duration, and perceived impact. Conclusion: Preliminary data from the present pilot study support use of the STEPS 1.1 module to improve preservice SLPs' use of skills that have been shown to predict perceived clinical empathy and increase assessment and treatment effectiveness.

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Does a simulation‐based learning programme assist with the development of speech–language pathology students’ clinical skills in stuttering management?

Cited by 5 publications

References 29 publications

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

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

Evaluation of a pilot to introduce simulated learning activities to support speech and language therapy students’ clinical development

Improving Clinical Competence Through Simulated Training in Evidence-Based Practice for Stuttering: A Pilot Study

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