International students in professional placements: supervision strategies for positive learning experiences

Abstract

Background Professional placements are critical elements of speech–language pathology qualifying programmes that can be complex learning environments for international students. Students are supported by placement educators who facilitate their developing skills and competencies for professional practice in these placements. However, strategies that facilitate international students’ learning in placements have not been identified. Aims To identify strategies that are reported by speech–language pathology international students and placement educators to facilitate positive learning experiences and competency development in practice placements. Methods & Procedures This study used an exploratory research design to gather data from four focus groups with international students and five focus groups with placement educators. Thematic analysis was used to identify strategies, and these were interpreted using two theories of learning. Outcomes & Results Four themes were identified that described international students’ placement experiences and learning. For each theme, strategies were identified that placement educators can practically and responsively implement with international students to enable positive placement learning experiences. Conclusions & Implications These strategies support international students to manage acculturative adjustments for the cultural and learning requirements of placements that may facilitate their successful participation, and provide structure to reduce their cognitive load. However, strategies to develop communication skills for practice were less feasible. Through fostering positive placement experiences, these strategies may also facilitate opportunities for educators and international students to share intercultural skills and knowledge that may be transferable to practice.

International social work students in field education- considerations for supervision

“…Learning about the value of supervision is important, as this provides insights, from the student point of view, as to why supervisors might argue that they supervise international students differently, investing more time and support (Ross, et al, 2019). The extra support and helpful engagement of supervisors could help ease the confusion and 'unease' around the expectations for placement, which have been expressed by international students and assisted them in acquiring understanding of cultural norms and understandings (Attrill et al, 2020;Ross et al, 2020;Ross et al, 2019).…”

“…A supportive supervisory relationship can be a mutual learning experience, and both, students and field educators, can grow and professionally develop in the supervisory relationship (Ross et al 2019). Useful strategies to help international students to make required cultural adjustments and understanding culture, clients and service delivery, include initial engagement about the students' prior learning and cultural background to identify learning opportunities and mutual intercultural learning (Attrill et al, 2020). Establishing transparent and explicit expectations, step by step modelling, solution focused timely feedback and establishing a positive supervisor relationship aided the facilitation of a valuable field education experience (Attrill et al, 2020) In summary, the literature suggests that international students are considered to have specific learning needs which makes it harder to place them in social work agencies to undertake placements.…”

Therapeutic relationships in aphasia rehabilitation: Using sociological theories to promote critical reflexivity

“…We acknowledge our own positionality as three white middle-class female, doctoral-qualified speech-language therapy practitioner-researchers from Australasia. We are experienced in examining professional practices in speech-language therapy (Bright et al 2018a, Hersh 2010, Attrill et al 2020 and our work has often focused on what happens within interactions in dyads and how the parties experience these interactions. However, over time, we have become increasingly interested in how interactions, and experiences of interactions are shaped by factors beyond the therapeutic dyad.…”

“…2018a, Hersh 2010, Attrill et al . 2020) and our work has often focused on what happens within interactions in dyads and how the parties experience these interactions. However, over time, we have become increasingly interested in how interactions, and experiences of interactions are shaped by factors beyond the therapeutic dyad.…”

What is known about the types of supports used by culturally and linguistically diverse students and their professional placement educators that facilitate successful learning experiences: A scoping review

“…As a consequence, the placement educator may perceive the student to be passive in their approach to learning (Lashley & Barron, 2006). A mismatch of learning expectations results from differences between the placement educator's perspectives on learning, which may align with majority western culture, and the CALD student's learning expectations, which derive from their background and previous learning experiences (Attrill, et al, 2020).…”