International students in speech-language pathology clinical education placements: Perceptions of experience and competency development

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

doi:10.3109/17549507.2015.1016109

Cited by 23 publications

(30 citation statements)

References 20 publications

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“…In contrast to previous publications from this research about the experiences of IS (Attrill et al . ), and educators (Attrill et al . ), the current study synthesized information gathered from both groups to identify strategies for positive placement experiences.…”

Section: Methodsmentioning

confidence: 99%

“…For IS, placements assist to build social capital and a global competitive advantage through developing local networks, workplace acculturation, intercultural skills and communication capabilities that are transferable to future work settings (Attrill et al . , Gribble et al . ).…”

Section: Introductionmentioning

confidence: 99%

“…Students must also develop effective interpersonal and communication skills to manage themselves, their educators and their relationships with stakeholders encountered in these diverse settings (Attrill et al . , Kell ).…”

Section: Introductionmentioning

confidence: 99%

“…Students' practice preferences and work outcomes are also linked with successful placements (Gamble et al 2010, Harrison and Ip 2013, Rodger et al 2008. For IS, placements assist to build social capital and a global competitive advantage through developing local networks, workplace acculturation, intercultural skills and communication capabilities that are transferable to future work settings (Attrill et al 2015, Gribble et al 2015. With support from their educators, all students apply theoretical knowledge and skills and learn by actively engaging in increasingly complex activities in the workplace (Billett 2014, Pront et al 2016.…”

Section: Introductionmentioning

confidence: 99%

“…With support from their educators, all students apply theoretical knowledge and skills and learn by actively engaging in increasingly complex activities in the workplace (Billett 2014, Pront et al 2016. Students must also develop effective interpersonal and communication skills to manage themselves, their educators and their relationships with stakeholders encountered in these diverse settings (Attrill et al 2015, Kell 2014.…”

Section: Introductionmentioning

confidence: 99%

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

Attrill

Lincoln

McAllister

2019

Intl J Lang & Comm Disor

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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.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Attrill

Lincoln

McAllister

2019

Intl J Lang & Comm Disor

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Revisiting Cultural and Linguistic Diversity in Speech Pathology Programs in Australia: Listening to the Voices of Staff and International Students

Howells

Westerveld

Garvis

2017

Professional and Practice-Based Learning

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Predictors of professional placement outcome: cultural background, English speaking and international student status

Attrill¹,

McAllister²,

Lincoln

2016

Perspect Med Educ

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Placements provide opportunities for students to develop practice skills in professional settings. Learning in placements may be challenging for culturally and linguistically diverse (CALD) students, international students, or those without sufficient English proficiency for professional practice. This study investigated whether these factors, which are hypothesized to influence acculturation, predict poor placement outcome. Placement outcome data were collected for 854 students who completed 2747 placements. Placement outcome was categorized into ‘Pass’ or ‘At risk’ categories. Multilevel binomial regression analysis was used to determine whether being CALD, an international student, speaking ‘English as an additional language’, or a ‘Language other than English at home’ predicted placement outcome. In multiple multilevel analysis speaking English as an additional language and being an international student were significant predictors of ‘at risk’ placements, but other variables tested were not. Effect sizes were small indicating untested factors also influenced placement outcome. These results suggest that students’ English as an additional language or international student status influences success in placements. The extent of acculturation may explain the differences in placement outcome for the groups tested. This suggests that learning needs for placement may differ for students undertaking more acculturative adjustments. Further research is needed to understand this and to identify placement support strategies.

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International students in speech-language pathology clinical education placements: Perceptions of experience and competency development

Cited by 23 publications

References 20 publications

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

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

Revisiting Cultural and Linguistic Diversity in Speech Pathology Programs in Australia: Listening to the Voices of Staff and International Students

Predictors of professional placement outcome: cultural background, English speaking and international student status

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