Speech–language pathology students’ perceptions of simulation‐based learning experiences in stuttering

Abstract

Background: Research suggests that some speech-language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech-language pathology programmes and the limited number of stutteringspecific placements available. Simulation-based learning is a viable option for providing speech-language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation-based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation-based learning are yet to be explored. Aims:To investigate speech-language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation-based learning programme. Methods & Procedures:This study used a cross-sectional survey design. Participants were 105 undergraduate and graduate entry masters speech-language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation-based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre-course (T1), pre-simulation (T2) and post-simulation (T3) in order to explore students' comfort and anxiety 1132

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

“…Whilst this study aimed to evaluate speech-language pathology students' clinical skills in managing stuttering within a simulation-based learning programme, students' perceptions of their learning experience are also valuable to explore. Recent work by Penman et al (2021) examined speech-language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at three separate time points across an academic course in fluency disorders with an embedded stuttering simulation-based learning programme, the same programme detailed in this current study. Students perceived that they felt more comfortable particularly after participation in the stuttering simulation-based learning programme.…”

“…To date, international research investigating simulationbased learning in stuttering has primarily focused on student perceptions (e.g., Hughes et al, 2019;Penman et al, 2021;Vermeulen, 2010). This research has revealed an increase in perceived confidence levels (Hughes et al, 2019;Penman et al, 2021) and an overall positive response to the use of simulation-based learning in stuttering (Hughes et al, 2019;Penman et al, 2021;Vermeulen, 2010). Whilst these results signal perceived beneficial outcomes for students, they neither predict nor equate to student clinical skills in this practice area.…”