Developing an Acute Care Simulation Lab and Practicum

The benefits of simulation-based education have been well-documented in health-related disciplines and are emerging in speech-language pathology. Several clinical training paradigms for acute care speech-language pathology skills have been successful when implemented in high fidelity, nursing simulation labs with price tags that are cost prohibitive for most speech-language pathology programs. Through funding support from a grant and a four-phased simulation development program, the authors developed an acute care simulation lab dedicated to speech-language pathology students for under $9,000 and simultaneously piloted a one-credit, acute care, adult- and geriatric-focused clinical practicum course. The clinical practicum was structured to scaffold student learning using task trainers, computer-based simulations, and live simulations with low fidelity manikins and standardized patients. The authors are hopeful that this article provides speech-language pathology programs a practical framework for structuring a dedicated, simulation space and course, while empowering faculty to more fully integrate simulation-based learning experiences into their curricula in a way that is evidence-based and in keeping with the best practice resources that are currently available in the field of speech-language pathology

Survey of Telepractice in Speech-Language Pathology Graduate Programs

The purpose of this project is to gain knowledge on the rate of telepractice technology used in different speech-language pathology graduate school programs across the country. There is little information known about the training available to graduate students in the field of speech-language pathology. This study examined the current state of graduate level training in telepractice technology in speech-language pathology graduate programs

Hanyak, Robert Oral History Interview

Professor of Audiology and Speech-Language Pathology (1985-2018), Chair of the Department of Speech-Language Pathology (1993-2000); Assistant Dean of Operations for School of Pharmacy and Health Sciences (2000-2005), Chair of the Department of Speech-Language Pathology and Audiology (2005-2018) and Interim Director of the School of Health Sciences (2019-2020). Topics include: Service to University as a professor and administrator; history of the Chan Learning Center & Clinic; Development of the School of Health Sciences; Creation of the Hedco Audiology Clinic; and partnership with vocal Scottish Rite Foundation to create clinical opportunities for community and speech-language pathology students.https://scholarlycommons.pacific.edu/esohc/1154/thumbnail.jp

Collaborations Between Speech-Language Pathology and Early Childhood Special Education Graduate Programs

There is limited documentation on interprofessional education (IPE) between graduate speech-language pathology and early intervention/early childhood special education (EI/ECSE) programs. Because collaborative relationships can lead to IPE, this study examined the current state of collaborative relationships between speech-language pathology and EI/ECSE graduate programs and faculty. A mixed-method design was conducted. Closed- and open-ended survey questions were sent to representatives of 266 graduate speech-language pathology programs. There was a 29% (77/266) overall response rate. Out of 77 graduate speech-language pathology programs, 27% (21/77) indicated an emphasis in EI, 17% (13/77) in ECSE, and 14% (11/77) in EI/ECSE combined. Respondents reported collaborative relationships in the forms of shared coursework, clinical experiences, and research. Although some respondents engaged in collaborative relationships, their reported barriers contribute to an instruction-practice gap. Program respondents indicated that collaboration between graduate speech-language pathology and EI/ECSE programs and faculty occurred in a variety of ways

2022 legislative update

This bill was enacted by the General Assembly during the 2022 legislative session and impacts the Board of Speech-Language Pathology & Audiology and/or the Board of Speech-Language Pathology & Audiology licensee

Speech-language Pathology Services Delivered by Telehealth in a Rural Educational Setting: the School’s Perspective

Introduction: Access to speech-language pathology services for children in rural and remote communities is often limited. Telehealth is increasingly used to provide these services to schools, demonstrating high satisfaction with both service providers and recipients, but the requirements for successful program implementation are as yet unclear. We aimed to explore the implementation requirements for a telehealth speech-language pathology service for children from the perspective of a rural school. Methods: A qualitative approach, supplemented by program activity data, was used to understand the experiences and perceptions of the benefits, limitations, enablers and barriers of a telehealth speech-language pathology program delivered to a school servicing approximately 400 children in a small rural town in the state of Queensland, Australia. Thematic analysis was conducted of transcripts of individual semi-structured interviews with nine school teaching staff and field notes of informal discussions regarding 85 speech-language pathology telehealth sessions (n = 9 children) during program establishment and implementation. Results: The speech-language pathology telehealth service was acceptable to teaching staff at the rural school, who cited improved access, the suitability of the technology for child engagement, and perceived effectiveness. Implementation issues were highlighted as critical to program success and scalability, particularly staff workload, technological issues, communication processes, and sustainability. Conclusion: School-based speech-language pathology services delivered via telehealth were perceived as a suitable way of increasing access for children by rural school staff. Future implementations of telehealth speech-language pathology programs should prospectively consider workload implications and develop strategies to communicate with and involve school staff.     &nbsp

The experiences of undergraduate students of color in the field of speech-language pathology

This qualitative research study explored why undergraduate students of color have pursued degrees in speech-language pathology. The population of the United States consisting of individuals of color is rapidly increasing. However, the demographic of individuals of color in the field of speech-language pathology is not. Interviews with undergraduate students of color were completed to understand their journey that led them to the field. The results of the study indicated that the students of color who succeeded in getting accepted into a speech-language pathology major had support, internal motivation, and were financially stable

Book Review - Telepractice in Speech-Language Pathology

This article presents a review of the book: Telepractice in Speech-Language Pathology, authored by K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT, and 20 contributing authors.   This is the first book entirely devoted to the delivery of speech-language pathology services at a distance. It provides practical information that includes: technical requirements, policy and regulatory issues, current applications in speech-language pathology, international perspectives on practice, and tele-supervision. Reviewer Dr. Jean Blosser highly recommends the work as a comprehensive resource on the topic of telepractice.

An inquiry into the development of future speech-language pathologists: a mixed methods study

Upon graduating college, many students seek employment within the degree area in which they obtained. Employers are seeking skills in individuals that encompass interpersonal, technical, analytical, personal, and professional abilities. As with many careers, the allied health field requires content specific knowledge and specialized skills, which indicate sufficient work readiness. The allied health field of speech-language pathology is touted as one of the fastest growing professions in this decade and is in demand. To become a speech-language pathologist, one must complete a master\u27s program and supervised clinical practicums. Despite participating in a master\u27s program with quality curricula, having supervision by a certified speech-language pathologist, and experiencing clinical practicums, some speech-language pathology graduate students have expressed concern with their preparation for the workforce. There is a lack of research on the impact of supervision on speech-language pathology graduate students feeling prepared to render services after completion of several practicums, how practical experiences assist students in meeting ASHA\u27s standards, and the impact of self-efficacy on speech-language pathology graduate students. Therefore, the purpose of this mixed methods study was to explore the perceptions of second-year graduate speech-language pathology students on their preparedness for the speech-language pathology workforce through clinical supervision and practicums, examine the impact that clinical supervision, practicum experiences, and self-efficacy had on preparation for the workforce, and explore the perceptions of supervisors on equipping graduate students for the speech-language pathology field. Data were gathered through semi-structured interviews, a graphic elicitation, and utilization of the New General Self-Efficacy Scale (Chen, Gully, & Eden, 2001). Results of the study indicated that supervision, clinical practicums, academic preparation, reflection, and confidence impacted the development of a novice to independent speech-language pathology graduate student clinician. Participants noted that supervisors who were supportive, communicative, and understanding were vital for the supervision process. Graduate speech-language pathology students and supervisors alike reported that clinical practicums gave a means for graduate students to directly provide treatment, conduct evaluations with a variety of clients, gain confidence, and become independent as a graduate student clinician. It was discussed that reflection in- and on- practice was important and should be frequent as it helped graduate students adjust their therapy sessions and gave them knowledge on what skills of theirs needed improvement. University program directors and the American Speech-Language-Hearing Association (ASHA) may want to consider reviewing their academic coursework content and requirements and supervision and clinical practicum policies. Recommendations for future research included study on instruction of soft skills and global worldview in graduate level courses, collaboration and time management benefits during clinical practicums, simulated therapy as preparatory exposure to therapeutic services experienced in clinical practicums, and two graduate speech-language pathology students being supervised by one field supervisor in a semester