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Professional issues
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JCPSLP
Volume 14, Number 1 2012
Journal of Clinical Practice in Speech-Language Pathology
How to learn to work on teams
Morrison, S., Lincoln, M., & Reed V., (2011). How
experienced speech-language pathologists learn to work
on teams.
International Journal of Speech-Language
Pathology
,
13
(4), 369–377.
Abigail Lewis
Teamwork is valued as an entry-level skill, especially the
ability to work in multidisciplinary teams, and yet this is
rarely taught at an undergraduate level. In the new
Competency-based Occupational Standards for Speech
Pathologists
(Speech Pathology Australia, 2011), working in
teams is mentioned under six of the seven units of
competency but is particularly referred to in Unit 6
(Professional and Supervisory Practice) where element 6.1
is “Develop, contribute to, and maintain professional and
team based relationships in practice contexts” (p. 10).
Despite the strong emphasis on the importance of team
skills there is little in the literature on how to develop team
skills in speech-language pathologists (SPs). This study
seeks to address this deficit by exploring how experienced
SPs developed their team skills. Ten SPs, five from Australia
and five from the US, completed a semi-structured
interview, exploring how they developed team skills and the
knowledge, skills, and attitudes they felt were required for
effective team working. The resulting qualitative data were
analysed using a descriptive phenomenological approach.
The SPs reported learning their team skills on-the-job
often with the support of a mentor. Some incidental or
curriculum-based experience at university was mentioned
but was not felt to be adequate. An interesting finding
was that participants clearly linked their good experiences
of teamwork to remaining in employment and their bad
experiences to leaving employment – a strong indicator of
the importance of good teamwork skills for job satisfaction
and retention of employees.
In terms of the knowledge, skills, and attitudes required
many useful pointers were given. Knowledge required was an
understanding of other disciplines’ roles (including assess
ment and intervention), knowing when to refer to others,
and understanding team responsibilities. Under attitudes, SPs
needed to value themselves and the other team members
and seek information from them. Finally, the skills of careful
listening, giving of appropriate information, and being able
to clearly explain the role of a SP were all described.
Despite the small number of participants, the wide age
range, years of experience, and client population ensured
a spread of views across the SP field. This study describes
the key knowledge, skills, and attitudes that undergraduate
curricular and team-based organisations need to include to
ensure good teamwork skills in students or employees and
the long-term retention of SPs in the profession.
Reference
Speech Pathology Association of Australia. (2011).
Competency-based occupational standards for speech
pathologists (CBOS)
. Melbourne: Author.
Professional confidence
Holland, K., Middleton, L., & Uys, L. (2011). Professional
confidence: A concept analysis.
Scandinavian Journal of
Occupational Therapy
, Early Online, 1–11. doi:10.3109/
11038128.2011.583939
Natalie Ciccone
This study investigated the concept of professional
confidence which is thought to be important in attaining
professional competence. While professional competence
is a well-defined concept, professional confidence has not
been widely researched and is yet to be clearly defined. A
systematic review was completed focusing on four health
science specific databases. The review yielded 21 articles
deemed to be appropriate to be included in the analysis.
These articles came from a range of health professions,
including one from speech pathology.
Following the review, a theoretical thematic analysis
was completed in order to sort data into the following
categories: ‘the attributes of, antecedents for and
consequences of professional confidence’ (p. 3). The
authors found four attributes or components of professional
confidence; these were:
•
affect – feeling comfortable within a professional
situation;
•
reflection – being able to reflect on own practice and on
feedback;
•
higher cognitive functioning – use of knowing, believing,
accepting, feeling comfortable, and reflecting on
performance to develop confidence and;
•
action – ‘doing, taking the initiative, and engaging’ (p. 6).
Within the article these concepts were linked within a
single, spiralling diagram showing how each attribute
influences the next attribute and so on.
Holland, Middleton, and Uys reported certain personality
characteristics such as seeking out leadership opportunities
and taking initiative are needed in order to develop
professional confidence. However, a supportive and
encouraging relationship with peers, colleagues, tutors,
etc., is needed in order for professional confidence to
develop optimally.
The results of the review suggest there are positive and
negative consequences of professional confidence. A
realistic level of professional confidence was linked with
positive outcomes as well as underpinning professional
competence. Being over- or underconfident, however,
was linked to negative consequences. For example an
underconfident clinician may not trust his/her own clinical
reasoning and an overconfident clinician may make more
errors.
The article ends with a case study of one person’s
experience of becoming an occupational therapist. It
relates the student’s journey, from the end of her studies
and into her first job as an occupational therapist, to the
development of professional confidence. The findings of
the study are demonstrated through the exploration of the
case.
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