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Speak Out
October 2015
Speech Pathology Australia
The
“Embedding Simulation in Clinical
Training in Speech Pathology” project
began in 2014 (see the December 2014
issue of
Speak Out
). Phase 1 of the
project was led by a group representing
five Australian universities. The project
aim was to develop the design of a
randomised controlled trial methodology
and framework for simulation
interventions appropriate for facilitating
speech pathology students' competency
in adult clinical practice (including acute,
rehabilitation and aged care).
Speech Pathology Australia was
successful in gaining further funding
from the Department of Health
(Commonwealth) to implement this
large multisite project. The “Embedding
Simulation in Clinical Training in Speech
Pathology” Phase 2 project is being led
on behalf of Speech Pathology Australia
by a Leadership Team from seven
Australian universities. Members of the
project team are:
•
Dr Anne Hill, The University of
Queensland (Project Leader)
•
Prof Liz Ward,
The University of Queensland
•
A/Prof Bronwyn Davidson,
The University of Melbourne
•
Dr Kate Bridgman,
The University of Melbourne
•
A/Prof Tricia McCabe,
The University of Sydney
•
Dr Alison Purcell,
The University of Sydney
•
Dr Robert Heard,
The University of Sydney
•
Dr Sally Hewat,
The University of Newcastle
•
Ms Joanne Walters,
The University of Newcastle
•
A/Prof Elizabeth Cardell,
Griffith University
•
Ms Simone Howells,
Griffith University
•
Ms Rachel Davenport,
La Trobe University
•
A/Prof Sue McAllister,
Flinders University
•
Ms Stacey Baldac,
Speech Pathology Australia
•
Mrs Adriana Penman (0.5FTE); and
•
Ms Aynslee Davidson (0.5FTE),
project officers.
The overall aim of this project is to
determine if students in accredited
speech pathology programs achieve
a comparable level of competency in
placements when an average of 20%
of the placement time is replaced with
simulated learning activities compared
to traditional clinical placements.
Large scale studies of physiotherapy
students in Australia and nursing
students in the US have indicated that
simulation can replace a proportion of
traditional placement time without loss
of competency. The current speech
pathology study aims to build on this
evidence base.
Throughout 2016 and 2017, students
across six speech pathology university
programs in Australia undertaking a
mid-stage adult clinical placement, will
participate in either a simulation clinic
plus ‘traditional’ clinical placement or a
‘traditional’ clinical placement without
the simulation clinic. The simulation
clinic component will involve students
undertaking five full-time days of
simulation in adult-focused practice,
using a range of simulation models
and approaches. Once students have
completed the simulation clinic, they
will then enter their ‘traditional’ adult
clinical placement for the remainder
of their placement time. Students who
consent to participate in the research
will complete a range of pre- and post-
placement measures to investigate
the project aims. Watch this space for
further project updates!
If you would like further information
about this project, please contact
Dr Anne Hill at
ae.hill@uq.edu.auSimone Howells
on behalf of the “Embedding
Simulation in Clinical Training in Speech
Pathology” project team
Further funding obtained for national
simulation randomised controlled trial
Students working in a simulated clinical environment.
research UPDATE