0 JCPSLP Nov 2013 3rd draft

18 / 52

124 JCPSLP Volume 15, Number 3 2013 Journal of Clinical Practice in Speech-Language Pathology
aphasia and related neurogenic communication disorders
(5th ed., pp. 279–289). Philadelphia PA: Lippincott Williams
& Wilkins.
Cherney, L. R., Simmons-Mackie, N., Raymer, A.,
Armstrong, E., & Holland, A. (2013). Systematic review of
communication partner training in aphasia: Methodological
quality. International Journal of Speech-Language
Pathology. doi: 10.3109/17549507.2013.763289
Kagan, A., Black, S., Duchan, J., Simmons-Mackie, N.,
& Square, P. (2001). Training volunteers as conversation
partners using “supported conversation with adults with
aphasia” (SCA): A controlled trial. Journal of Speech,
Language, and Hearing Research, 44, 624–638.
Kagan, A., & Gailey, G. (1993). Functional is not enough:
Training conversation partners for aphasic adults. In A.
Holland & M. Forbes (Eds.), Aphasia treatment: World
perspectives (pp. 199–225). San Diego, CA: Singular
Publishing Group.
Kagan, A., Simmons-Mackie, N., Rowland, A.,
Huijbregts, M., Shumway, E., McEwen, S., … Sharp, S.
(2008). Counting what counts: A framework for capturing
real-life outcomes of aphasia intervention. Aphasiology,
22(3), 258–280.
Le Var, R. M. (2002). Patient involvement in education
for enhanced quality of care. International Nursing Review,
49(4), 219–225.
Mann, K., Gordon, J., & McLeod, A. (2009). Reflection
and reflective practice in health professions education: A
systematic review. Advances in Health Sciences Education,
14, 595–621.
Parr, S., & Byng, S. (1998). Breaking new ground on
familiar territory: A comment on “Supported conversations
for adults with aphasia” by Aura Kagan. Aphasiology, 12(9),
847–850.
QUOTA. (2013). QUOTA SPAS Scholarship. Retrieved 14
February 2013 from
Simmons-Mackie, N., Raymer, A., Armstrong, E.,
Holland, A., & Cherney, L. (2010). Communication partner
training in aphasia: A systematic review. Archives of
Physical Medicine and Rehabilitation, 91, 1814–1837.
Welsh, D., & Szabo, G. (2011). Teaching nursing
assistant students about aphasia and communication.
Seminars in Speech and Language, 32(3), 243–253.
World Health Organization. (2001). International
classification of functioning, disability and health. Geneva:
Author.
support of both RTRC and the Department of Human
Communication Sciences at LTU.
Future directions
Research is required to evaluate the benefits of the
workshops from the perspectives of students and
educators who have a communication disability. Although
student feedback has been very positive, stronger evidence
is needed to support this as an effective approach to
student learning. Direct observation or more detailed
conversation analysis of students communicating with
people with a communication disability before and after the
workshop would be ways to demonstrate the impact of the
training on SLP student skill development. Secondary
outcomes in terms of the impact of the training on
educators with communication disabilities could be
explored qualitatively through in-depth interviews.
It would also be very beneficial if SCA™ training was
more accessible to SLPs in Australia, ideally through the
development of Australian-based training resources and
access to local trainers. More research and improvements
in the accessibility of SCA™ training would provide
opportunities for such workshops to be incorporated into
other SLP and allied health courses.
Conclusion
The CPT workshop for SLP students focuses on the
development of the knowledge, confidence and
communication skills that are required to effectively
communicate with adults with communication disabilities.
As universities and clinicians strive for best practice, this
form of teaching SLP students is supported by a growing
body of literature advocating the value of CPT and
experiential learning for training students. The workshop
provides a number of benefits from the perspective of the
SLP students, people with communication disabilities,
RTRC SLPs and LTU Clinical Education. While there are
challenges in providing the workshops and further research
is needed to understand the effects of CPT on both student
SLPs and people with communication disabilities, our
experience suggests that CPT for SLP students has great
potential for developing the skills that are needed for their
clinical placements and as clinicians of the future.
References
The Aphasia Institute. (2013). Health care professionals.
Retrieved 5 March 2013 from
health-care-professionals/ai-training/
Avent, J., Patterson, J., Lu, A., & Small, K. (2009).
Reciprocal scaffolding treatment: A person with aphasia as
a clinical teacher. Aphasiology, 23(1), 110–119.
Best, D., Rose, M., & Edwards, H. (2005). Learning
about learning. In M. Rose & D. Best (Eds.), Transforming
practice through clinical education, professional supervision
and mentoring (pp. 121–142). Sydney: Churchill Livingstone
Elsevier.
Burns, M. I., Baylor, C. R., Morris, M. A., McNalley, T.
E., & Yorkston, K. M. (2012). Training healthcare providers
in patient–provider communication: What speech-
language pathology and medical education can learn
from one another. Aphasiology, 26(5), 673–688. doi:
10.1080/02687038.2012.676864
Chapey, R., Duchan, J., Elman, R., Garcia, L., Kagan, A.,
Lyon, J., & Simmons Mackie, N. (2008). Life participation
approach to aphasia: A statement of values for the future.
In R. Chapey (Ed.), Language intervention strategies in
Louise Wilkinson is co-manager at the Speech Pathology
Department at the Royal Talbot Rehabilitation Centre, Austin
Health, in Melbourne, and facilitator of communication skills
workshops. Tracy Sheldrick is a senior speech pathologist at the
Royal Talbot Speech Pathology Department, and facilitator of
communication skills workshops. Robyn O’Halloran is a lecturer
in the Department of Human Communication Sciences and a
postdoctoral fellow in the Centre for Clinical Research Excellence
in Aphasia Rehabilitation, La Trobe University. Rachel Davenport
is a clinical education coordinator and lecturer in the Department
of Human Communication Sciences, La Trobe University.
Correspondence to:
Louise Wilkinson
Co-Manager, Royal Talbot Speech Pathology Department
1 Yarra Boulevard
Kew 3101, Vic.
phone: +61 (0)3 9490 7584