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JCPSLP
Volume 15, Number 2 2013
Journal of Clinical Practice in Speech-Language Pathology
of the first undergraduate program by 2015, supporting
further professional development of graduates through their
own professional body, and supporting the development of
courses in other educational institutions across Viet Nam.
Ultimately this will enable TFA to adopt a more indirect role
centred around mentoring and professional development in
the future.
Conclusion
In concluding this paper, we hear the perspectives of two
graduates of the first course. Both women are emerging
leaders of the speech therapy profession in Viet Nam.
Dr Huynh Bich Thao (medical doctor and speech
therapist, Physiotherapy and Rehabilitation
Department of Cho Ray Hospital, HCMC):
I was a
2-year-graduated medical doctor, working at the
physiotherapy and rehabilitation department of Cho Ray
Hospital HCMC before starting the speech therapy course.
Cho Ray Hospital is a major acute care hospital for adults
from the south of Viet Nam. I wanted to study speech
therapy for my own interest and because of a lack of
services in my workplace. During the course, from the
lectures to clinical practice, I gained more knowledge, skills
and methods than I expected. I vividly remember the first
time seeing a patient with persistent swallowing problems,
6 months after having a stroke. He could walk and
communicate normally but could not swallow his own
saliva. Previously, I saw inpatients with stroke in the acute
phase or outpatients coming to have physiotherapy for
mobility. I realised more deeply how quality of life is affected
by swallowing or communication difficulties and the role of
speech therapy for patients, their families and the
community. As it is the first speech therapy course in Viet
Nam, establishing speech therapy services within the
current medical settings and local contexts and traditional
settings is challenging, particularly with regards to how to
communicate with doctors, nurses, physiotherapists,
patients and family members about speech therapy.
Mrs Le Thi Thanh Xuan (speech therapist, Hospital for
Orthopaedics and Rehabilitation, HCMC):
I am an
experienced physiotherapist. During the speech therapy
training course, we encountered many difficulties and
barriers of language, new terminology about speech
therapy and different learning styles. In our clinical
education terms, we were limited to practising at our own
hospitals and did not easily see how to implement practice
in other settings. Moreover, there were no Vietnamese
speech therapists to instruct students and share their
experiences, knowledge and skills. In terms of paediatric
speech therapy, there are few resources for Vietnamese
children’s language and speech development. In addition,
Vietnamese data on methods and interventions for speech,
communication and feeding are very modest.
Though we met many difficulties and barriers, we made
great efforts to learn and to finish graduation projects
with invaluable support from Australian lecturers and
supervisors. We achieved broad-ranging knowledge
of speech therapy and every graduate has specific
experience to carry out the speech pathology mission at
their hospital of employment. Establishing speech therapy
services is a big challenge. But with knowledge, clinical
and communication skills I have learnt and experienced,
I strongly believe that I can set up an official speech
therapy unit at my hospital for treatment of patients and for
clinical education for speech pathology students at PNTU.
bilateral support to the development of health services in
Viet Nam. They spent three months in Sydney from July to
September 2012 observing clinical practice and
participating in a research and leadership development
program. It is hoped that more graduates will have the
opportunity to undertake postgraduate studies in Australia
to build local capacity to lead the speech therapy course at
PNTU and the profession in Viet Nam. Below we hear from
key people and stakeholders who will shape and support
the growth of speech therapy in Viet Nam.
Establishing a professional association
and continuing professional development
Mr Dien Le Khanh (head of Physiotherapy Department
and speech therapist, An Binh Hospital, HCMC):
We,
the first 18 graduates, are starting a new period of our
working life with the role of qualified speech therapists. To
become highly skilled speech therapists and provide the
best quality services to – and advocacy for – people with
communication and/or swallowing disorders, we must
commit to learn further through continuing professional
development (CPD). For us we hope there will be
participation in further training courses, conferences and
workshops, as well as self-directed activities such as
keeping contact with our former lecturers or experienced
speech pathologists to ask for consultation or mentoring
when necessary, reading, and discussions with peers. To
facilitate CPD, the establishment of a professional
association is necessary to organise conferences and
workshops, discussion forums, case discussions and
journal clubs. The association will have other important
roles including advocating for the needs of clients with
communication and/or swallowing disorders, promoting the
profession and influencing government policy-making in
public education and social care policies.
Professor Nguyen Thi Ngoc Dung (director of the ENT
Hospital, HCMC, and new rector of PNTU):
On 24
September 2012, PNTU accepted another 16 students into
the two-year program while working towards the
establishment of a speech therapy Bachelor degree. During
the second course, the first graduates will assist with the
clinical education program. While waiting for the
organisation of the professional association, the graduated
and the new students should aim to meet together every
three months to discuss patient cases and the challenges
in setting up speech therapy services in their work places.
We encourage them to consider exchanging knowledge via
a website or Facebook.
Sue Woodward (director, TFA):
A recurring theme from
the return-to-Australia debriefs conducted with volunteer
clinical educators and lecturers has been the strong work
ethic and enthusiasm they have observed in the first cohort
of students. All the students expressed their desire to
effectively assist their patients with communication and
swallowing difficulties. TFA plan to assist these students in
the future by providing them with professional development
opportunities. We welcome the support of our colleagues in
the provision of continuing professional development
sessions in Viet Nam.
All the partners will continue to collaborate in order to
implement the strategic plan which has the ultimate goal of
enabling the Vietnamese to independently run courses in
the future. Key elements of this capacity building initiative
include assisting Vietnamese nationals to obtain post-
graduate qualifications, assisting with the implementation