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Clinical education
The latest iteration of the Competency-based Occupational Standards for
Entry-Level Speech Pathologists from Speech Pathology Australia places
a strong emphasis on clinical education (or workplace learning) in Unit 6 –
Professional and Supervisory Practice. The capacity to understand and engage in
effective supervisory practice is considered an important, or indeed an essential, skill
for speech pathologists.
Participating in clinical education and supervision is a challenging, stimulating, and
fulfilling experience, which has as many valuable outcomes for clinical educators
as it does for the students they supervise. As McAllister and Lincoln noted in 2004,
benefits of clinical education include: continuous development of clinical knowledge
and skills, development of knowledge and skills in education, development of
personal and interpersonal skills and development of cognitive skills.
We are delighted to present this issue of JCPSLP, which focuses on clinical
education. Papers within the journal have been written by practising speech
pathologists, university clinical education staff, researchers in the field of clinical
education and students undertaking workplace learning. Thus, this issue of the
journal examines the topic of clinical education from a range of perspectives.
Papers focus on the development of effective reflective practice (Lewis),
frameworks for managing ethical dilemmas during workplace learning (Bourne and
colleagues, Quail and colleagues), the process of becoming a clinical educator
(Stewart), the process of becoming proficient in speech pathology skills (Olwen
Smith and colleagues), and the success of particular speech pathology and clinical
education programs (Hill and Cardell; Johnson and colleagues; McAllister and
colleagues).
Within this issue of JCPSLP, regular columns such as “Webwords” also focus
on clinical education, and final-year speech pathology students from Charles Sturt
University contribute their list of “Top Ten” resources for successful workplace
learning experiences.
We hope you enjoy this issue of JCPSLP and gain some valuable information and
strategies to assist in future clinical education experiences!
From the editors
Anna Copley and Jane McCormack
53 From the editors
54 Student-delivered intensive smooth
speech programs for adolescents and
adults who stutter: A preliminary
exploration of student confidence,
anxiety, and interest – Elizabeth Cardell
and Anne Hill
60 Developing speech pathology clinical
competency: Are there predictors for
success? – Robyn Johnson, Alison Purcell
and Emma Power
65 Speech and language therapists learning
to be clinical educators – Julia Stewart
70 Reflective practice: What is it and how do
I do it? – Abigail Lewis
75 Viet Nam’s first qualified speech
therapists: The outcome of a
collaborative international partnership
– Lindy McAllister, Sue Woodward, Marie
Atherton, Nguyen Thi Ngoc Dung, Claude
Potvin, Huynh Bich Thao, Le Thi Thanh Xuan
and Le Khanh Dien
80 Are new graduate speech and language
therapists ready to work with swallowing
disorders? – Trudy Olwen Smith, Nicola
Bessell and Ingrid Scholten
87 Bilingual language sample analysis:
Considerations and technological
advances – John J. Heilmann and
Marleen F. Westerveld
94 Ethical awareness in allied health
students on clinical placements: Case
examples and strategies for student
support – Elizabeth Bourne, Lyndal
Sheepway, Natalie Charlton, Andrew Kilgour,
Julia Blackford, Marcelle Alam and
Lindy McAllister
99 Ethical reasoning in clinical education:
Achieving the balance – Michelle Quail,
Brooke Sanderson and Suze Leitão
104 Webwords 46: Social media in clinical
education and continuing professional
development – Caroline Bowen
107 Top 10 resources for clinical education
108 Resource review
Contents
JCPSLP Volume 15, Number 2 2013 53