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98 JCPSLP Volume 15, Number 2 2013 Journal of Clinical Practice in Speech-Language Pathology
Cruice, M. (2009). Commentary on scenario 5.1. In R.
Body & L. McAllister (Eds.), Ethics in speech and language
therapy (pp. 82–84). Oxford, UK: Wiley & Sons.
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by student nurses. Nursing Ethics, 16, 589–598.
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Ethical issues identified by physical therapy students during
clinical placements. Physiotherapy Theory and Practice, 20,
17–29.
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Ethical perspective on quality of care: The nature of ethical
dilemmas identified by new graduate and experienced
speech pathologists. International Journal of Language and
Communication Disorders, 44(4), 421–439.
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Chow, D. (2008). Through the eyes of students: Ethical
tensions in occupational therapy practice. Canadian Journal
of Occupational Therapy, 75 (3), 176–83.
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M., Patiraki, E., & Papadatou, D. (2004). Moral professional
personhood: Ethical reflections during initial clinical
encounters in nursing education. Nursing Ethics, 11(2),
122–137.
McAllister, L. (2006). Ethics in the workplace: More than
just using ethical decision-making protocols. ACQuiring
knowledge in Speech, Language and Hearing, 8(2), 76–80.
McAllister, L., Penn, C., Smith, Y., Van Dort, S., & Wilson,
L. (2010). Fieldwork education in non-traditional settings
or with non-traditional caseloads. In L. McAllister, M.
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health fieldwork education: A critical appraisal (pp. 39–47).
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(2006). COMPASS® Competency assessment in speech
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this at the beginning of each class in order to encourage
honesty. Individual meetings with the university clinical
coordinator may be indicated to discuss further issues or
provide additional support for students who are continuing
to experience ethical distress. It must be noted that
although this is a confidential process, educators have an
obligation to report any suspected cases of abuse to their
employer or relevant authority.
Conclusion
It is clear that students are ethically aware and require
guidance and facilitation to become ethical practitioners. At
entry level, it is still appropriate for graduates to require
assistance with ethical dilemmas. Both university and
clinical educators play a vital role in students’ ethical
development, which can be facilitated in the following ways.
Clinicians must be ethically aware and cognisant that
students may find a situation ethically challenging. Offering
opportunities for structured debriefing sessions will allow
students the opportunity to discuss ethical issues witnessed
and augment their knowledge base. It is vital for clinicians
to provide students with a welcoming environment where
they are made to feel comfortable and encouraged to discuss
any ethical dilemmas. University educators and clinicians
must inform the student of appropriate people at the
placement site with whom they can discuss ethical tensions
or dilemmas. This is an essential component in ensuring
that any ethical issues experienced by students are
addressed early, before ethical dilemmas or distress occur.
University educators must fully brief students before
they commence clinical placement to the possibility of
ethical tensions arising, how to identify them and effective
strategies for dealing with these. Students must also
be provided with the skills required to reflect on these
ethical issues and opportunities to share and learn from
their reflections, thereby reinforcing their knowledge and
understanding in this area.
The implementation of appropriate strategies such as
interactive classes (e.g., role play in a case-based learning
environment; structured discussion times and learning
opportunities during clinical placement; completion of
an ethics case study while on placement; use of online
discussion boards; structured peer learning opportunities
and debriefing sessions) can assist students in developing
their awareness while minimising the potential for ethical
distress occurring.
References
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Elizabeth Bourne, Lyndal Sheepway, Natalie Charlton,
Andrew Kilgour and Julia Blackford are associate lecturers at
Work Integrated Learning, Faculty of Health Sciences, The
University of Sydney. Marcelle Alam is manager of Work
Integrated Learning, Faculty of Health Sciences, The University of
Sydney. Lindy McAllister is professor and associate dean of
Work Integrated Learning, Faculty of Health Sciences, The
University of Sydney.
Correspondence to:
Professor Lindy McAllister, PhD
Professor and Associate Dean of Work Integrated Learning
Faculty of Health Sciences
The University of Sydney, NSW 2006
phone: +61 (0)2 93151 9026
email: