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JCPSLP
Volume 19, Number 3 2017
Journal of Clinical Practice in Speech-Language Pathology
diversity. The students also undertake a significant
independent learning project in collaboration with
international partner organisations.
Student attributes
The NUSpeech selection process requires students
complete an expression of interest and an interview. The
process is designed to explore students’ reasons for
wanting to undertake an international placement
experience, as well as identify opportunities, contributions
and possible challenges that might be associated.
Applicants who demonstrate a high level of clarity, initiative,
flexibility and understanding of how the placement and
associated learning contributes to the development of
desirable graduate attributes of professionalism, community
responsiveness and scholarship are prioritised.
Reflection before action
Following selection, students are required to reflect on the
attributes that they bring to the experience. This occurs
during the selection process and group reflection activity in
the orientation program. Students undertake a 4-day
orientation program. Two days are spent on campus problem-
solving and exploring the challenges of travelling and
working in another country, learning and understanding the
language and culture, team-building activities, and planning
for specific cases the students will work with in Viet Nam.
Clinical preparation
As part of the orientation program students also complete a
two-day clinical placement in school settings and non-
government organisations working with school-aged
children and individuals with disability before departing for
their international experience. These onshore clinical
experiences help to prepare the students for similar cases
and situations they are likely to encounter on their
international placement. The clinical educators who
supervise these days provide feedback to the NUSpeech
clinical educator in relation to the professional and clinical
competencies outlined in COMPASS
®
(McAllister, Lincoln,
Ferguson & McAllister, 2013). This information helps guide
and establish clinical goals for the student during the
international placement.
NUSpeech international clinical
placement model
Consistent with literature in the area of cross-cultural speech
pathology in international, majority-world contexts (Atherton,
Dung, & Nhân, 2013; Hopf, 2014; Wylie, McAllister, Davidson,
& Marshall, 2016), the NUSpeech model is grounded in
knowledge gained over the past eight years of collaboration
with partners in Viet Nam. The three phases of preparation,
placement and debrief/dissemination forming the basis of
the model ensure that students are prepared, supported and
provided with a learning environment to enable personal
growth and develop required professional skills and
competencies. Equally, the core of the model ensures that
the needs of all key stakeholders are met (see Figure 2).
In this paper, the essential components of each phase of
the NUSpeech model are described, illustrating the need to
carefully consider partnerships, capacity building, and
sustainability to ensure success. Key principles of clinical
education including reflection and supervision are also
discussed.
Phase 1. Preparation
The need for adequate preparation prior to commencing
work in another culture has been highlighted previously
(e.g., Trembath, Wales & Balandin, 2005; Balandin, Lincoln,
Sen, Wilkins, & Trembath, 2007). The NUSpeech model
acknowledges the importance of adequate preparation and
during phase 1 important philosophies and skills underlying
clinical practice in culturally and linguistically diverse
contexts are examined with the speech-language pathology
students. Since 2013, NUSpeech has been embedded in
the curriculum of the bachelor honours program. Eligible
students enrol in a specific learning stream: Speech
Pathology in South East Asia. In addition to the international
clinical placement, they also complete a 20-unit online
elective course designed to allow for advanced level study
in areas of relevant research, including social inequalities
and determinants of health status, access to health care
and education, volunteering, working with interpreters,
working with families and communities, health promotion,
digital health, and working with cultural and linguistic
Annemarie
Laurence (top)
and Gwendalyn
Webb
2008-2010
Additional clinical
experience
Volunteer SLP 1-2
students
2011-2012
Volunteer
Academic/Clinical
Educator
Meetings with key
stakeholders
2013
Trial
3-week clinical
placement
12 students
Self-funded
Orientation and
Debrief
2014
SPinVietNam
14 students
Short-term
mobility funding
Educator
preparation
Formal language
lessons
2015
PPD Model
11 students
Embedded in
curriculum
Preparation-
Placement-
Debrief and
Dissemination
2016
NuSpeech
4-week clinical
placement
16 students across
4 clinical sites and
2 countries
Formal evaluation
Replication
Figure 1. Summary of the development of NUSpeech international clinical placement model in Viet Nam, 2008–2016