JCPSLP Voll 15 No 3 Nov 2013

Interprofessional education and practice

From the editors Jane McCormack and Anna Copley

Contents

109 From the editors 110 The role-emerging, interprofessional clinical placement: Exploring its value for students in speech pathology and counselling psychology – Natalie Ciccone, Deborah Hersh, Lynn Priddis and Amanda Peterson 115 Collaboration towards inclusion: An interprofessional learning opportunity for education and speech pathology students – Deborah Hersh, John O’Rourke and Abigail Lewis 120 Addressing the challenges of clinical education: Conversation partner training for speech-language pathology students – Louise Wilkinson, Tracy Sheldrick, Robyn O’Halloran and Rachel Davenport 125 A bird’s eye view of speechBITE™: What do we see? – Natalie Munro, Emma Power, Kate Smith, Melissa Brunner, Leanne Togher, Elizabeth Murray and Patricia McCabe 131 Challenges and practical strategies 138 “How my clinical placement in Australia helped me to become the clinician I am today” – Stephanie Lynham, Naomi Cocks, Emma Phillips, Aimee Mulae, Helen Fletcher and Lauren Smith 142 What’s the evidence? Translating interprofessional education and practice into the education and health care setting: The speech pathology perspective – Brooke Sanderson and Anne Whitworth 148 The ethics of interprofessional health care: Considerations for speech pathologists – Trish Bradd, Helen Smith, Noel Muller and Christina Wilson 152 Webwords 47: Interprofessional education and practice in SLP – Caroline Bowen 154 Top 10 transdisciplinary resources – Nicole Limbrick for speech pathologists working with children in out of home care (OOHC) – Nicole Byrne and Tania Lyddiard

T his issue of the Journal of Clinical Practice in Speech-Language Pathology focuses on “Interprofessional practice”. As such, it showcases the abilities of speech- language pathologists (SLPs) to collaborate with different disciplines to address their client’s needs. Never has the need for collaboration between professionals been as great as the present time, as we face social, political and population changes which are putting significant pressure on health and education services that are already stretched to their limits. In light of the recent policies for inclusion of children with special needs within general classroom settings, Hersh, O’Rourke and Lewis explored the interprofessional learning opportunities for education and speech-language pathology students. Forty-nine students took part in their study, 19 of whom evaluated the program and reported positive experiences. Overall the program promoted education and SLP student collaboration and inclusion. Another study exploring interprofessional student collaboration was completed by Ciccone, Hersh, Priddis, and Peterson. Their study examined the experiences of SLP and counselling psychology students in a role-emerging, interprofessional clinical placement. The students who took part in this study provided a program to facilitate the development of a healthy mother–child relationship in a pre-release detention centre. The results of their study showed that despite being a challenging experience, the interprofessional placement strengthened students’ collaborative problem-solving, advocacy skills and clinical competence. In their “Clinical insights” paper, Byrne and Lyddiard provide an overview of strategies for working with children in out-of-home care who may have experienced trauma or abuse. They identify considerations for SLPs as part of a larger team of individuals working to care for and support these children. Other papers in this issue do not fit within the interprofessional practice theme, but cover topics of interest and value to SLPs. Two studies (Wilkinson and colleagues, and Lynham and colleagues) explore aspects of clinical education in the areas of communication partner training and international placements respectively. In addition, Munro and colleagues provide an overview of the speechBITE™ database, which is a valuable resource for clinicians in the provision of evidence based practice. Within this issue of JCPSLP , regular columns focus on interprofessional practice. In the “Ethical conversations” column, Bradd, Smith, Muller and Wilson explore ethical factors relating to interprofessional practice that need to be considered when SLPs work as part of a clinical team in the provision of care to their clients. In the “What’s the evidence?” column, Sanderson and Whitworth focus on research investigating interprofessional education and practice in education and health settings, while Limbrick provides her “Top 10 resources” for working in transdisciplinary practice with children with developmental delays and disabilities. Bowen provides a description of websites relevant to interprofessional education and practice in her “Webwords” column.

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JCPSLP Volume 15, Number 3 2013

www.speechpathologyaustralia.org.au