JCPSLP Vol 15 No 2 2013

Clinical education

From the editors Anna Copley and Jane McCormack

Contents

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 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 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 94 Ethical awareness in allied health 75 Viet Nam’s first qualified speech therapists: The outcome of a

T he 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!

104 Webwords 46: Social media in clinical education and continuing professional development – Caroline Bowen

107 Top 10 resources for clinical education

108 Resource review

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JCPSLP Volume 15, Number 2 2013

www.speechpathologyaustralia.org.au