An Optimal Environment for Placement Learning: Listening to the Voices of Speech and Language Therapy Students

Autor/inn/en	Quigley, Duana; Loftus, Laura; McGuire, Aoife; O'Grady, Kerrie
Titel	An Optimal Environment for Placement Learning: Listening to the Voices of Speech and Language Therapy Students
Quelle	In: International Journal of Language & Communication Disorders, 55 (2020) 4, S.506-519 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quigley, Duana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12533
Schlagwörter	Speech Language Pathology; Allied Health Personnel; Medical Students; Student Attitudes; Placement; Skill Development; Student Evaluation; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Schülerverhalten; Betriebspraktikum; Praktikum; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Ausland; Irland
Abstract	Background: Placements are a core component of learning within speech and language therapy (SLT) undergraduate and postgraduate university programmes. They facilitate the development of students' professional and clinical competencies and socialization into the profession. It is indicated that an optimal environment for placement learning often pivots on the mentoring, supervision and feedback the student receives. Aims: To explore the perspectives of student SLTs in the Republic of Ireland in relation to factors that would best support their learning and competency development on placement. Methods & Procedures: Qualitative data were collected from an anonymous online student survey that consisted of eight open-ended questions. Thematic analysis was applied to the data. Excerpts from the data were selected to illustrate the themes constructed. Outcomes & Results: A total of 117 students responded. Four salient themes were generated that capture the students' perspectives of an optimal environment for placement learning and competency development. Conclusions & Implications: This study supports quality assurance within the practice education of student SLTs and highlights aspects of an optimal learning environment that practice educators can strive to develop. In parallel, this study points to the need for improved supports from university personnel and placement site managers, and an increased need for student preparedness and self-reflection. Implications for continuing professional development specific to the role of a practice educator is described, in addition to the recommendation of an expanded perspective of supervision within SLT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01