| 1 |
Struggle and failure on clinical placement: a critical narrative review
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Predictors of professional placement outcome: cultural background, English speaking and international student status
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Boosting the recruitment and retention of new graduate speech-language pathologists for the disability workforce
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
International students in speech-language pathology clinical education placements: perceptions of experience and competency development
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Ethical dilemmas experienced by speech-language pathologists working in private practice
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Impact of placement type on the development of clinical competency in speech–language pathology students
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Sport, scales, or war? Metaphors speech-language pathoogists use to describe caseload management
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
How experienced speech-language pathologists learn to work on teams
|
|
|
|
In: Morrison, SC, Lincoln, MA & Reed, VA 2011, 'How experienced speech-language pathologists learn to work on teams', International Journal of Speech-Language Pathology, vol. 13, no. 4, pp. 369-377, http://dx.doi.org/10.3109/17549507.2011.529941 (2011)
|
|
Abstract:
This study sought to understand how 10 speech-language pathologists (SLPs) learned to work on teams with otherdisciplines. Team-work skills are cited by universities as a generic skill their graduate possess and by professional speech-language pathology organizations as an important skill for clinicians. Few allied health curriculums, including speech-language pathology, teach explicit team-work skills. Which leads to the question: Where have experienced SLPs learned these skills? Interviews from 10 practicing SLPs determined where and how they learned to work on teams as well as team-skills that entry-level SLPs should possess. Only two of the 10 participants had any formal team training during university study and nine out of 10 participants described learning ‘‘on the job’’ during their first professional job with assistance from a workplace mentor. All participants believed that training in team-work with other disciplines is important to learn during university study. The needed attitudes, knowledge, and skills described for entry-level SLPs reflects similar characteristics listed by the World Health Organization’s 2010 recommendation for inter-professional education. These findings support the inclusion of inter-professional education learning opportunities in the speech-language pathology curriculum.
|
|
Keyword:
130209 Medicine; 170204 Linguistic Processes (incl. Speech Production and Comprehension); 929999 Health not elsewhere classified; 939999 Education and Training not elsewhere classified; Allied health profession -- Clinical education -- Competencies -- Inter-professional -- Teams; Applied research; Journal Article. Refereed; Nursing and Health Curriculum and Pedagogy; Scholarly Journal
|
|
URL: http://hdl.cqu.edu.au/10018/1024485
|
|
BASE
|
|
Hide details
|
|
|
|
|
