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Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development
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Predictors of professional placement outcome: cultural background, English speaking and international student status
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Implications of Variability in Clinical Bedside Swallowing Assessment Practices by Speech Language Pathologists
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International students in speech-language pathology clinical education placements: perceptions of experience and competency development
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Abstract:
This manuscript version is made available under the CC-BY-NC-ND 4.0 license: http://creativecommons.org/licenses/by-nc-nd/4.0/ which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. ; Purpose: This study aimed to describe perceptions of clinical placement experiences and competency development for international speech-language pathology students and to determine if these perceptions were different for domestic students. Method: Domestic and international students at two Australian universities participated in nine focus group interviews. Thematic analysis led to the identification of two themes shared by international and domestic students and several separate themes. Result: Shared themes identified the important influence of students’ relationships with clinical educators, unique opportunities and learning that occurs on placement. International student themes included concerns about their communication skills and the impact of these skills on client progress. They also explored their adjustment to unfamiliar placement settings and relationships, preferring structured placements to assist this adjustment. Domestic student themes explored the critical nature of competency attainment and assessment on placement, valuing placements that enabled them to achieve their goals. Conclusion: The findings of this study suggest that international students experience additional communication, cultural and contextual demands on clinical placement, which may increase their learning requirements. Clinical education practices must be responsive to the learning needs of diverse student populations. Strategies are suggested to assist all students to adjust to the professional and learning expectations of clinical education placements.
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Keyword:
clinical education; competency; fieldwork; international student placement
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URL: http://hdl.handle.net/2328/38530
https://doi.org/10.3109/17549507.2015.1016109
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Redefining ‘Chinese’ L1 in SLP: Considerations for the assessment of Chinese bilingual/bidialectal language skills
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Impact of placement type on the development of clinical competency in speech–language pathology students
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Assessment of student competency in a simulated speech-language pathology clinical placement
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A systematic program of research regarding the assessment of speech-language pathology competencies
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Becoming familiar with competency based student assessment: An evaluation of workshop outcomes
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