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Evidence supports the use of simulation in educating speech pathology (SP) students, however most of the research has centered on low fidelity techniques as opposed to high fidelity and immersive technologies like virtual reality (VR). Whilst there has been research on the use of VR to teach clinical skills to students in other health disciplines (e.g., dentistry, nursing), use of VR in SP has focused mainly on its use in client intervention. There is an opportunity to use VR to teach clinical skills to SP students, particularly in response to barriers to clinical placement opportunities like the COVID 19 pandemic. Aim/s: The aim of this qualitative study was to explore students' perceptions on the use of VR to learn a clinical skill: administration of an oral musculature assessment (OMA). Second year SP students received VR training on OMAs (VR-OMA) at the start of their first pediatric clinical placement. Students completed a brief, open-ended survey regarding their experiences and perceived impact of the VR tool. Data from 55 surveys were retrospectively analyzed using a thematic approach. Results: Survey responses highlighted that the VR-OMA training created a positive learning experience. Five themes were generated: the technology, the teaching and learning strategies, the outcomes, the experience, and a good alternative. Speech pathology students valued the inclusion of the VR-OMA training in their learning and highlighted many advantages to the use of this technology when learning a clinical skill.

Simulated learning programs are an important component of allied health education. Although the role of simulation clinical educators has been highlighted as critical for student learning within simulation, their perceptions of their role have not yet been investigated. This study aimed to explore the experiences of simulation clinical educators. Participants were ten simulation clinical educators who had supported speech-language pathology students' learning during a 5-day simulation program focussed on speech-language pathology practice with adult clients in acute hospital and rehabilitation settings. Educators participated in individual semi-structured interviews exploring their role and their perceptions of the simulation-based learning program. Data were analysed using inductive thematic analysis. Three inter-related themes emerged from participants' views. The major theme of Unique teaching and learning environment incorporated five subthemes: focus on teaching; safe learning environment; authenticity and engagement; structure and intensity of learning, and; feedback opportunities. Two additional themes were identified: Clinical educator role same but different, and Simulation bridges the gap between theory and practice. This study offers new insights into simulation clinical educators' perceptions of their role when supporting students within simulation and highlight the importance of harnessing the unique benefits of simulation as a teaching pedagogy to maximize its impacts on student learning and justify its costs.

Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how simulation impacts on student learning in traditional clinical placements. Therefore, this research explored clinical educators' perceptions of students undertaking clinical placements in their workplace immediately following a five-day simulation-based learning program related to the same area of practice. Method: Thirty-five clinical educators who supervised students in the workplace immediately after they completed the simulation program participated in semi-structured interviews. All interviews were transcribed verbatim and analyzed using qualitative methods described by Graneheim and Lundman (2004). Result: The analysis identified four key themes related to the impact of students in the workplace, simulation priming students for learning, the importance of the transition from simulation-based learning to the workplace, and the role of simulation in clinical education programs. Conclusion: The use of simulation to support student learning and develop clinical skills and competencies in adult speech pathology practice is supported by workplace clinical educators. However, results of this study suggest that the simulation program needs to be embedded within the curriculum and clinical education program to enhance transition between learning experiences and maximize benefits of learning experiences in real workplace contexts.

Purpose: To investigate perspectives of multiple stakeholders involved in development and delivery of Vietnam's first speech-language pathology degrees and derive recommendations for future degrees in Vietnam and other Majority World countries. Methods: An exploratory-descriptive qualitative research design using focus groups and individual semi-structured interviews in the preferred language (English or Vietnamese) was used, with 70 participants from five stakeholder groups: project managers, students, academic educators, placement supervisors and interpreters. Transcriptions were analysed using thematic network analysis. Results: Analysis identified five organising themes: (1) People enjoyed working with/learning from others; (2) Benefits from/to stakeholders; (3) The pandemic impacted program delivery and learning; (4) Practical challenges; (5) Preparation with flexibility required for success and sustainability. From the five organising themes, one synthesising global theme was developed, conveying that satisfying international collaborations require preparation, support, high quality interpreting, and management of challenges. Conclusions: Recommendations highlight the need for preparation, collaboration, support to manage challenges, flexibility, recognition for placement supervisors and high-quality interpreting. The recommendations are of relevance to other organisations engaged in development of professional degrees in Majority World countries. Future research would benefit from a critical investigation of the diverse perspectives of stakeholders involved in the development and implementation of international curricula. IMPLICATIONS FOR REHABILITATION: Many Majority World countries are seeking to develop university degrees to build a workforce of speech-language pathologists to provide services to people with communication and swallowing disabilities Collaborative relationships, flexibility, and delineation of roles and commitments are vital to partnership success Conceptualisation of rehabilitation services in cross-cultural contexts must privilege the knowledge, experiences and preferences of local partners Local capacity building will support training programs and rehabilitation services that are sustainable and culturally relevant. [ABSTRACT FROM AUTHOR]

Background: Simulation-based learning provides students with a safe learning environment, guaranteed exposure to specific clinical scenarios and patients, time for reflection and repetition of tasks, and an opportunity to receive feedback from multiple sources. Research including studies specific to allied health training programmes have demonstrated that simulation-based learning also helps increase learners' confidence and reduces anxiety related to clinical environments, activities and skills. Such evidence, together with increasing challenges in provision of workplace clinical education, has supported an expansion of integrating simulation-based learning into university curricula. Aims: To provide detailed information about the processes and considerations involved in the development of a simulation-based learning programme for speech-language pathology. Methods & Procedures: Through reflection on the development process of a 5-day simulation-based learning programme, and in light of existing research in simulation, this paper outlines the important steps and considerations required for the development of a simulation-based learning programme to support student competency development in adult speech pathology range of practice areas. Main Contribution: A proposed framework for the development of future simulation-based learning programmes in speech-language pathology. Conclusions & Implications: The framework can be applied to simulation-based learning for university programmes and/or workplace training in speech-language pathology and across several other health disciplines.

Background Aims Methods Main Contribution Conclusions and Implications WHAT THIS PAPER ADDS What is already known on this subject What this study adds to existing knowledge What are the clinical implications of this work? The use of telepractice in delivering speech‐language pathology services is increasing and speech‐language pathologists are providing supervision to students on clinical placements through telesupervision. The review examined literature on telesupervision for speech‐language pathology students on a clinical placement.To systematically review the literature on how, when, and why telesupervision is used by speech‐language pathologists supervising students; and the views and experiences of students, practice educators, and clients on telesupervision.A systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines through searches in six databases (CINAHL, EMBASE, MEDLINE, PsycINFO, Web of Science and Educational Resources Information Center). Quality of the studies was examined using the Quality Assessment Tool for Studies with Diverse Designs.In total, the eight studies included in the review described the use of telesupervision with speech‐language pathology students. The studies revealed that telesupervision is considered an effective supervision model for speech‐language pathology students, as an adjunct to in‐person supervision. Multiple aspects of telesupervision in the studies related to workplace settings, access to and training of technology, type of caseload, practice educator attributes, and the student–educator supervisory relationship.Speech‐language pathology educators and students consider telesupervision to be a useful and effective model of supervision, when used as an adjunct to in‐person supervision. Although there is limited research to date examining the use of telesupervision in speech‐language pathology, the findings of this review can be used to guide support of educators and students as well as inform future research in this area. Telesupervision in speech‐language pathology allows for an extension of clinical placement opportunities into a wider variety of locations including rural and remote settings and where a practice educator might not be available in person. Telesupervision can reduce costs and travel time and increase the time in the day available for supervision. Considering the potential for telesupervision to expand placement opportunities, this review provides important insights into educator and student views on its implementation and outcomes. All studies in this review occurred prior to COVID‐19 restrictions on placements and so provide a context for any developments since and inform future research on telesupervision. While there is some evidence that practice educators and students alike consider that telesupervision can be effective, no studies were found to report on telesupervision as a standalone supervision method. Review findings could be used by speech‐language pathology student placement co‐ordinators and practice educators in (a) deciding if telesupervision holds potential for the specific work setting and clinical caseload, (b) determining if they have suitable technology and support in the use of the technology, and (c) identifying ways to support the educator–student relationship when using telesupervision. [ABSTRACT FROM AUTHOR]

Purpose: There is poor reporting of the cost of simulation and greater transparency is needed. The primary study aim was to conduct a financial analysis of the university/training institution costs associated with a 5-day simulation-based learning program for speech–language pathology students. The secondary aim was to consider the economic costs of the model. Method: Costs associated with the delivery of a 5-day simulation-based learning program for speech–language pathology students from six Australian universities were collected regarding: (a) pre-program training, (b) personnel, (c) room hire, (d) equipment, and (e) consumables. Both financial costs and economic costs (Australian dollar, at June 2017) were calculated per university site, and per student. Result: The simulation program was run 21 times involving 176 students. Average total financial cost per program ranged from $4717 to $11 425, with cost variation primarily attributed to local labour costs and various use of in-kind support. Average financial cost per student was $859 (range $683–$1087), however this was almost double ($1461 per student, range $857–$2019) in the economic cost calculation. Personnel was the largest contributing cost component accounting for 76.6% of financial costs. Personnel was also the highest contributing cost in the economic analysis, followed by room hire. Conclusion: This study provides clarity regarding financial and economic costing for a 5-day simulation-based learning program. These data can help universities consider potential up-front financial costs, and well as strategies for financial cost minimisation, when implementing simulation-based learning within the university context. [ABSTRACT FROM AUTHOR]

Simulation is increasingly used within speech-language pathology education. Research has primarily explored students' perceptions of learning in simulation. The aim of this study was to determine if speech-language pathology students achieved a statistically-equivalent level of competency when a mean of 20% of placement time was replaced with simulation compared to placements without a simulation component. This non-inferiority randomised controlled trial involved students from six Australian universities. Students were randomised to either a simulation + traditional placement group attending 5 days of simulation prior to their traditional placement, or a traditional only placement group. Their end-placement clinical competency was assessed using Competency Assessment in Speech Pathology (COMPASS®). Final data were available for 325 students: 150 students in traditional placements, 138 students in protocol-compliant simulation + traditional placements, and 37 students in non-protocol simulation + traditional placements. There were no statistically significant differences between groups (traditional vs protocol-compliant simulation + traditional Mann–Whitney–Wilcoxon z = 1.23, df = 286, p = 0.22; traditional vs intention-to-treat simulation + traditional Mann–Whitney–Wilcoxon z = 0.23, df = 323, p = 0.81). This research contributes to the evidence base which suggests that simulation can partially replace traditional placement time for speech-language pathology students without loss of competency, substantiating its value as an alternative placement model in speech-language pathology programmes. [ABSTRACT FROM AUTHOR]

Despite the cultural and linguistic diversity of the Australian population, research suggests that speech pathologists do not feel confident when providing services to Cultural and Linguistic Diversity (CALD) clients and would benefit from further education and training in this area. Cultural empathy has been described as a precursor to cultural competence and previous research has demonstrated the positive impact on nursing students' cultural empathy toward CALD clients following an interactive cultural simulation experience. This study investigated the feasibility and effectiveness of an online cultural simulation activity in developing the cultural empathy of speech pathology students. Students completed an online cultural simulation in their own time, followed by a tutorial debrief. Both the simulation and debrief were considered to comprise the 'simulation activity'; which was a component of a first-year introduction to clinical practice course. Participants completed a pre-survey and post-survey, containing the Comprehensive Empathy Scale (CES) and demographic questions. Results were analysed using the Wilcoxon Signed Rank test and a Paired Sample t-test, and a power analysis was conducted to direct future studies. Ten students participated and improved an average of 11.3 on the CES (p=0.14). A power analysis revealed that a minimum of 45 participants would be needed in future studies to observe any statistically significant results. The online application of the cultural simulation activity was feasible, and results indicate an improvement in cultural empathy, although the improvement did not reach statistical significance. Implications for future studies are discussed. [ABSTRACT FROM AUTHOR]

Varying research methodologies in gathering, analysing and reporting normative data for speech sound acquisition have led to inconsistencies in the reported ages of acquisition for the velar stops /k/ and /g/, while observational accounts from speech language pathologists (SLPs) suggest later mastery than some normative data indicate. Our aim was to explore Australian SLPs' perspectives on /k/ and /g/ acquisition by monolingual Australian English-speaking children. We used mixed methods to explore the perspectives of 54 SLPs who completed an online survey, and four who participated in a focus group. Of those surveyed, around 50% believed velar stops may be acquired later than normative data suggest, a finding reflected in thematic analysis of focus group discussions. Revised and updated normative data for /k/ and /g/ acquisition in Australian English-speaking children may better guide clinical decision-making for children with speech sound disorders. [ABSTRACT FROM AUTHOR]

Since 2008, final year students in the speech- language pathology program at the University of Newcastle (DON) have had the opportunity to gain clinical experience in Viet Nam. This paper will share the development and structure of NUSpeech, an international clinical placement model that has evolved over the past four years. The model incorporates key principles of clinical education to ensure students progress towards entry-level competency, while actively engaging in curriculum and implementing practices that highlight sustainability, partnerships, and capacity building for speech-language pathology practice in majority-world countries. [ABSTRACT FROM AUTHOR]