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Student perceptions of factors that influence clinical competency in voice
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Factors contributing to clinician training and development in the clinical area of laryngectomy and tracheoesophageal voice
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Abstract:
Background It has long been recognized that tracheoesophageal speech (TES) rehabilitation after laryngectomy is a specialized area of practice for speech and language therapist (SLTs) due to the complex nature of patient presentation and the invasive components of the SLT's role in this area. Therefore, postgraduate experience and training is required to work competently and safely in this clinical area. However, it is generally acknowledged that the steps and processes followed by individual clinicians to achieve this training and clinical skill development are inconsistent and vary widely across services. There is a need to identify critical elements deemed most beneficial to clinical skill development in order to inform future training models. Aims To explore clinicians’ perceptions of factors that contribute to training and clinical skills development in the area of TES rehabilitation post‐laryngectomy. Methods & Procedures All participants were SLTs working in an Australian clinical service, with a current or recent clinical caseload that included patients using TES. A total of 36 SLTs were recruited and then grouped by level of experience (novice n = 15, intermediate n = 7, experienced n = 14). Each participant took part in one small focus group with other participants of similar experience level. Ten focus groups were conducted, each of approximately 60 min in duration. A semi‐structured interview guide was used to facilitate the discussion of issues relating to training in this area. Thematic analysis was used to analyse transcripts and identify themes. Outcomes & Results Interviews identified six key themes, including: Learning with and from others; Formal programmes; Hands‐on learning; Processes that influence training; and Individual influences. SLTs reported both positive issues and elements that were challenging across all five themes. The final (sixth) theme was identified regarding clinician perceptions of how this area differed to specialized training in other areas of the profession. The majority of themes were discussed equally by clinicians across all three experience levels. Conclusions & Implications Participants across all experience levels identified that multiple factors contributed to clinicians successfully gaining skills, understanding and competency when working in TES rehabilitation post‐laryngectomy. These factors, when fully considered and incorporated into future SLTs training pathways and opportunities, have the potential to optimize competency, skill acquisition and maintenance in this area.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; 3616 Speech and Hearing; Language and Linguistics; Linguistics and Language; Speech and Hearing
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URL: https://espace.library.uq.edu.au/view/UQ:d1e2bd9
https://espace.library.uq.edu.au/view/UQ:d1e2bd9/UQd1e2bd9_OA.pdf
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Simulation can replace part of speech-language pathology placement time: a randomised controlled trial
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Speech and language therapists’ reflections on developing and maintaining confidence in tracheoesophageal speech rehabilitation
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Global citizenship: Defining capabilities for speech-language pathology
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