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Simulation can replace part of speech-language pathology placement time: A randomised controlled trial ...
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Simulation can replace part of speech-language pathology placement time: A randomised controlled trial ...
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A framework to support the development of quality simulation-based learning programmes in speech-language pathology
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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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A framework to support the development of quality simulation-based learning programmes in speech-language pathology
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Simulation can replace part of speech-language pathology placement time: a randomised controlled trial
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Hill, Anne E.; Ward, Elizabeth; Heard, Robert; McAllister, Sue; McCabe, Patricia; Penman, Adriana; Caird, Emma; Aldridge, Danielle; Baldac, Stacey; Cardell, Elizabeth; Davenport, Rachel; Davidson, Bronwyn; Hewat, Sally; Howells, Simone; Purcell, Alison; Walters, Joanne. - : Taylor & Francis, 2020
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Abstract:
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 = 1.23, = 286, = 0.22; traditional vs intention-to-treat simulation + traditional Mann-Whitney-Wilcoxon = 0.23, = 323, = 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.
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Keyword:
Language and Linguistics; LPN and LVN; Otorhinolaryngology; Research and Theory; Speech and Hearing
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URL: https://espace.library.uq.edu.au/view/UQ:cc9fbb4
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Determining global citizenship capabilities for speech-language pathologists and other health professionals: a study protocol
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Global citizenship: Defining capabilities for speech-language pathology
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In: School of Health and Human Sciences (2019)
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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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Global citizenship: defining capabilities for speech-language pathology
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A tool for assessing case history and feedback skills in audiology students working with simulated patients
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Simulated patients versus seminars to train case history and feedback skills in audiology students: a randomized controlled trial
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The future of speech pathology in aged care: Students’ confidence and interest in working with older people
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Developing clinical skills in paediatric dysphagia management using human patient simulation (HPS)
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Assessment of student competency in a simulated speech-language pathology clinical placement
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