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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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Hewat, Sally; Penman, Adriana; Davidson, Bronwyn; Baldac, Stacey; Howells, Simone; Walters, Joanne; Purcell, Alison; Cardell, Elizabeth; McCabe, Patricia; Caird, Emma; Ward, Elizabeth; Hill, Anne E.. - : John Wiley & Sons, 2020
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Abstract:
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.
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Keyword:
clinical education; competency development; simulation-based learning; speech-lanugage pathology
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URL: http://hdl.handle.net/1959.13/1424924
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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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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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