International students in speech-language pathology clinical education placements: Perceptions of experience and competency development

International Journal of Speech-language Pathology
Stacie AttrillSue McAllister

Abstract

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. 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. 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. The findings of this study suggest that international students experience additional communication, cultural and contextual demands on clinical placement, which ma...Continue Reading

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Citations

Apr 29, 2015·International Journal of Speech-language Pathology·David Trembath
Aug 7, 2016·Perspectives on Medical Education·Stacie AttrillMichelle Lincoln
Mar 8, 2017·International Journal of Speech-language Pathology·Stacie AttrillSue McAllister
Dec 6, 2019·International Journal of Language & Communication Disorders·Stacie AttrillSue McAllister
Feb 29, 2020·Journal of Multidisciplinary Healthcare·Christine KingBrett Williams
Feb 27, 2020·International Journal of Speech-language Pathology·Anne E HillJoanne Walters
Oct 28, 2021·American Journal of Speech-language Pathology·Angela M MedinaStefanie Moore

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