International students in speech-language pathology clinical education placements

Perceptions of experience and competency development

Stacie Attrill, Michelle Lincoln, Sue McAllister

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Purpose: 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. Method: 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. Result: 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. Conclusion: The findings of this study suggest that international students experience additional communication, cultural and contextual demands on clinical placement, which may increase their learning requirements. Clinical education practices must be responsive to the learning needs of diverse student populations. Strategies are suggested to assist all students to adjust to the professional and learning expectations of clinical education placements.

Original languageEnglish
Pages (from-to)314-324
Number of pages11
JournalInternational Journal of Speech-Language Pathology
Volume17
Issue number3
DOIs
Publication statusPublished - 1 Jan 2015
Externally publishedYes

Fingerprint

Speech-Language Pathology
Students
Education
Learning
Social Adjustment
Communication
Speech-language Pathology
Placement
International Students
Clinical Education
Competency
Focus Groups

Cite this

@article{3abdffe8331b4ac6837656e745ac80f4,
title = "International students in speech-language pathology clinical education placements: Perceptions of experience and competency development",
abstract = "Purpose: 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. Method: 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. Result: 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. Conclusion: The findings of this study suggest that international students experience additional communication, cultural and contextual demands on clinical placement, which may increase their learning requirements. Clinical education practices must be responsive to the learning needs of diverse student populations. Strategies are suggested to assist all students to adjust to the professional and learning expectations of clinical education placements.",
keywords = "Clinical education, Competency, Fieldwork, International students, Placement",
author = "Stacie Attrill and Michelle Lincoln and Sue McAllister",
year = "2015",
month = "1",
day = "1",
doi = "10.3109/17549507.2015.1016109",
language = "English",
volume = "17",
pages = "314--324",
journal = "Advances in Speech Language Pathology",
issn = "1441-7049",
publisher = "Informa Healthcare",
number = "3",

}

TY - JOUR

T1 - International students in speech-language pathology clinical education placements

T2 - Perceptions of experience and competency development

AU - Attrill, Stacie

AU - Lincoln, Michelle

AU - McAllister, Sue

PY - 2015/1/1

Y1 - 2015/1/1

N2 - Purpose: 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. Method: 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. Result: 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. Conclusion: The findings of this study suggest that international students experience additional communication, cultural and contextual demands on clinical placement, which may increase their learning requirements. Clinical education practices must be responsive to the learning needs of diverse student populations. Strategies are suggested to assist all students to adjust to the professional and learning expectations of clinical education placements.

AB - Purpose: 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. Method: 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. Result: 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. Conclusion: The findings of this study suggest that international students experience additional communication, cultural and contextual demands on clinical placement, which may increase their learning requirements. Clinical education practices must be responsive to the learning needs of diverse student populations. Strategies are suggested to assist all students to adjust to the professional and learning expectations of clinical education placements.

KW - Clinical education

KW - Competency

KW - Fieldwork

KW - International students

KW - Placement

UR - http://www.scopus.com/inward/record.url?scp=84929894575&partnerID=8YFLogxK

U2 - 10.3109/17549507.2015.1016109

DO - 10.3109/17549507.2015.1016109

M3 - Article

VL - 17

SP - 314

EP - 324

JO - Advances in Speech Language Pathology

JF - Advances in Speech Language Pathology

SN - 1441-7049

IS - 3

ER -