Describing stakeholder relationships in speech pathology clinical placements

Jane-Maree Perkins1, Nicole Byrne2, Joanne Walters3

1The University of Newcastle, Callaghan NSW 2308, Clinical Educator, Speech Pathology Department, Cessnock District Hospital, Lower Hunter Sector, HNELHD Jane-Maree.Perkins@hnehealth.nsw.gov.au
2The University of Newcastle, University Drive, Callaghan NSW 2308 Nicole.Byrne@newcastle.edu.au
3The University of Newcastle, University Drive, Callaghan NSW 2308 Joanne.Walters@newcastle.edu.au

Background:

The current clinical education program for 3rd year undergraduates completing the Bachelor of Speech Pathology (Honours) program at University of Newcastle comprises of extensive collaboration between the education provider, placement providers (public and private health organisations), the clients and students in order to be success. There are currently no finite ways to measure the clinical education program in terms of learning outcomes, sustainability and mutually beneficial relationships between all stakeholders.  The project was funding by a Hunter Coast Interdisciplinary Clinical Training Network Grant.

Methods:

The project sought to investigate this situation in a way to improve transparency of benefits, facilitate collaborative relationships between stakeholders and establish a viable information gathering system from which the clinical education program can be evaluated. The methods chosen to achieve this were a literature review, focus groups and development of resources.

Results:

The investigations identified key measure to articulate the mutually beneficial potential for all stakeholders involved with clinical education. All resources developed were linked with existing evidence base, organisational strategic plans and the Competency-Based Occupational Standards for Speech Pathologist – Entry Level (SPA, 2011). The resources developed included a student survey, client survey, placement provider and education provider reporting templates.

Discussion:

The outcomes included; improved collaboration between education and placement providers, structured methods for improving collaboration with students and clients and development of resources. All of which are designed facilitate the ongoing development and evaluation of a mutually beneficial and sustainable clinical education program for speech pathology students.

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