Speech and Language Therapists' Reflections on Developing and Maintaining Confidence in Tracheoesophageal Speech Rehabilitation

Autor/inn/en	Hancock, Kelli L.; Ward, Elizabeth C.; Hill, Anne E.
Titel	Speech and Language Therapists' Reflections on Developing and Maintaining Confidence in Tracheoesophageal Speech Rehabilitation
Quelle	In: International Journal of Language & Communication Disorders, 55 (2020) 1, S.85-96 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hancock, Kelli L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12505
Schlagwörter	Speech Language Pathology; Rehabilitation; Professional Personnel; Workplace Learning; Foreign Countries; Self Efficacy; Job Skills; Training; Experiential Learning; Mentors; Leadership; Professional Development; Australia + Suchen Sie Ihr Suchwort? Personalbestand; Ausland; Self-efficacy; Selbstwirksamkeit; Produktive Fertigkeit; Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Führung; Führungsposition; Australien
Abstract	Background: The management of tracheoesophageal speech (TES) rehabilitation is an area of speech and language therapists' (SLTs) clinical practice where knowledge and skills are primarily developed through postgraduate workplace experience and training. Although recent research suggests clinicians in Australia perceive there is adequate access to workplace training, little is known about how clinicians develop and/or maintain clinical confidence when working in this specialist caseload. Aims: To investigate factors that contribute to development of clinician confidence as well as the factors that impact on improving and maintaining confidence when working in the clinical area of TES rehabilitation. Methods & Procedures: SLTs working in an Australian clinical service and in a current or recent caseload including patients using TES were eligible to participate. A total of 36 SLTs were recruited and then grouped by level of experience (novice n = 15, intermediate n = 7, experienced n = 14). Ten focus groups of 60-min duration were conducted each with three to four participants from the same experience level. A semi-structured interview guide was used to facilitate the discussion of issues relating to training and confidence; however, only the content pertaining to clinical confidence is reported. Thematic analysis was used to analyse the transcripts. Outcomes & Results: Four themes were identified as contributing to the development of confidence: training, exposure, accessing support and mentorship, and leadership opportunities. Three themes were identified as critical for improving or maintaining clinical confidence: ongoing management of a caseload, ongoing support and further learning. An additional overarching theme was the desire for SLTs to classify or quantify their level of confidence, typically using a numeric scale or in years of clinical experience. The impact of varying contexts and caseloads on confidence levels was highlighted by all participants, but particularly those in the novice focus groups. Conclusions & Implications: The findings highlight the fact that the acquisition and maintenance of confidence is an ongoing consideration for SLTs, both those starting out and those with years of clinical experience. With patient presentation increasing in complexity, the importance of understanding contributing factors for gaining and maintaining confidence should be considered alongside postgraduate training and the provision of ongoing support for SLTs working in this specialized clinical area, regardless of experience level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01