Speech-Language Pathology Students' Perceptions of Simulation-Based Learning Experiences in Stuttering

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Autor/inn/en	Penman, Adriana; Hill, Anne E.; Hewat, Sally; Scarinci, Nerina
Titel	Speech-Language Pathology Students' Perceptions of Simulation-Based Learning Experiences in Stuttering
Quelle	In: International Journal of Language & Communication Disorders, 56 (2021) 6, S.1132-1146 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penman, Adriana) ORCID (Hewat, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12645
Schlagwörter	Speech Language Pathology; Allied Health Occupations Education; Clinical Experience; Simulation; Student Attitudes; Undergraduate Students; Stuttering; Anxiety; Knowledge Level; Self Efficacy; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Schülerverhalten; Stammer; Stottern; Angst; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Ausland; Australien
Abstract	Background: Research suggests that some speech-language pathologists are uncomfortable treating people who stutter. Accessing quality clinical education experiences in stuttering is difficult given the ongoing rise in students enrolled in speech-language pathology programmes and the limited number of stuttering-specific placements available. Simulation-based learning is a viable option for providing speech-language pathology students with practical experience in a safe learning environment. Whilst research has found that simulation-based learning experiences in stuttering assist in the development of students' clinical skills, students' perceptions of participating in stuttering simulation-based learning are yet to be explored. Aims: To investigate speech-language pathology students' comfort, anxiety, knowledge and confidence in the management of stuttering at the commencement of an academic stuttering course and before and following participation in a stuttering simulation-based learning programme. Methods & Procedures: This study used a cross-sectional survey design. Participants were 105 undergraduate and graduate entry masters speech-language pathology students enrolled at an Australian university. Students engaged in a stuttering simulation-based learning programme embedded within an existing academic course on the management of stuttering. A purposefully developed survey was administered at three time points: pre-course (T1), pre-simulation (T2) and post-simulation (T3) in order to explore students' comfort and anxiety levels, and perceptions of their knowledge and confidence in stuttering management. Descriptive statistics were used to report the medians and range of students' responses. Changes across all time points and between each of the time points were determined using the Friedman test and the Wilcoxon signed rank test, respectively. Outcomes & Results: Statistically significant differences (p < 0.001) were observed on all matched survey items (n = 96) across all time points. Between each time point, a significant difference in students' perceived knowledge levels was found with small to large effect sizes. However, there was no difference in students' perceived comfort and anxiety levels between the time points of pre-course and pre-simulation. Open-ended responses on the post-simulation survey revealed that students valued learning about stuttering within a simulation-based learning environment. Conclusions & Implications: Simulation-based learning experience in stuttering management was valued by students. When accompanied by theoretical content, participation in a stuttering simulation-based learning programme supported students to feel more comfortable and less anxious about working with people who stutter. This finding has implications for the development of clinical skills in the assessment and treatment of adults who stutter. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01